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FOR ZAMBOANGA CITY DIVISION USE ONLY

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10
ENGLISH
QUARTER 3
WEEK 4

Capsulized Self-Learning Empowerment Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Written by: ABIGAIL M. SALVADOR - DPLMHS-JHS (Lesson 1)

Written by: MARIA VICTORIA V. BALAGA - DPLMHS-JHS (Lesson 2)
 1

CapSLET
Capsulized Self-Learning Empowerment Toolkit

SUBJECT &
English 10 QUARTER 3 WEEK 4 DAY _______________________________
GRADE/LEVEL dd/mm/yyyy
USE A VARIETY OF INFORMATIVE, PERSUASIVE, AND
TOPIC ARGUMENTATIVE WRITING TECHNIQUES
Use a variety of informative, persuasive, and argumentative
writing techniques.
Code: Objectives:
LEARNING
EN10WC-IIIb- • Differentiate informative, persuasive and argumentative
COMPETENCY 14.1.2 speech according to purpose.
• Identify features and writing style for informative, persuasive
and argumentative speech

UNDERSTAND
Title: Informative, Persuasive, and Argumentative Writing
Writing a speech requires adequate knowledge of the different types of speeches. Likewise,
careful consideration of the purpose of each type of speech and the various writing techniques is
prelude to an effective speech writing and delivery.
Types of Speech and their Purpose
There are three main types of speeches. A speech may be informative, persuasive, and
argumentative and each has its own purpose.
An informative speech is a type of speech which gives information about a particular topic.
Its primary aim is to help the audience understand and recall information.
A persuasive speech is a type of speech that is used to convince the audience to accept a
certain point or idea. This speech is strategically presented to steer the audience to receive, partially
or completely, a view or belief.
An argumentative speech is a type of speech that is used to persuade the audience to change
their preformed opinions. The goal is to lead the audience towards accepting the one’s side that one
strongly supports.
Features, Styles and Techniques for Writing Informative, Persuasive, and Argumentative Speeches

Informative, persuasive, and argumentative speeches share a common function – they are
used to communicate an idea, a view or an issue. However, they also vary, not only in their purpose
but also in their style and feature.
When writing an informative speech, a writer relies more on “visual representation of
important information” and “providing [them] in multiple forms”. The focus is to raise the audience’s
chance to recall the information rather than to appeal to their emotion.
For persuasive speeches, both logical and emotional appeals are used. “Logical appeals are
arguments that present a set of information and show why a conclusion must rationally be true.”
While emotional appeals “are appeals that seek to make the audience feel a certain way so that they
will accept a conclusion.”
Argumentative speeches are speeches that “encourage the audience to change their views or
opinions on a topic.” Facts, rather than emotions, are carefully chosen to support a claim and biases
are avoided.
- A summarized content that is based from the sources listed on page 5 under References. -

Express your thoughts on the following questions: (Answer on a separate sheet.)

SAQ-1: Which type of speech would you prefer to use? Explain your answer.
SAQ-2: How are the three types of speeches different from one another? Discuss briefly
using these keywords - inform, convince and change.

Written by: ABIGAIL M. SALVADOR - DPLMHS-JHS (Lesson 1)

Written by: MARIA VICTORIA V. BALAGA - DPLMHS-JHS (Lesson 2)
 2

Let’s Practice!
General Instructions: Read each of the activities that follows. Choose A, when it is for Informative
Speech, B for Persuasive Speech and C for Argumentative Speech. (Write your answers on a
separate sheet.)

Activity 1. Determine the type of speech that matches each purpose below:
1. to convince the audience to accept a certain point or idea
2. to persuade the audience to change their preformed opinions
3. to steer the audience to receive, partially or completely, a view or belief
4. to help the audience understand and recall information
5. to lead the audience towards accepting the side that one strongly supports
Activity 2. Identify which writing suits these styles and techniques:
1. Biases are avoided.
2. Both logical and emotional appeals are used.
3. Facts are carefully chosen to support a claim.
4. Relies more on providing visual representation of important information
5. The focus is to raise the audience’s chance to recall the information.

REMEMBER
Informative, persuasive, and argumentative speeches differ in many ways. They
Key Points are unique in purpose, style and technique. But they also share a similar function
which is to help us get our thoughts, ideas and perspectives across.
When writing a speech, it is always good to start by identifying our purpose. In this manner, we will be
able to select the best type of writing, technique and style that suit our purpose and audience so that we
can write very good informative, persuasive, and argumentative speeches.

TRY
Let us see how much you have learned today!
Directions: Read and analyze each text, then answer the questions that follow. (Write your answers
on a separate sheet.)

.
Text A Practice and Uphold Positive Attitude
by Lee Em
I strongly believe that we must come together to practice and uphold positive attitudes
toward work, life, and challenges. This should be done from initial impulse to completion like what
we observe in a myth. From the presentation of the target, problem, test, and stakes up to conclusion,
the character in a myth displays and exemplifies these positive attitudes. Remember the saying, “The
best measure of a man is not what he says he can do but what he does.” This is absolutely true.
Let us recall what happened between the Master and the thief in “Zen Parables.” The thief
who was then a man who followed a crooked path in life turned otherwise because he learned from
the Master what it takes to be a man. He was treated with respect and trust by the Master so he opted
to follow the Master’s path. Again this exemplifies the maxim, “Respect begets respect.”
He decided to be Shichiri’s disciple. He was inspired by Shichiri who lived a life of truth
and a life full of positivism. He had practiced it in dealing with other people without discrimination.
The Master was able to model what it takes to respect, trust, and show love to other people. This is
a positive attitude that we must put into action whoever we are, wherever we are, and whenever
necessary.
Doubtlessly, this will make our lives better. There is a strong possibility that this can make
this world a better place to live in after all. This is an opportune time for us to practice it. Don’t think
otherwise, come on! So what are we waiting for? Let’s give it a try!
Reference: Grade 10 English LM, Module 1, Lesson 6, pp. 103-104
Written by: ABIGAIL M. SALVADOR - DPLMHS-JHS (Lesson 1)
Written by: MARIA VICTORIA V. BALAGA - DPLMHS-JHS (Lesson 2)
 3

1. What type of text is Text A?

A. informative
B. persuasive
C. argumentative

2. What is the purpose of the text?

A. to educate the audience on how to practice positive attitude
B. to appeal to the audience’s emotion so that they would start practicing positive attitude.
C. to make the audience start practicing positive attitude while explaining its scientific
connection to good health.

3. Text A appeals to the audience to have positive attitude.

A. True
B. False

Text B Aggressive Driving Should be Avoided

Aggressive driving is a phenomenon, which has only recently got the public worried. The National
Highway Traffic Safety Council (NHTSC) defines aggressive driving as “the operation of a motor vehicle in
a manner that endangers or is likely to endanger persons or property”. Actions such as running red lights,
improper passing, overtaking on the left, improper lane change, failing to yield, improper turns, running stop
signs, tailgating, careless driving and speeding are examples of aggressive driving. Such actions are
dangerous to other road users. Aggressive driving should be avoided because it causes crashes, injuries and
fatalities.
The first reason why aggressive driving should be avoided is it causes crashes. According to NHTSC
between 78 percent (excessive speed) and 100 percent (improper passing) of the cases of aggressive driving
resulted in traffic crashes and 96 percent of the drivers cited for “following too closely” or tailgating caused
crashes as a result of their aggressive driving. Moreover, “running red light”, “improper passing”, and
“overtaking on the left” topped other categories of aggressive driving in contributing to traffic crashes.

Another reason why aggressive driving should be avoided is it causes injuries. NHTSC states that the
percentages of the injuries caused by aggressive driving are, in almost all categories of aggressive driving,
above 100 percent. Furthermore, the Department of Highway Safety (DHS) reports that this is due to the fact
that each motor vehicle crash accounts for one or more injuries. It was found that of the ten categories of
aggressive driving, “running red light”, “failing to yield”, and “running stop signs” are the most serious
factors contributing to injuries.

Yet another reason why aggressive driving should be avoided is it causes fatalities. “Overtaking on
the left” appears to be the most important contributing factor in traffic fatalities as it relates to aggressive
driving. “Improper lane change”, “running stop sign” and “running red light” rank second through four in
terms of their contribution to traffic fatalities (DHS, 2008).

The above evidence shows that aggressive driving causes crashes, injuries and fatalities. Hence,
aggressive driving should be avoided. Since the opening of the North-South Highway, the number of
kilometers of roads in the country has increased by one percent while the number of vehicle miles driven has
increased by 35 percent. More cars and more drivers are also on the road, leading to more aggressive drivers.

Reference: Grade 10 English LM, Module 2, Lesson 1, pp. 131-132

4. What type of text is Text B?

A. informative
B. persuasive
C. argumentative
5. What is the purpose of the text?
A. to inform the audience about aggressive driving
B. to convince the audience to avoid driving aggressively
C. to change the audience’s mind about aggressive driving

6. Text B presents information about how to drive.

A. True
B. False

Written by: ABIGAIL M. SALVADOR - DPLMHS-JHS (Lesson 1)

Written by: MARIA VICTORIA V. BALAGA - DPLMHS-JHS (Lesson 2)
 4

Text C The goal of ASEAN, then, is to create, not to destroy. This, the Foreign Minister of
Thailand, Thanat Khoman, stressed when it was his turn to speak. At a time when
the Vietnam conflict was raging and American forces seemed forever entrenched in Indochina, he
had foreseen their eventual withdrawal from the area and had accordingly applied himself to
adjusting Thailand’s foreign policy to a reality that would only become apparent more than half a
decade later. He must have had that in mind when, on that occasion, he said that the countries of
Southeast Asia had no choice but to adjust to the exigencies of the time, to move toward closer
cooperation and even integration. Elaborating on ASEAN objectives, he spoke of “building a new
society that will be responsive to the needs of our time and efficiently equipped to bring about, for
the enjoyment and the material as well as spiritual advancement of our peoples, conditions of
stability and progress. Particularly what millions of men and women in our part of the world want
is to erase the old and obsolete concept of domination and subjection of the past and replace it with
the new spirit of give and take, of equality and partnership. More than anything else, they want to
be master of their own house and to enjoy the inherent right to decide their own destiny …”
Reference: Grade 10 English LM, Module 4, Lesson 5, pp. 479-480
7. What type of text is Text C?
A. informative
B. persuasive
C. argumentative
8. What is the purpose of the text?
A. to inform the audience the ASEAN and its goals
B. to persuade the audience to support ASEAN and its goals.
C. to change the audience view of ASEAN by presenting its goals and objectives.
9. Text C persuades the audience to support ASEAN and its goals.
A. True
B. False
10. The three types of speeches share similarities and differences.
A. True
B. False

For further reading and more exercises, you may access the following links:
“Boundless Communications.” Accessed August 6, 2020.
https://courses.lumenlearning.com/boundless-communications/chapter/types-of-public-
speeches/.

“Defining a Persuasive Speech: Public Speaking/Speech Communication.” Accessed

August 13, 2020. https://lumen.instructure.com/courses/218897/pages/linkedtext54300.
REFERENCES
“Defining an Informative Speech: Public Speaking/Speech Communication.” Accessed
August 14, 2020. https://lumen.instructure.com/courses/218897/pages/linkedtext54288.
“Informative Speech.” Accessed August 13, 2020
https://www.usd389.net/vimages/shared/vnews/stories/4d221c541bf5e/InformativeSpeech.p
df
“What Is an Argumentative Speech?” Reference. IAC Publishing. Accessed August 14,
2020. https://www.reference.com/world-view/argumentative-speech-
823a050b067c8688.
Jim Peterson, "613 Original Argumentative Speech Topics Ideas [Speech, Essay]," in My
Speech Class, July 28, 2020, https://www.myspeechclass.com/argumentative.html.
This learning resource contains copyrighted materials. The use of which has not
been specifically authorized by the copyright owner. We are making this learning
resource in our efforts to provide printed and e-copy learning resources available
for the learners about the learning continuity plan of this division at this time of the
DISCLAIMER pandemic.
Credits and respect to the original creator/owner of the materials found in this
learning resource. This material is not intended for uploading nor for commercial
use, but purely for educational purposes and for the utilization of Zamboanga City
Division only. No malicious infringement is meant by the writer.
Written by: ABIGAIL M. SALVADOR - DPLMHS-JHS (Lesson 1)
Written by: MARIA VICTORIA V. BALAGA - DPLMHS-JHS (Lesson 2)
 5

CapSLET
Capsulized Self-Learning Empowerment Toolkit

SUBJECT &
English 10 QUARTER 3 WEEK 4 DAY ___________________________________
GRADE/LEVEL dd/mm/yyyy

DRAW CONCLUSION ON HOW EFFECTIVE THE TREATMENT OF

TOPIC UNDERLYING OR OVERARCHING ISSUE CONCERNING HUMAN
EXPERIENCE (MORALIST)
Objectives:
Code:
LEARNING • Draw conclusions based on information within a text
EN10RC-IIIb-
COMPETENCY (moralist approach).
22.2
• Identify textual evidence to support conclusions.

UNDERSTAND
Title: Drawing Conclusion
THINK IT OUT!!!
What would you think if you got home and there were dirty paw prints all over your bed?
You might think or conclude that your dog had gotten muddy paws and then jumped on your bed.

How would you have figured this out?

In this lesson, you will learn about making conclusions. Let us read the following passage.

He had always wanted to serve his country, but this seemed like madness. He was supposed to
fight war in foreign land, helping to protect people whom he didn’t even know. Michael had a strong
sense of patriotism, but he was worried about the bombs, death, and carnage that could await him
in Iraq. He pondered whether he would ever see his family again.

Question 1: What conclusion can you draw about how Michael is feeling going to war?
Question 2: What words did the author write to come up with your conclusion?

Drawing conclusion is a decision, opinion, or judgment reached after thoughtful consideration

of material you have read. It must be based on information you have read but must go beyond what the
author states. When you read, you need to figure things out based on details, and make conclusions
about the characters and other elements of the story. You do that by taking what you already know
about the topic, reading what the texts say and reading between the lines, or inferring.
Now, read the next passage.

Andy’s dog was covered in mud. Andy’s mom was very upset and told him that he needed to
help clean up before he could go and play. The next time Andy took the dog for a walk, he made sure
the dog stayed clean.

In this passage, you can conclude that Andy learned to be responsible enough to keep the dog out
of puddles based on the information presented by the author.

Another way of arriving at the conclusion on this passage, is by thinking about your own
experience or your prior knowledge about taking care of dogs.

SAQ-1: What conclusion can you draw about how Michael is feeling going to war?
SAQ-2: What words did the author write to come up with a conclusion?

Source: “Drawing Conclusion and Predicting Outcome.” Slideshare.net. October 15, 2016.
https://www.slideshare.net/mardiatunnisa1/drawing-conclusion-predicting-outcomes
Written by: ABIGAIL M. SALVADOR - DPLMHS-JHS (Lesson 1)
Written by: MARIA VICTORIA V. BALAGA - DPLMHS-JHS (Lesson 2)
 6

Let’s Practice! (Write your answers on a separate sheet.)

Let’s have some reading comprehension exercises by drawing conclusion from the passages. Write
the letter of the correct answer.
Passage A:
“Ouch! I’ve got a splinter in my finger,” cried Rosa. “I knew I shouldn’t have climbed over
the wooden fence.” Rosa ran into the house to find her mother. She knew that it would be bad to
leave the splinter in her finger for a long time.
A.) Rosa got a splinter in her toe. B.) Rosa wanted her mother to take out the splinter
C.) Rosa climbed over the fence. D.) Rosa ran to her father.

Passage B:
“I must get into the habit of remembering my lunch,” Gina said. “I left it on the school bus
twice last week. And one day I even forgot to take it out of the house.” Gina was glad when it was
supper time. She was extremely hungry.
A.) Gina rides to school on a bus. B.) Today, Gina had forgotten her lunch box.
C.) Gina’s friend brought her a lunch. D.) Gina always buys her lunch at school.

Passage C:
Jenny held her stomach and leaned back on the sofa. She grabbed a blanket and curled up in
a ball. All she could think about was the big funnel cake she ate earlier.
A.) Jenny hasn’t slept in a while. B.) Jenny wants another funnel cake.
C.) Jenny baked the cake. D.) Jenny has a stomachache after eating the cake.
Passage D:
“Sue’s brother was always following her and her friends around. “Go away!”, Sue would
yell to him. If only he would go find some friends his own age to play with…
A.) Sue is older than her brother. B.) Sue is the same age as her brother
C.) Sue doesn’t have friends. D.) Sue and her brother are playmates.

Passage E:
Alonzo is building a weather station. He wants to record details about the weather in his
town. So far, he has a thermometer to measure air temperature, a gauge to measure rainfall, and a
windsock to check wind direction. He still needs something to measure snowfall.
A.) Alonzo hopes it won’t snow. B.) Alonzo is 18 years old.
C.) Alonzo lives in the farm. D.) Alonzo’s weather station isn’t finished yet.

Passage F:
Joan sat at the computer. She rubbed the back of her neck and sighed. She glanced at the
clock and then went back to work.
A.) Joan just started working. B.) Joan finished her work at last.
C.) Joan has been working for a while. D.) Joan has been talking on the phone.

Passage G:
The house had two broken windows. Weeds had grown up in the yard, and the paint had
begun to peel on the sides of the house. One window faced the street, and through it one could see a
room empty of furniture.
A.) A large family lives in the house. B.) A new family is moving on
C.) The family is on vacation. D.) The house has been emptied for a while

Passage H:
Mr. Benson is going to eat his lunch. There is a lot of noise as he walks by the table chatting
with students.
A.) Mr. Benson is at the cafeteria. B.) Mr. Benson is at the library.
C.) Mr. Benson is alone. D.) Mr. Benson is at the restroom.

Written by: ABIGAIL M. SALVADOR - DPLMHS-JHS (Lesson 1)

Written by: MARIA VICTORIA V. BALAGA - DPLMHS-JHS (Lesson 2)
 7

REMEMBER
Key Points

Steps to draw a conclusion:

✓ Think about what the author wrote.
✓ Think about your own experience or your prior knowledge.
✓ Make a conclusion using what the author wrote, your own experience and your prior
knowledge.

TRY
Let us see how much you have learned today!
Directions: Read the story and answer the questions that follow. Write the letter of the correct answer.
(Write your answers on a separate sheet.)
Chris Tells a Tale
Dinners were never quiet at my house, especially on school nights. I always loved to tell my
parents about my day. I told them everything I learned in school. I told them everything I saw, heard,
said, or did all day.
My brother Chris never talked. He just ate his dinner and listened. At the start of every dinner,
Mom would ask him how his day was. “Fine,” he’d say. Then she’d ask him if anything interesting
had happened. “Nope!” or “Nothing!” was what he always said.
Then one night, Mom asked Chris how his day was. “Good!” he responded. Mom and I looked
at each other. Mom asked if anything interesting or exciting had happened in school. "Yup," he
replied. Dad put his fork down. My mouth dropped open. Mom looked like she was going to dance
around the dinner table, which would have been something to see since her leg was still in a cast.
“A helicopter landed in our playground!” Chris began. “We all got to take rides. The pilot took
us over the whole town, and I could see our house! Pretty cool.” It was more than I’d ever heard
Chris say at once, at least about something other than dumb football or baseball!
But Mom and Dad didn’t look so happy anymore. Mom had that same look she got when I was
six and tried to hide oatmeal cookies in her computer’s CD drive.
I could tell they were getting angrier by the minute. “The school should never have let you go
for a helicopter ride without our permission,” Mom said. I was wondering about that when Chris
started to laugh. Dad started to laugh, too. Then I did. Mom was the last to figure out that Chris had
made the whole thing up!

1. What conclusion can you draw about the narrator from details in the first paragraph?
A.) She is a good listener. B.) She is an A student.
C.) She likes talking about herself. D.) She is usually quiet.
2. Which of these statements is probably true about the narrator and her brother?
A.) They both like football. B.) They are opposites when it comes to talking.
C.) They are both big talkers. D.) They both like playing jokes on their parents.
3. How do you know that Dad is surprised by Chris’s response to Mom’s questions?
A.) He starts to dance. B.) His mouth drops open.
C.) He puts his fork down. D.) He doesn’t move.
4. Which of these is probably true about Mom?
A.) She isn’t easily excited. B.) She recently broke her leg.
C.) She is taking dancing lessons. D.) She’s a great cook.
5. From the details in the story, you can tell that Chris probably_________.
A.) is a good dancer B.) likes sports
C.) hopes to be a helicopter pilot D.) loves oatmeal cookies

Written by: ABIGAIL M. SALVADOR - DPLMHS-JHS (Lesson 1)

Written by: MARIA VICTORIA V. BALAGA - DPLMHS-JHS (Lesson 2)
 8

6. How does Dad probably feel at the end after he figures out that Chris had made up the story?
A.) cheerful B.) angry
C.) betrayed D.) loved

7. Which of these is a clue you could use to conclude that Chris’s story wasn’t true before you got to
the end?
A.) the title B.) the first sentence
C.) the second paragraph D.) the fifth paragraph

8. Why did Chris probably tell the helicopter story?

A.) He thought it would be funny. B.) He didn’t like dinner that night.
C.) He thought it was true. D.) He wanted to be a helicopter pilot.

9. What conclusion can you draw about why Chris’s parents are upset at first by his story?
A.) They are upset because Mom broke her leg while getting down from a helicopter.
B.) They thought the school should have gotten the parents’ permission before allowing
students on a helicopter ride.
C.) They knew he was lying.
D.) They do not know who the pilot is.

10. You can tell that the narrator does not like sports because she calls football and baseball “dumb.”
A.) True B.) False
C.) Maybe D.) Not stated in the selection

For further reading and more exercises, you may access the following links:

“Drawing Conclusions.” Quizizz.com. August 6, 2020.

https://quizizz.com/admin/search/drawing%20conclusions
“Drawing Conclusion and Predicting Outcome.” Slideshare.net. October 15, 2016.
https://www.slideshare.net/mardiatunnisa1/drawing-conclusion-predicting-
REFERENCES outcomes
Drawing Conclusions in Long Passages.” Elephango.com. August 7, 2020.
https://www.elephango.com/index.cfm/pg/k12learning/lcid/10172/Drawing_Conclu
sions_in_Long_Passages
“Drawing Conclusion Test.” Quizizz.com. August 6, 2020.
https://quizizz.com/admin/quiz/5e989e04681295001b59337e/drawing-conclusions-
test
This learning resource contains copyrighted materials. The use of which has not been
specifically authorized by the copyright owner. We are making this learning resource
in our efforts to provide printed and e-copy learning resources available for the
learners about the learning continuity plan of this division at this time of the
pandemic.
DISCLAIMER

Credits and respect to the original creator/owner of the materials found in this learning
resource. This material is not intended for uploading nor for commercial use, but
purely for educational purposes and for the utilization of Zamboanga City Division
only. No malicious infringement is meant by the writer.

Written by: ABIGAIL M. SALVADOR - DPLMHS-JHS (Lesson 1)

Written by: MARIA VICTORIA V. BALAGA - DPLMHS-JHS (Lesson 2)