10

English
Quarter 1 – Module 4:
Lesson 1: Comparison and Contrast
English - Grade 10
Alternative Delivery Mode
First Quarter-Module 4: EN10VC-Iva-15: Compare and Contrast the contents of
the materials viewed with outside sources of information in terms of
accessibility and effectiveness.
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Sonia Lauronal
Editors: Christy Kimeiafar, Sherlane Kate Laluna, Resdale Venz Palabrica, Imelda Lazaga
Reviewers: Blessilda Pitogo, Zenith Guzman
Illustrator: Achilles B. Mendez
Layout Artist: Achilles B. Mendez
Quality Assurance Team: Dr. Emma C. Olandria (Moderator, English-Key Stage 3)
Mrs. Leonita J. Bureros (Evaluator for Grade 10 English)

Management Team:
Schools Division Superintendent:
Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
CID Chief: Dr. Mary Ann P. Flores
EPS in LRMS: Mr. Isaiash T. Wagas
EPS in English: Dr. Ma. Chona B. Redoble

Printed in the Philippines by:

Department of Education – Region VII, Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
E-mail Address: cebu.province@deped.gov.ph
 10

English
Quarter 1 – Module 4:
Lesson 1: Comparison and Contrast

Page 3
 Key Message

For Educators:

Learning is a constant process. Amidst inevitable circumstances, Department

of Education extends their resources and looks for varied ways to cater your needs
and to adapt to the new system of Education as a fortress of Learning Continuity
Plan. One of the probable solutions is the use of Teacher-made Educational
Modules in teaching.
You are reading the English – Grade 10: First Quarter Alternative Delivery
Mode (ADM) Module on Comparison and Contrast which objective is to compare
and contrast the contents of the materials viewed with outside sources of
information in terms of accessibility and effectiveness (ENVC-Iva-15) as
stipulated and found in the K-12 Most Essential Learning Competencies.
The creation of this module is a combined effort of competent educators from
different levels and various schools of Department of Education Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.
The use of Teacher-made Educational Module aims to surpass the challenges
of teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in
accordance to their capability, efficiency and time. Thus, helping the learners acquire
the prerequisite 21st Century skills needed with emphasis on utmost effort in
considering the whole well being of the learners.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher!

This part of the module gives you helpful

tips, suggestions or strategies that will make
the learning process easy and efficient to the
learners.

As the main source of learning, it is your top priority to explain clearly on how
to use this module to the learners. While using this module, learner’s progress and
development should be recorded verbatim to assess their strengths and weaknesses
while doing the activities presented independently in safety of their homes.
Moreover, you are anticipated to persuade learners to comply and to finish the
modules on or before the scheduled time.

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For the Learners:
As a significant stakeholder of learning, Department of Education researched
and explored on innovative ways to address your needs with high consideration on
social, economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.

You are reading the English – Grade 10: First Quarter Alternative Delivery
Mode (ADM) Module on Comparison and Contrast which objective is to compare
and contrast the contents of the materials viewed with outside sources of
information in terms of accessibility and effectiveness (ENVC-Iva-15 as
stipulated and found in the K-12 Most Essential Learning Competencies

This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest
assured that you will be able to take pleasure as well as to deeply understand the
contents of the lesson presented using; recognizing your own capacity and capability
in acquiring knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

tract on the Competencies, Objectives and
WHAT I NEED TO KNOW
Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge

on the lesson to take. If you answered this part
WHAT I KNOW
with full marks, you can decide to skip this
module.

WHAT’S IN This part helps you link the previous lesson to

the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

part of the module creatively. It may be
WHAT’S NEW
through a story, a song, a poem, a problem
opener, an activity, a situation or the like.

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 A brief discussion of the lesson can be read in
this part. It guides and helps you unlock the
WHAT IS IT
lesson presented.

A comprehensive activitiy/es for independent

practice is in this part to solidify your
WHAT’S MORE knowledge and skills of the given topic. Check
the answers to the exercises using the Answer
Key at the end of the module.

This part of the module is used to process

WHAT I HAVE LEARNED your learning and understanding on the given
topic.
A transfer of newly acquired knowledge and
skills to a real life situation is present in this
WHAT I CAN DO
part of the module.

ASSESSMENT This activity assesses your level of mastery

towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

ANSWER KEYS module.

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid resources
used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care.
Unnecessary marks are prohibited. Use a separate sheet of paper
in answering all the given exercises.

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 2. This module is organized according to the level of understanding.
Skipping one part of this module may lead you to confusion and
misinterpretation.

3. The instructions are carefully laden for you to understand the given
lessons. Read each items cautiously.

4. This is a Home-Based class, your reliability and honour in doing the

tasks and checking your answers are a must.

5. This module helps you attain and learn lessons at home. Make sure
to clearly comprehend the first activity before proceeding to the next
one.

6. This module should be returned in good condition to your

teacher/facilitator once you completed it.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch

with him/her for further discussion. Know that even if this is a home-based class,
your teacher is only a call away. Good communication between the teacher and
the student is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and
skills for you to be fully equipped and ready to answer the demands of the
globally competitive world. We are confident in you! Keep soaring high!

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 WHAT I NEED TO KNOW

Good day dear learner!

This module is crafted and designed for you not to be behind of what
you ought to learn despite all odds. It provides you to access and acquire the lessons
in your grade year level, thus, the making of the activities, exercises and
assessments are carefully made to suit the level of your understanding. So, this is
really for you to fully comprehend and perceive the skills of comparing and
contrasting the contents of the materials viewed with outside sources of information
in terms of accessibility and effectiveness. With all your optimism, you are going to
go through this module thru its proper sequence to fully grasp of what you intend to
do. Although, you are going to tackle all the activities independently; still, you are
guided with instructions for you not to be derailed in the wrong path.

This module will let you realize that there are really differences and
similarities of the things that you engage in. Using this module, you are ought to
Compare and Contrast the contents of the materials viewed with outside
sources of information in terms of accessibility and effectiveness.

As you journey in this learning resource, you are expected to achieve

the following objectives:

identify important features/points in the materials viewed;

compare and contrast the contents of the materials viewed with
outside sources of information; and
display self-reliance and high sense of responsibility in coping with
the assigned tasks.

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 WHAT I KNOW

Directions: Go over the illustrations/pictures very carefully, then spot the similarities
and point out differences among the group of pictures/illustrations. Fill in
the table with the needed information.

1.

2.

3.

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4.

Similarities Differences
1.
2.
3.
4.

WHAT’S IN
Directions: Read carefully each set of information. Compare and contrast the
contents of these materials read/viewed.

Set A

Infectious diseases are caused by pathogenic microorganisms, such as

bacteria, viruses, parasites or fungi; the diseases can be spread, directly or
indirectly, from one person to another.

Tropical diseases encompass all diseases that occur solely, or principally, in

the tropics. In practice, the term is often taken to refer to infectious diseases that
thrive in hot, humid conditions, such as malaria, leishmaniasis, schistosomiasis,
onchocerciasis, lymphatic filariasis, Chagas disease, African trypanosomiasis, and
dengue.

Similarity
___________________________________________________________________
___________________________________________________________________
________.

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Difference
___________________________________________________________________
___________________________________________________________________
________.
Set B
The Devil's Disease –
John Tiong Chunghoo

the devil
he too needs man
to spread his disease

If I could, I would
thank God for hanging your star
in my sky each night.

Similarity
___________________________________________________________________
___________________________________________________________________
________.
Difference
___________________________________________________________________
___________________________________________________________________
________.

Set C.

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Similarity
___________________________________________________________________
___________________________________________________________________
________.
Difference
___________________________________________________________________
___________________________________________________________________
________.

WHAT’S NEW

Directions: Study the following charts and make statements or sentences expressing
comparison and contrast of the information presented.

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Write your sentences here:

• Sentences expressing contrast

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______.

• Sentences expressing comparison

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______.

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 WHAT IS IT

Key Points:

◼
In our daily lives we constantly make comparisons. We compare
breakfast cereals, TV shows, teachers, music, girlfriends and boyfriends, jobs,
practices, education, etc. In fact, we compare almost everything to something
else. Then, we make choices about what we like or don't like and about what
we want or definitely don't want. We often don't give much thought as to how
we are making these comparisons, but usually there is an underlying logic.
• What is comparison and contrast?
Compare is when you tell how things are alike and contrast is
when you tell how things are different. It also explains how two
subjects are similar or different.
▪
H1N1 in 1918 is just the same with COVID-19. They are
both contagious. (Similar)
▪
Although both are contagious, they differ in origin.
(Contrast)
• Why do we compare and contrast things?
Purpose Example
to determine the superiority of one describe which car to buy by
thing over the other comparing features
to explain something that is describe how an electric car works
unknown by comparing it to by contrasting its function with that
something that is known of a gasoline-powered car

to show that two apparently similar show how an author’s new book or
things are in fact quite different or musical group’s new album is
to show that two apparently surprisingly different from the last
dissimilar things are quite similar one

to show how something or compare and contrast education

someone has changed before the pandemic and
education now

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CONNECTORS
EXPRESSING CONTRAST:
o however, but, nevertheless, still, whereas and yet

• These connectors are used to emphasize the fact that the second point
contradicts with the first.
o HOWEVER: Katty couldn't cash her paycheck, however, she
managed to buy a new TV set.
o BUT: Oscar had a ticket, but he didn´t go to the game.
o NEVERTHELESS: There was little chance of success; nevertheless,
they decided to perform the surgery.
o STILL: He is rich, still, he leads a miserable life.
o YET: Edison dropped out school at an early age, yet he became a
famous inventor.
o WHEREAS: Tom thinks we´re ready to begin whereas Lisa thinks
we have to wait.
EXPRESSING CONTRAST:
o although, though, even if and even though

• We use them to connect contrasting ideas introducing a dependent

clause
o ALTHOUGH: Although it rained a lot, we enjoyed our vacation.
o THOUGH: Maria didn´t receive a scholarship though she is an
excellent student.
o EVEN IF: Even if you take a taxi, you'll still miss the train.
o EVEN THOUGH: Even though the weather was bad, the ship
departed.

o despite, in spite of

• We use them to contrast ideas. They must be followed by a noun phrase

or an –ing form
o IN SPITE OF: In spite of being a millionaire, he is very mean
o DESPITE: Despite the doctor´s advice, he played football last
week.

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EXPRESSING SIMILARITIES
o as….as, the same…as, like, both
• We use these connectors to express similarities.
o Education inside the classroom is as effective as that of
education at home.
o Learning at home is the same as learning in school.
o Both parents and teachers are catalysts of learning.

WHAT’S MORE

Test I
Directions: Read the article on General Community Quarantine (GCQ) and
Enhanced Community Quarantine (ECQ). Use the VENN diagram to
show similarities and differences.

The government has announced another extension of Enhanced Community

Quarantine (ECQ) which will end on May 15, 2020. However, some regions,
particularly those with a low risk of COVID-19 cases will be under General
Community Quarantine (GCQ). To understand further, let's explore the differences
between ECQ AND GCQ.
Enhanced Community Quarantine (ECQ) specifies the following:
1. Everyone is required to STAY AT HOME. If possible, only one member of the
household should go out to buy necessities.
2. Suspension of public transportation such as trains (LRT-1, LRT-2, MRT-3, and
PNR), jeepneys, buses, taxis, FX, UV Express, and TNVS (Grab, etc.).
3. Suspension of work, except for front liners.
4. Establishments that provide basic necessities will remain open. Shopping malls
are closed.
5. Everyone is required to wear a mask especially when going to public places.
6. Permanent residents of the Philippines are allowed to return from abroad but
should be in home quarantine. Filipinos in the country are not allowed to travel
abroad.

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General Community Quarantine (GCQ) specifies the following:
1. Public transportation will be allowed, but passengers shall observe social
distancing.
2. Malls will be opened but with restrictions. Proper wearing of masks and
temperature checks are needed upon entering.
3. Airports will be opened for transferring of goods.
4. Senior citizens and high-health risk persons will still be required to stay at home.
5. Offices will be opened, but only limited to certain industries.

ECQ GCQ

Test II.
Directions: Read the poem below and answer the questions that follow.

The Before Times

BONNIE SHAW
Salt Lake City

Before we were living in a pandemic, we went to lunch with

our friends in restaurants & slurped soup with crackers
we crushed with our bare fingers, our ordinary fingers
that did not ignite terror, that were not vectors of disease.

Before the days of self-isolation, shopping was just another chore,

sometimes a pleasure, a stroll through Costco sampling
from little paper cups protein bars & chocolate candies &
popcorn & potato chips, strolling & sampling & buying big bags of
broccoli & spinach & Asian cashew salad &
giant containers of gourmet cheese & yes, toilet paper.

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 The Before Times have receded deep into memory as if
all of that happened ten, no, twenty years ago
when we lived in another land of freedom & movement
& laughter & hugging & sitting in each other's
living rooms, living, alive, chatting for hours without
measuring the social distance, without wearing N95
surgical masks or nitrile gloves, without anxious fear.

Now we are living in another land, frightened & confused,

our minds always tasked with remembering to wash our hands,
not touch our faces, not touch packages or mail without
gloves & Clorox wipes & yes, remembering to worry,
as if anxious worry could create a high wall surrounded by a moat
of reeking & fuming disinfectant to keep us safe in this new land
of contamination & fever & suffocation & death.

We must not forget the Before Times, when we could touch

doorknobs, doorbells, the mail, U.P.S. packages, restaurant tabletops,
colleagues’ keyboards, other people’s hands, our own faces.
We must not forget dinner parties, book groups, political rallies,
concerts, movies, worship services, protests, weddings, funerals.
In the Before Times we shared our joys & sorrows together.

Will we ever live together again?

Questions:

1. What were the activities missed by the author before times?

2. How did the author contrast life in the poem?
3. Are there differences on how people live and enjoy life in the poem? What are
they?
4. Do you feel the same as what the author felt in the poem? If yes, how?

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 WHAT I HAVE LEARNED

Directions: Answer the questions that follow.

1. Why is it important to have knowledge on comparing and contrasting?

2.Write a five - sentence paragraph based on the information in the Venn diagram
below.

Educational System in the Philippines

Before the Pandemic During the Pandemic

Before Pandemic During Pandemic

learning blended
face to face classes

education online
school-based

teachers home-based
classroom

google

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 WHAT I CAN DO

Directions: Give sensible answers to questions below.

1. Recall articles that you have read. Compare and contrast contents of these
articles using the following template.

2. Write observations on the daily activities in your neighborhood or community. In

what way are they similar or different before the occurrence of the pandemic?

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 ASSESSMENT

Directions: Read and analyze contents of the two articles about Pandemic of 1918
and the COVID-19 Pandemic, then answer the questions that follow.

1918 Pandemic (H1N1 virus)

Article 1

The 1918 influenza pandemic was the most severe pandemic in recent
history. It was caused by an H1N1 virus with genes of avian origin. Although
there is not universal consensus regarding where the virus originated, it
spread worldwide during 1918-1919. In the United States, it was first identified
in military personnel in spring 1918. It is estimated that about 500 million
people or one-third of the world’s population became infected with this virus.
The number of deaths was estimated to be at least 50 million worldwide with
about 675,000 occurring in the United States.
Mortality was high in people younger than 5 years old, 20-40 years old,
and 65 years and older. The high mortality in healthy people, including those
in the 20-40-year age group, was a unique feature of this pandemic. While the
1918 H1N1 virus has been synthesized and evaluated, the properties that
made it so devastating are not well understood. With no vaccine to protect
against influenza infection and no antibiotics to treat secondary bacterial
infections that can be associated with influenza infections, control efforts
worldwide were limited to non-pharmaceutical interventions such as isolation,
quarantine, good personal hygiene, use of disinfectants, and limitations of
public gatherings, which were applied unevenly.
Source:
https://www.cdc.gov/flu/pandemic-resources/1918-pandemic-h1n1.html

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 COVID 19 Pandemic
Article 2
The COVID-19 pandemic, also known as the coronavirus pandemic, is
an ongoing pandemic of coronavirus disease 2019 (COVID-19), caused by
severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). The
outbreak was first identified in Wuhan, China, in December 2019. The World
Health Organization declared the outbreak a Public Health Emergency of
International Concern on 30 January 2020, and a pandemic on 11 March. As
of 17 June 2020, more than 8.17 million cases of COVID-19 have been
reported in more than 188 countries and territories, resulting in more than
443,000 deaths; more than 3.95 million people have recovered.
The virus is primarily spread between people during close contact,
most often via small droplets produced by coughing, sneezing, and talking.
The droplets usually fall to the ground or onto surfaces rather than travelling
through air over long distances. Less commonly, people may become infected
by touching a contaminated surface and then touching their face. It is most
contagious during the first three days after the onset of symptoms, although
spread is possible before symptoms appear, and from people who do not
show symptoms.
Common symptoms include fever, cough, fatigue, shortness of breath,
and loss of sense of smell. Complications may include pneumonia and acute
respiratory distress syndrome. The time from exposure to onset of symptoms
is typically around five days but may range from two to fourteen days. There is
no known vaccine or specific antiviral treatment. Primary treatment is
symptomatic and supportive therapy.
Recommended preventive measures include hand washing, covering
one's mouth when coughing, maintaining distance from other people, wearing
a face mask in public settings, and monitoring and self-isolation for people
who suspect they are infected. Authorities worldwide have responded by
implementing travel restrictions, lockdowns, workplace hazard controls, and
facility closures. Many places have also worked to increase testing capacity
and trace contacts of infected persons.
The pandemic has caused
global social and economic disruption, including the largest global
recession since the Great Depression. It has led to the postponement or
cancellation of sporting, religious, political, and cultural events, widespread
supply shortages exacerbated by panic buying, and decreased emissions of
pollutants and greenhouse gases. Schools, universities, and colleges have
been closed either on a nationwide or local basis in 172 countries, affecting
approximately 98.5 percent of the world's student population.

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 Misinformation about the virus has circulated through social media and the
mass media. There have been incidents of xenophobia and
discrimination against Chinese people and against those perceived as being
Chinese or as being from areas with high infection rates.
Source: https://en.wikipedia.org/wiki/COVID-19_pandemic

Questions:
1. What does each article imply or suggest?
2. What message do they want to impart?
3. How does Pandemic of 1918 differ from COVID -19?
4. How are these two diseases similar in nature?
5. Have you known of other diseases that are considered fatal? How are
these diseases different or similar from these two pandemics?
6. Do you think you could do something to minimize the spread of Corona
virus or any diseases that may harm life? If yes, how?

ADDITIONAL ACTIVITIES

Directions: Read the article, What will schools look like under the New Normal, and
give similarities and differences.

As governments ease out of lockdowns, we will begin to see schools

adopting the blended learning approach. Those who are necessitated to
move to online learning during the Covid-19 crisis will start to realize the full
benefits of virtual education as teachers and students return to their physical
classrooms. The conscious and careful blending of face-to-face instruction
and online methods can draw the best of both worlds and create the best
teaching and learning experience.

Some schools will also start combining blended learning with a

flipped classroom approach. In a flipped classroom, the typical classroom
lecture and homework elements are reversed. At home, the students watch
short video lectures and other asynchronous content, while activities
traditionally assigned as homework are now done in-class with the teacher
answering student questions and helping them apply course concepts during
class time.

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1. What is common between the two approaches?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________.
2. How does each approach differ as far as learning instructions are concerned?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________.
3. Between the two approaches, which do you find better? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________.

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ANSWER KEYS

What I Know
Answers vary.

What’s In
Answers vary.

What’s New
Answers vary.

What’s More
Answers vary.

What I Have Learned

Answers vary.

What I Can Do
Answers vary.

Assessment
Answers vary.

Additional Activities
Answers vary.

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References

Department of Education Curriculum and Instruction Strand, K to 12 Most Essential

Learning Competencies With Corresponding Codes. p. 193, accessed June 9,
2020, K-to-12- MELCS-with-CG- Codes.pdf.

cdc .gov/flu/pandemic-resources/, accessed by June 16, 2020.

https://www.cdc.gov/flu/pandemic-resources/1918-pandemic-h1n1.html

en.wikipedia.org, accessed by June 16, 2020. https://en.wikipedia.org/wiki/COVID-

19_pandemic
google.com/search,accessedbyJune16,2020.https://www.google.com/search?q=defi
nition+comparison+and+contrast&tbm=isch&ved=2ahUKEwj0urr80orqAhWXmJ4KH
ZL9DcUQ2-

google.com/search, accessed by June 17, 2020

https://www.google.com/search?q=picture+of+people+having+an+online+conferenc
e&riz=1C1CBF enPH710PH710&sxsrf=ALeKk0315

google.com/search accessed by June 17, 2020.

https://www.google.com/search?q=picture+of+
brigada+eskwela+2020&rlz=1C1CHBF_enPH710PH710&oq=picture+of+briga
da&aqs=chrome.3.69i57j0l4.17248j0j8&sourceid=chrome&ie=UTF-8

google.com/search, accessed by July 17, 2020. https:// www.google.

com/search?q= pictures+ of+oplan+balik+eskwela&tbm=isch&ved=2ahUKEwji0-
y8oIrqAhVR-DgGHdJhBxsQ2-

travelbook.ph/blog,accessed by July 17, 2020.https://www.travelblog.ph/blog/27921

nytimes.com, accessed by June 19, 2020. https:// www.nytimes.com/

2020/05/22/opinion/ letters/coronavirus-poems.html
For inquiries or feedback, please write or call:
Printed in the Philippines by:
Department of Education – Region VII, Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
E-mail Address: cebu.province@deped.gov.ph

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