2nd Quarter English 10 Module 2020-2021

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBNES, Inc.)

Quirino Hi-way cor. P. Dela Cruz St., Novaliches, Quezon City
Telefax: 3417-9239 email address: rcbn_es@yahoo.com
MODULE in ENGLISH 10
Teacher(s)
School-based: Second Quarter
Email: SY 2020-2021
System-wide:
TOPIC OUTLINE
MODULE LESSONS COVERED NUMBER OF
NO. DAYS
1 Recognizing External Challenges 4
2 Reconciling Interpersonal 4
Differences
3 Looking Through Other’s Lens 4
4 Expressing Arguments with a 4
Heart
5 Asserting Stance with Logical 4
Thinking
6 Advocating for a Cause 4
Summative Test and 8
Performance Task
(Small Group Debate and
Advocacy for a Cause included
here)
TOTAL NO. OF DAYS 32
All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 1 of 33

MODULE NO.1: Recognizing External Challenges
Name: ________________________________________ Module # 1 No. of Days: 4

Grade & Section: _______________________________ Teacher: _______________________
LEARNING TARGETS: After accomplishing this module, you must be able to:
a. Explain what external conflict is and its kinds.
b. Distinguish the different ways on how to express conflicts.
c. Analyze a literary text to identify how its elements (conflict) contribute to the development of the selection.
d. Present an analysis of an examined literary text.
e. Explain how humility and respectfulness towards others resolve external conflicts.
LEARNING RESOURCES/MATERIALS:
a. Private Education Assistance Committee (2017) Learning Module in English 10 2nd Quarter: Resolving
Interpersonal Conflicts.
b. Almonte, L. et’al (2015) Celebrating Diversity through Literature: English Learner’s Manual for Grade 10 (Unit 2):
Pasig City. DepEd-IMCS with Rex Book Store.
c. Thomas-Kilmann Conflict Mode Instrument (TKI®) Assessment (2020) Psychometrics. Retrieved from
https://www.psychometrics.com
A. LEARNING CONCEPTS:
Hi! It’s been a while! I hope that you learned some valuable lessons in the first quarter. Now, let’s get ready to
learn more! ☺
Let’s Connect
Are you a type of person who likes to imagine things? What are these things you often think
about when you imagine? Let’s talk about them with our friends and discover what they also dream
about when they are awake. To note your friends’ responses, use the concept map below:
What do
my friends
imagine?
There are many different things that we wish were happening but they were too impossible and unreal to come
to life. Sometimes, our imagination gives us the opportunity to think of an ideal person to be with or a situation or world
to live in. Although it is just all in our minds, they give us a sense of fulfillment and hope to make our presents and
futures better.

Image is retrieved from
In 1971, British singer John Lennon’s song “Imagine” became his best-selling single
https://www.genius.com throughout his solo career. The song’s lyrics is a message of encouragement for people to
imagine a world of peace – without discrimination, borders, or religion – and to live a life free
from material possessions (wikipedia.org, last edited on June 2020). Let’s listen to this song and
reflect on its message: https://www.youtube.com/watch?v=L6svOHFSAH8
Let’s Ponder
• Which ideas from the song struck you most? Why?

• Which of those wishes were your wishes too? Do you think it is possible to fulfill these wishes?
• What do you think are the conflicts that the song wants to address?
• In your opinion, what does the composer mean by “the world being one”?
Today’s world is facing a lot of conflicts. It’s time for us to think about the role we play – how can I, as a learner,
be a part of the solution to settle these conflicts?
Let’s Discover
In the first quarter, we have discovered conflict. Conflict is a fictional element that
presents the tension between and among characters and/or situations in a story. A conflict can be
internal – the man versus self – when a character experiences difficulty in understanding the self,
making decisions, or going through inner battles. Aside from internal conflict, we also have
external conflict.
In the word cloud, write words or terms that you can think of to give meaning to external
conflict. You can connect as many words as you like!
External
Conflict
Based on the words that you have written, what is external conflict?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Unlike internal conflicts, external conflicts are caused by outside factors that cause
tension between and among the characters in a story. There are five types of external conflicts:
man versus man, man versus nature, man versus society, man versus technology, and man
versus supernatural beings.
To learn more, you may listen to the podcast Breaking Down The 4 Main Types of
External Conflict (the man versus supernatural beings is not discussed there):
https://www.youtube.com/watch?v=f2h2Xyrh7vk). You may write your notes below.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

There can be a lot of examples of external conflicts that a young person like you may experience. These external
conflicts, however, are dealt with a certain approach – a style, which individuals use to express and manage the conflict
that they experience. Think about the characters in the short clips we have watched…what do you think their styles are
in expressing and managing their conflicts?
What about you? How do you manage the different conflicts you face every day? Answer this Conflict Management
Survey Questionnaire to see how you deal with the different conflicts in your life! (Your link will be provided by your
teacher)
Conflicts are expressed and managed differently by individuals, depending on their assertiveness and cooperation.
The Thomas-Kilmann Conflict Mode Instrument explains these styles.
Retrieved from https://www.psychometrics.com

To know more about these conflict management styles, you may watch the following YouTube videos or you
may read the article in the website provided in links listed below:
• 5 Different Ways to Manage Conflict by SAGU https://www.youtube.com/watch?v=PFIydyH2H8Y

• Thomas-Kilmann Conflict Mode Instrument by Psychologysketchbook
https://www.youtube.com/watch?v=8xdZWZeZkss
• Thomas-Kilmann Conflict Mode Instrument (TKI®) Assessment by Psychometrics
https://www.psychometrics.com/assessments/thomas-kilmann-conflict-mode/
Based on your answers in the survey you have responded to, what is your style of expressing and managing your
conflicts?
B. ACTIVITIES:
Let’s Deepen
Activity 1: Identifying Kinds of External Conflict
I have some short clips for you to watch. Can you tell which external conflict is present in the short clips?
Spiderman vs. Lizard The Shallows (Shark Attack) The Conjuring 2: Valak
https://www.youtube.com/watch?v https://www.youtube.com/watch?v https://www.youtube.com/watch?v
=3GTTknF17JU&list=PLvbmqmCsTdv =GwyuRxkac2Q&list=PLvbmqmCsTd =1Ms9GncsEgw
BieY4jTU7ldR5dYw0EMgaH vBieY4jTU7ldR5dYw0EMgaH&index
=7
_______________________ _______________________ _______________________

Gollum vs. Frodo vs. Sam Opening Scene: Joker
https://www.youtube.com/watch?v https://www.youtube.com/watch?v
=mzDf52M21J0 =KfrV8G3Zk1o
_______________________ _______________________
Activity 2: Internal or External Conflict?
Identify if the text shows external or internal conflicts. Then, briefly explain your answers (2-3
sentences only).
1. Kronk’s Dilemma: Angel vs. Devil

https://www.youtube.com/watch?v=fmo0dAo-
7PQ&list=PL_iDSlqUgFDkCPe7dkDArQeOOUJvXLuYq&inde
x=8&t=0s
______________________________________________
______________________________________________
______________________________________________
______________________________________________
2. Captain America vs. Iron Man

https://www.marvel.com
______________________________________________
______________________________________________
______________________________________________
______________________________________________
3. Bad Blood by Taylor Swift ft. Kendrick Lamar

https://www.youtube.com/watch?v=QcIy9NiNbmo
______________________________________________
______________________________________________
______________________________________________
______________________________________________
4. The Cask of Amontillado by Edgar Allan Poe

https://www.poemuseum.org/the-cask-of-amontillado
______________________________________________
______________________________________________
______________________________________________
______________________________________________

C. Assessment: Conflict Analysis Map
Read the story of Hills Like White Elephants by Ernest Hemingway. Then, answer the Conflict Analysis Map
below. Your teacher will provide the guidelines for the submission of this activity.
Retrieved from https://www.dailyteachingtools.com/free-graphic-organizers-readerizer2.html#8

Guidelines for submission will be given when you reach this task. Your output will be graded through
the following rubrics:
Criteria 4 points 3 points 2 points 1 points

Conflict Analysis The conflicts of The conflict of both The conflicts of The conflicts of
(x2) both characters characters were both characters both characters
were analyzed analyzed based on were analyzed were not analyzed
based on evidences evidences and based on nor identified
and details in the details in the story. assumptions and properly.
story, and were intuitions of the
explained reader.
thoroughly how
one character
affects the other’s
feelings, thoughts,
and decisions.
Relatedness of The connection The connection The connection The connection
Answers between the ideas between the ideas between the ideas between the ideas
in the conflict in the conflict in the conflict in the conflict
analysis map was analysis map was analysis map was analysis map was
clearly and established clearly. fairly established, hardly established.
seamlessly but there was lack
presented. The of transition
story’s flow was between and
traceable. among the events.
Writing Mechanics There were no There were minor There were some There were major
errors related to errors related to errors related to errors related to
grammar, grammar, grammar, grammar,
mechanics, and mechanics, and/or mechanics, and mechanics, and
organization. organization. organization. organization.
D. SYNTHESIS/CLOSURE/REFLECTION
Literature is a wonderful source of texts that show a diversity of character development and conflicts that reflect
real life situations. Through literature, we see ourselves in the shoes of characters we can relate to, and get this feeling of
connectedness as they encounter conflicts in their stories. Literature mirrors life and reflects significant human
experiences that we can emulate (or avoid) in real life.
Let’s Reflect
As we encounter some literary texts, we learned that characters have their own ways of dealing with their
conflicts. You also learned about how you manage your conflicts as well through the survey you have answered. To think
about your learning today, I would like you to answer the following questions through a making a quotation, a poster, a
slogan, or other kinds of texts to show your reflection.
1. Can external conflicts develop values amongst people? If yes, how? If no, do they affect people in other ways?
2. How does a person’s attitude influence the way he or she deals with conflicts? Does the attitude of a person
determine the outcome of a conflict?
3. What do you think is the best way to deal with external conflicts? Why?
Self-Check
Congratulations! You have made it to the end of Module # 1! Right now, let us see what you think about yourself
on the following. Put a check in the column of your answer. Refer to the legend below the table for your response.
Learning Targets 4 3 2 1 0
I can explain what external conflict is and its kinds.
I can distinguish the different ways on how to express conflicts.
I can analyze a literary text to identify how its elements (conflict)
contribute to the development of the selection.
I can present an analysis of an examined literary text.
I can explain how humility and respectfulness towards others
resolve external conflicts.
LEGEND:
4 - I know (can do) it well enough to make connections that weren’t taught.
3 - I know (can do) everything that was taught without making mistakes.
2- I know (can do) all the easy parts, but I don’t know (can’t do) the harder parts.
1- With help, I know (can do) some of what was taught.
0 - I don’t know (can’t do) any of it.
“Let all bitterness and wrath and anger and clamor and slander be put away from you, along with all malice. Be kind to
one another, tenderhearted, forgiving one another, as God in Christ forgave you.”
(Ephesians 4:31-32)
***END OF MODULE 1***

MODULE NO.2: Reconciling Interpersonal Differences

a. Explain what interpersonal conflict is.
b. Distinguish the different ways on how to resolve interpersonal conflicts.
c. Analyze an expository text to identify how the element of conflict affects a person’s or a group of people’s
decisions and responses.
d. Present an infographic research that tackles conflict causes and resolutions.
e. Explain how humility, amiability, and respectfulness towards others affect interpersonal conflicts.
a. Katz, N. & McNulty, K. (1994) Conflict Resolution. Retrieved from https://www.maxwell.syr.edu
b. Spangler, B. (2003, 2013) Win-win, Win-lose, Lose-lose Situations. Beyond Intractability. Guy Burgess and Heidi
Burgess. Conflict Information Consortium, University of Colorado, Boulder. Retrieved from
https://www.beyondintractability.org
In the previous module, we have learned about the different kinds of external conflicts and ways of expressing
and managing them. As we reflect towards the end of our lesson, we were asked the question, “How does a person’s
attitude influence the way he or she deals with conflicts?”. Have you thought of that carefully?
At this point, we will see how each conflict management style affect our attitudes towards resolving
interpersonal conflicts.
Let’s Connect
Conflicts are parts of our lives, right? At one point, you have faced a very challenging conflict against a person.
Does any of the following relate to an experience you had before?
Accused of something you have not Got taken advantage of… Disagreed or have gotten
done… disagreed with…
Ordered to do something… Got disappointed with other’s Been told ridiculous things…
actions…
When dealing with conflicts, the outcome depends on your style of approaching the conflict. Let’s find out about
these attitudes in resolving conflicts.

Let’s Discover
In reality, most of us experience the external conflict man versus man. This does not
have to be a literal fight, but this is a conflict that exists between two or more people. This is
also known as interpersonal conflict. According to Wood et’al (2003) as cited in Beheshtifar &
Zare (2013), interpersonal conflict is a conflict that occurs between two or more individuals that may be
influenced by differences in interests, personalities, cultures, values, and perceptions.
In resolving conflicts, there are three kinds of mindsets. They are zero-sum (win-lose or lose-win), win-
win, and win-lose. The kind of conflict management style you use to approach an issue corresponds to these
mindsets. To learn more, watch the video Zero-Sum Games and Win-Win/Lose-Lose Situations by One Minute
Economics.
Zero-Sum Games and Win-Win/Lose-Lose Situations

Compared in One Minute by One Minute Economics
https://www.youtube.com/watch?v=jeASPXeIxQQ
You may experience interpersonal conflicts at home, in school, in your community, or even in the
virtual world. Let’s take a look at some examples in our present context.
1. What do you think is the problem between the two entities: Vice President Leni Robredo and the
Palace’s Spokesperson Harry Roque?
2. Is there any difference between the two’s interests, personalities, cultures, values, and perceptions?
3. How was the issue resolved? How did the two manage their conflict? (You may base your answer on
our lesson in Module 1)
4. Did their style of managing the conflict affect the outcome? How?
Kabiling, G. (2020) Robredo should offer solutions, rather than just criticize – Palace. Manila Bulletin. Retrieved from
https://news.mb.com.ph

B. ACTIVITIES:
Let’s Deepen (For this part, you may choose just ONE TASK to accomplish since all them pertain to dealing with
interpersonal conflicts)
Activity 1: When Bashers Attack
In today’s Age of Information, conflicts do not only manifest in physical situations

but also more prominently and more often in the cyber world. In our activity, we will
encounter one person who has become a subject of attention in the internet many years
ago – but not in a very positive way.
In your book, read the essay entitled An Inspiring Story About Lizzie by Carolina T.
Gonzales on pages 177-178. Then, watch the speech of the person being talked about in
the essay in this link: How Do You Define Yourself? by Lizzie Velasquez, TEDx Talks
https://www.youtube.com/watch?v=QzPbY9ufnQY. Then, answer the following questions
briefly but substantially.
1. Who is Lizzie Velasquez? How will you describe her based on her physical characteristics?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. According to the essay/to her speech, what are the benefits of her syndrome?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. What about the difficulties she experienced, what are these? How did she deal with them?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
4. How did the internet react towards Lizzie’s condition through the YouTube video uploaded about her? How did she
feel about it?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
5. How did the incident she encountered in the internet change her outlook in life? How did she manage this conflict?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Activity 2: Against All Odds
Watch the two videos that show the life of Malala Yousafzai (Draw My Life) by
Draw the Life TikTak (https://www.youtube.com/watch?v=hNAmM-llm4c) and her
speech in the United Nations Youth Assembly on July 12, 2013
(https://www.youtube.com/watch?v=3rNhZu3ttIU).
Then, answer the questions in Activity 2: Post Listening on page 232 of your
book. In addition to those questions, answer these as well:
Retrieved from
https://www.europarl.europa.eu • What is Malala Yousafzai’s mindset in resolving her conflict?
• Did she succeed in her mission? How?
Activity 3: Rants Go Viral!
Racism has been a very controversial and sensitive issue even

before the Black Lives Matter (BLM) Movement started. For this
activity, you will watch viral videos of racism and to make your own
slogan on how to combat this belief system or perception through the
right mindset in conflict resolution (win-win). You may use MS Office,
Paint, Adobe Photoshop, or other programs that can help you make
your slogan. As a reminder:
Photo by Logan Cyrus/Getty Images
Retrieved from https://www.npr.org

• Make sure that your slogan is ORIGINAL. Do not copy paste existing slogans already.
• If you will use images from the internet, make sure to credit the owner or the source properly.
• Save the slogan as either .png or .jpeg file. Upload your slogan to your Facebook group. Use #WeAreAntiRacist
with your names as caption of the uploaded photo.
The following lists some of the videos you may want to watch and use as a subject of your slogan. WARNING:
Some rants may contain uncensored curse words. Please be wary of them ☺
• California Woman Goes on Racist Rant in Viral Video | NBC Nightly News
https://www.youtube.com/watch?v=U0sQe0xywJQ
• Woman appears in 2nd Torrance racist rant video
https://www.youtube.com/watch?v=s9oJxTV00BY
• Watch: White Woman Confronts Mixed-Race Couple During Baby Photoshoot | NBC News
https://www.youtube.com/watch?v=Wutl6OP04jU
• Man's racist rant about coronavirus and Chinese people caught on camera | USA TODAY
https://www.youtube.com/watch?v=m7fwrgEjmvE
• Skytrain Racist Rant
https://www.youtube.com/watch?v=ZTp14YyRIQg
• Caught on camera- Australian woman defends Muslim couple against racist rant
https://www.youtube.com/watch?v=TswILJIpbSc
C. ASSESSMENT: Infographic Research and Presentation
You will be working in small groups. Choose one among the themes listed below that you
will use as a subject for your group’s Infographic Research.
• Family (parent vs. parent, parent vs. child, child vs. child, etc.)
• Friends and Peers (classmates, childhood neighbors, best friend, etc.)
• Political parties (DDS, Yellows, Neutrals, etc.)
• Religious groups (Catholics, Muslims, Christians, INCs, etc.)
• Countries or States (wars, economic competitions, amnesties, etc.)
Research for articles, news, or studies about the major causes of conflicts that exist in these groups, which you
will put together in an Infographic poster. Please be reminded of the following:
• Information or details must come from multiple sources.

• The contents of the research shall be synthesized.
• Cite your sources properly.
• Assign a presenter to share your output with the class.
Guidelines for presentation will be given once this task is already explained to you. Your output will be graded
through the following rubrics:
Criteria 4 points 3 points 2 points 1 point

Content The infographic and You were able to Somehow, your The infographic and
presentation you provide an infographic and presentation you
provided was informative presentation was gave lack necessary
insightful and infographic and on point at some information
accurate to the presentation of the parts, but it lacked needed to
story. You were story. You were accuracy. You also determine the right
able to provide also able to give lacked explanation mindset for conflict
sufficient evidences explanations for for your resolution. You did
to support your your presentation. presentation. not explain your
presentation. answers.
Collaboration and All of you in the All of you in the Most of you in the Only a few
Teamwork group worked group contributed group talked to members worked
together, to accomplish the accomplish the to accomplish the
exchanged ideas, infographic and infographic and infographic and
and consolidated presentation. presentation, or presentation. You
your thoughts to tried to did not
accomplish the disseminate tasks communicate with
infographic and at least. each other to
presentation. You accomplish the
also extended your output.
help to other group
mates who needed
it.
Presentation of You presented your You presented your You presented your You presented your
Analysis research and research and research and research and
infographic as a infographic as a infographic as a infographic without
group remarkably group confidently. group just fine. enthusiasm. You
and seamlessly. Throughout the Most of the time just wanted to
Throughout the presentation, you during the finish the
presentation, you showed presentation, you presentation. Your
showed exuberance. attracted the presentation was
exuberance and attention of your monopolized by
collaboration. listeners. one or two persons
only.
This assessment task (aside from the rubrics) was derived from RISE English Series (2017) 21C Performance Tasks:
Assessment of 21st Century Skills and Literacies. Quezon City. Rex Book Store.
Conflicts may seem a hindrance in a wonderful and happy life, but they actually provide us more benefit than
harm. Conflicts build our characters, make us stronger, and prepare us for difficulties provided we approach them with
optimism and the right mindset. In reality, there is no way for us to avoid conflicts, but there are a million other ways for
us to deal with and resolve them.
Let’s Reflect
Setting aside our personal conflicts, this year has been a very difficult journey for our fellow Filipinos. Because of
the challenges brought by the pandemic, a lot of interpersonal conflicts arose and are still causing a serious
deterioration of our social relationships with each other. As a grade 10 learner, how do you think we, Filipinos, can settle
these problems? What do we have to do in order to bring peace amongst ourselves?
Self-Check
I can explain what interpersonal conflict is.
I can distinguish the different ways on how to resolve
interpersonal conflicts.
I can analyze an expository text to identify how the element of
conflict affects a person’s or a group of people’s decisions and
responses.
I can present an infographic research that tackles conflict causes
and resolutions.
I can explain how humility, amiability, and respectfulness towards
others affect interpersonal conflicts.
LEGEND:
“Blessed are the peacemakers, for they shall be called sons of God. “
(Matthew 5:9)

MODULE NO.3: Looking Through Other’s Lens

a. Identify the structural elements of an argumentative text.
b. Determine the stance of the author based on his or her arguments and statements.
c. Identify techniques in making compelling arguments.
d. Create an argumentative text that presents pros and cons of an issue effectively.
e. Express civility and openness for other people’s ideas and opinions.
a. Private Education Assistance Committee (2017) Learning Module in English 10 2nd Quarter: Resolving
c. Argumentative Essay (2006) Bogazici University SFL. Retrieved from www.buowl.boun.ed.tr
d. Purdue Online Writing Lab (1995-2020) Academic Writing: Establishing Arguments, Logic in Argumentative
Writing, and Historical Perspectives in Argumentation. Purdue University. Retrieved from
https://owl.purdue.edu
e. The Guide to Grammar and Writing (n.d.) Capital Community College Foundation. Retrieved from
http://guidetogrammar.org
When we are involved in an argument, we often hear the cliché “try to put yourself in someone’s shoes”.
Conflicts arise more often than not because of lack of communication and willingness to listen. In order to understand
where a person is coming from, there is a need for us to look through their perspective to weigh things out.
Let’s Connect
You may have seen this post in your social network already, but let’s take a look at it once again and try to relate
it to yourself.
A Little Story
The man doesn’t know there is a snake underneath.
The woman doesn’t know that there is a stone pressing on
the man.
The woman thinks: “I am going to fall! And I can’t
climb because the snake is going to bite me. Why can’t the
man use a little more strength and pull me up?!”
The man thinks: “I am in so much pain! Yet I am
pulling you as much as I can. Why don’t you try and climb a
little harder?!”
• What do you think is the message of this story?

• Has this ever happened to you, getting in conflict with
someone, then it turns out that both of you are dealing with
a personal issue that makes your reaction towards each
other valid?
Illustration and story are retrieved from
https://www.boredpanda.com
Let’s Discover
In resolving conflicts, it is necessary to know both sides. You may already have your own
opinion, but still it is necessary for you to acknowledge the opposing opinions. Texts that show a
person’s opinions on a particular issue with respect to opposing viewpoints that will be refuted
are called argumentative texts.
To learn more, visit the link below:

http://www.buowl.boun.edu.tr/students/types%20of%20essays/ARGUMENTATIVE%20ESSAY.htm

Looking back, we can say that an argumentative text is very similar to persuasive text. However, they have certain
differences that we also have to note. In the Venn diagram, write down the differences and similarities you found
between an argumentative text and persuasive text. You may look back to our module in the first quarter! ☺
Argumentative Persuasive
Read the essay Health and Healing at Your Fingertips

by Oya Ozagac (2004) found in the link above. Then, answer
the following questions:
1. What is the belief of the author? Can you cite his

thesis statement?
2. What are the arguments of the author? What about
the counterarguments about the author’s beliefs?
3. How will you describe the author’s language? Did he
use modals? Conjunctions? Rhetorical questions?
4. How does the author refute the counterarguments?
Which part of the essay states his refutations?
5. How does this argumentative essay differ from the Retrieved from
persuasive essay you encounter in first quarter? https://www.learnreligions.com/usui-reiki-
symbols-1731682
PROTIP!
When writing a thesis statement, make sure that it contains the following
characteristics:
• The thesis statement must be debatable.
If your thesis statement is “Covid 19 is a dangerous disease”,

there is nothing to debate about it!
• Your claim must be narrow and specific.
If you say “Quarantine helps avoid the spread of Covid 19”, there are still a lot of
questions to be asked, such as: (a) how does quarantine help avoid the spread of
disease? and (b) is quarantine all for positive effects?
Instead, you may say “Quarantine helps avoid the spread of Covid 19 because
people will be forced to distance from each other physically and it will be easier for
officials to contact trace and administer mass testing.” At least, you have provided your
premises!
You may read more about these by visiting this link:
https://owl.purdue.edu/owl/general_writing/academic_writing/establishing_arguments/index.html

B. ACTIVITIES:
Let’s Deepen (For the following activities, we will be focusing on subjects that talk about health and safety.)
Activity 1: Aggressive Driving
Have you ever taken a ride in a public transportation and felt like you’re flying
because the driver drives so fast, you can’t even breathe? How did you feel (surely not
like the picture at the right)? What did you do? Did you argue with the driver?
Read the essay Aggressive Driving Should be Avoided by Louis Mizell (2007).
Then, fill up the organizer below to identify the arguments in the essay. Inside the box,
write the reasons why aggressive driving should be avoided (copy from the essay). Then,
in the opposite box, write your explanation. You may provide the explanations of the
author, but state them in your own words.
•
Activity 2: Cosmetic Surgery
For this activity, you will be working with a partner. Read the instructions found in Get Started
on pages 67-68 of your book. You do not have to answer the activities there aside from conducting
your research, which is essential to what you are going to do in your final output. Don’t forget to
cite your sources!
After researching for the necessary information, proceed to Writing a Creative Argumentative
Blog on pages 68-69. Follow the instructions at the top of page 69 only.
C. ASSESSMENT: Health Brochure
SCAFFOLD 1: HEALTH BROCHURE (Argumentative Text Compilation)
You will be grouped into ten groups. Each group will be assigned to a topic, which will be the subject of their
health brochure. The health brochure must contain various argumentative texts (essay, comics, poems, photos, etc.) that
will show the topic that has been assigned to your group.
• Exercising GROUP 1 • Lungs and Cardio Health GROUP 6
• Mental Stress GROUP 2 • Manners when Sick GROUP 7
• Eye Injury Prevention GROUP 3 • Healthy Food to Eat GROUP 8
• Sleep Health GROUP 4 • Self-sanitation GROUP 9
• Vice Avoidance GROUP 5 • Home Remedies GROUP 10
Your brochure must contain the following:

• Cover Page with Title and Tagline/Slogan (front cover)
• What’s Inside? Portion (similar to table of contents)
• Argumentative Text – Health and Wellness Entries with pictures of their authors/creators
• Pictures or illustrations (if taken from somewhere, always cite the source)
• About the Brochure Portion (back cover)

Guidelines for submission will be given once this task is already explained to you. Your output will be graded

Content The brochure The brochure The brochure The brochure
contained contains complete contained most of contained
complete individual individual outputs. the individual incomplete
outputs. The argumentative outputs. Somehow, individual outputs.
The argumentative texts provided the argumentative
texts provided were informative. texts were a bit
were insightful and They were informative, but
very informative. appropriate to the they lacked
They were very topic. Illustrations accuracy and
relevant to the and pictures were individual
topic. Illustrations also present. substance. Only a
and pictures were Sources were also few sources were
also present and cited completely. cited.
gave more meaning
to the overall
output. Sources
were also cited
completely.
Persuasive You were able to You were able to You were able to You were not able
Language use modals and use modals and use some modals to utilize any
conjunctions conjunctions in the and conjunctions in language technique
effectively in the text. You were also the text. You did to make the output
text. You were also able to use not use other convincing.
able to use techniques such as language
techniques such as declarative techniques.
declarative statements and/or
statements and/or rhetorical
rhetorical questions
questions strategically, which
compellingly, which made the text
made the text interesting.
convincing and
remarkable.
Argumentation The argumentative The argumentative Most of the There was no
texts presented texts presented argumentative argumentation
both sides of the both sides of the texts presented present in the
issue but they also issue. Refutation both sides of the texts. They were
manifested the was also present. issue, but some just opinion-based.
author’s/creator’s The thesis tended to be
stance. Refutation statements were showing only the
was also clear and reasonable. author’s/creator’s
present. The thesis stance. Some had
statements were refutations. The
compelling. thesis statements
were not very
clear.
Organization and The brochure The brochure The brochure The brochure
Layout contained all the contained all the contained most of contained some of
outputs of the outputs of the the outputs of the the outputs of the
group layout group layout group layout group layout ‘as is’
exceptionally properly in the properly in the in the pages.
creative in the pages. pages.
pages.

Argumentation is not just about proving that you are on the right side but also being willing to see what the
opposing perspective has to offer. Being exposed to different kinds of argumentative texts helps us not only to become
more adept into expressing ourselves, but also in evaluating ideas with fair judgments.
Let’s Reflect
Do you agree with the quotation below? Why or why not?
“Insults are the arguments employed by those who are in the wrong.”
Jean-Jacques Rousseau
Self-Check
I can identify the structural elements of an argumentative text.
I can determine the stance of the author based on his or her
arguments and statements.
I can identify techniques in making compelling arguments.

I can create an argumentative text that presents pros and cons of
an issue effectively.
I can express civility and openness for other people’s ideas and
opinions.
LEGEND:
“A soft answer turns away wrath, but a harsh word stirs up anger.”
(Proverbs 15:1)

MODULE NO.4: Expressing Arguments with a Heart

a. Examine biases and prejudices in argumentative texts.
b. Differentiate the different types of claims used in argumentation.
c. Respond to ideas by agreeing or disagreeing through polite expressions.
d. Discuss about a particular issue through a debate.
e. Demonstrate positive assertion and respect in an argumentation.
a. Bigornia, A., Gonzales, C., Sim, A., & Valencia, A. (2017) Essential English: Worktext in Literature and Language:
Quezon City. Rex Book Store.
c. Argumentative Essay (2006) Bogazici University SFL. Retrieved from www.buowl.boun.ed.tr
d. Purdue Online Writing Lab (1995-2020) Academic Writing: Establishing Arguments, Logic in Argumentative
Writing, and Historical Perspectives in Argumentation. Purdue University. Retrieved from
https://owl.purdue.edu
e. The Guide to Grammar and Writing (n.d.) Capital Community College Foundation. Retrieved from
http://guidetogrammar.org
Hello there! In the previous lesson, we have already been introduced to the purpose, language, and structure of
argumentative texts. We have also learned about how an argumentative text is more formal and sophisticated than a
persuasive text, although both share the same purpose.
In this module, we will encounter more features of an argumentative text, and learn how we can spot them in
texts we encounter every day and how to use them properly in expressing our points.
Let’s Connect
Read the excerpt below. Then, reflect on the message it tells
us.
Bad News Sells: How our “Negativity Bias” chooses Bad over
Good by Claire Borecki (27 December 2019)
Retrieved from http://web.colby.edu/cogblog/category/cognitive-bias/
[…] Think about the last time you had a bad day. Then try and think a
little further: was it really all bad, from the moment you got out of bed?
Probably not; one bad thing happened, and then the good lunch you had
with your friends and the job interview you aced just didn’t seem so
important anymore. Or maybe you were at work, and your boss gave
you some well-deserved praise. Then she told you there was one line on
your paperwork that needed to be tweaked, and before you knew it, you
were beating yourself up for that one mistake for the rest of the week.
Or maybe you went home after work and turned on the news. The
coverage never surprises you: war, crime, disaster. Maybe you wonder why this is. Your answer? Negative news attracts
more consumers (Nguyen & Claus, 2013).
In which real life situations can you relate this article? Share your stories to your classmates!
Let’s Discover
In one way or another, we tend to favor one side, no matter if it is positive or negative. This is
because we already have our prejudices. According to Merriam-Webster dictionary, prejudice is any
preconceived judgment or opinion without just grounds or sufficient knowledge beforehand.
Prejudice often has a negative connotation. Prejudice is also associated to bias. Bias, on the other
hand, means an inclination or favoritism towards a particular person or idea.

Bias and prejudice may occur in argumentative texts, especially because it aims to prove a point or stand over
the other. However, the only difference is bias and prejudice are often unreasonable and are conceived even before
being presented with facts to prove otherwise.
Instead of using bias and prejudice in argumentation, it is better if we use claims. You can read about the Types
of Claims on pages 167-169 (you can answer the short activities to assess yourself) or you may watch the video Claims
of Facts, Value, and Policy by Eric Robertson (2018): Link: https://www.youtube.com/watch?v=KJW1WQxddPQ&t=11s.
There are also useful expressions to use when you agree or disagree with someone. These expressions make an
argument sound formal and polite, which are very important to maintain a healthy ambiance in argumentation. To learn
more, read and answer the activities in Language Workshop on pages 160-166 and 263-266 of your book. You may also
watch this video to learn more: Link: https://www.youtube.com/watch?v=aheJKEE9_S8.
Now, how does writing a claim differ from simply stating bias and prejudice? Does it make any
difference?
B. ACTIVITIES:
Let’s Deepen
Activity 1: Bias and Prejudice
Let’s see how bias and prejudice work in the two contexts below. Read and answer the prompts.
Retrieved from https://www.gmanetwork.com Retrieved from http://manila.gov.ph/mayor
What do people say against Senator Manny What do people say about Mayor Isko Moreno as
Pacquiao being a government official? the new Mayor of Manila City?
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
Most likely, people have prejudices against Senator Manny Pacquiao because of his educational attainment and
former profession as a boxer. Meanwhile, a lot of people have bias towards Mayor Isko Moreno for his unorthodox
approach in leadership and for overthrowing an accused corrupt official who has governed Manila City for many years.
Let’s make these arguments better. Research about these two government officials (accomplishments, projects, issues,
etc.). Then, write a sentence for each type of claim about the two government officials based on what you have
researched about them.
SENATOR PACQUIAO MAYOR MORENO

Claim of Fact: Claim of Fact:
_______________________________________ _______________________________________
_______________________________________ _______________________________________
Claim of Value: Claim of Value:
_______________________________________ _______________________________________
_______________________________________ _______________________________________
Claim of Policy: Claim of Policy:
_______________________________________ _______________________________________
_______________________________________ _______________________________________

Activity 2: Making Powerful Claims
You will be working in small groups. You will be assigned to a particular topic, which you have to write an
argumentative article about. Before the writing, you must first write the claims that you intend to include in your article.
You may search for evidences that will prove these claims. Don’t forget to cite your source!
The following are the topics assigned to each group.
Group 1 Group 2 Group 3 Group 4 Group 5

Racial Domestic Abuse Child Labor Divorce Abortion
Discrimination
Group 6 Group 7 Group 8 Group 9 Group 10
Online Education War and Terrorism Environmental Freedom of Speech Human Trafficking
Destruction
Use the table below for your claims. Jot down the most important claims that will make your argument
convincing.
Claims of Fact Claims of Value Claims of Policy
C. ASSESSMENT: Debate
SCAFFOLD 2: SMALL GROUP DEBATE
Let’s put to practice what you have learned so far. We will form ten groups. Each
group will be paired to a group whom you are going to have a debate with. We will identify
which group will be the Affirmative Group and the Negative Group. You will be discussing
the pros and cons of the topic assigned to your group. The
possible topics for the debate are listed below.
• Does technology make us more alone?

• Should video/computer/mobile games be
considered a sports?
• Can cellphones be educational tools?
• Do students need longer recess or break time?
• Which is more important: talent or hard work?
Each pair will be given up to 10 minutes to debate. Each group must choose a speaker (the
number of speakers depend on the number of group members, but ideally, two speakers only).
The Affirmative speaker must come first, followed by the Negative speaker, and they will take
turns in speaking. A simplified parliamentary form of debate will be followed in this activity. To
know more about parliamentary debate, you may download the file found in the link below:
https://www.speechoregon.org/uploads/1/4/1/3/14139144/parlidebateoutlinefortigard.pdf
In the end, the other classmates will choose the winning group. They will vote through the Zoom
emoticons (raise hand). The mediator of the debate will be the teacher.

The date for the debate will be given once this task is already explained to you. Your performance will
be graded through the following rubrics:

Understanding of Your team clearly Your team seemed Your team seemed Your team did not
the Topic and understood the to understand the to understand show an adequate
Stance topic in depth and main points of the some of the points, understanding of
presented topic and but you did not the topic.
information with presented those present with ease.
confidence. with ease.
Articulation of Your introduction Your introduction Your introduction Your introduction
Thesis Statement, was remarkable. was catchy. You was fine. You was confusing. You
Arguments, and You presented the presented the presented the were just
Claims arguments and arguments and arguments and presenting the
claims seamlessly claims confidently. claims quite arguments and
and confidently. Throughout the confidently. claims to finish the
Throughout the speech, you have Throughout the speech.
speech, you have shown exuberance. speech, you have
shown exuberance remained calm.
and amiability.
Respect to Other Your team’s Your team’s Your team’s Your team’s way of
Team statements and statements and statements were responding was not
responses were responses were quite sarcastic, as respectful at all.
respectful and used respectful. well as the non-
appropriate verbal expressions
language to agree indicated
and disagree. intimidation.
Refutation All of your counter- Your counter- Your counter- Your counter-
arguments were arguments were arguments were arguments were
accurate, relevant, considerable. quite interesting, not relevant at all
and strong. but they were not to the opposing
very convincing. view being refuted.
Effect on Audience You kept the You kept the You somehow able You did not keep
attention and attention of your to keep the the attention of
interest of your audience. You attention of your your audience. You
audience. You made your audience. You lacked
made them curious audience feel your lacked persuasiveness and
to listen to you. sincerity. persuasiveness in sincerity in
You also made your delivery, although delivery.
audience convinced sincerity was quite
of your ideas. evident.
Engaging in arguments don’t have to be fierce – one just needs to be assertive, confident, and courteous towards
other people. If we learn how to express ourselves in a humble and wise manner as early as now, we’re going to make a
big difference in settling conflicts in the future. Remember: sometimes, a speaking mind is not enough in an argument.
We always have to be empathetic, respectful, and open ☺
Let’s Reflect
For you, how can we maintain a healthy argumentation? What can you say about people who lose their temper
during an argument?

Self-Check
I can examine biases and prejudices in argumentative texts
I can differentiate the types of claims used in argumentation.
I can respond to ideas by agreeing or disagreeing through polite

expressions.
I can discuss about a particular issue through a debate.
I can demonstrate positive assertion and respect in
argumentation.
LEGEND:
“Fill your heart with good things and you will think good thoughts, speak good words and bear good fruit.”
(Matthew 12:22-45)

MODULE NO.5: Asserting Stance with Logical Thinking

a. Examine fallacies and exaggerations in argumentative statements.
b. Respond to fallacies and exaggerations through evidence-based statements.
c. Cite sources of information in an argumentation.
d. Write an editorial article to express opinion in a fair and impartial manner.
e. Express consciousness of and desire for accuracy and credibility.
b. Private Education Assistance Committee (2017) Learning Module in English 10 2nd Quarter: Resolving
c. Oldham, D. (2015) English 101: What is Counter-argument? Shoreline Community College. Retrieved from
https://app.shoreline.edu
d. The Writing Center (2020) Fallacies. University of North Carolina at Chapel Hill. Retrieved from
https://writingcenter.unc.edu
e. Purdue Online Writing Lab (1995-2020) Logic in Argumentative Writing: Fallacies. Purdue University. Retrieved
from https://owl.purdue.edu
Aside from prejudice and bias, there are other factors that can make an argument weak and unreasonable.
More than being emotionally fair in what we think toward a subject, we must also provide a logic-based explanation for
our arguments. These explanations must be objective and reasonable, free from partiality and exaggeration.
Let’s Connect
Take a look at the following statements. What can you say about them? Are they correct, or is there something
wrong?
Point to ponder…
If you are talking to these
individuals, would you consider
their arguments valid? Why or
why not?
Images are retrieved from https://owl.excelsior.edu, https://slideplayer.com, and

https://medium.com/@lilyliao21/7-logical-fallacies-you-and-trump-are-guilty-of-committing-f06ce564b63f

Let’s Discover
In the previous module, we have talked about the importance of making evidence-
based claims and of avoiding bias and prejudice in argumentative statements.
Whether we are making an argument or counter-argument, we must keep in mind that

our statements must be logical and reasonable. They must be supported with facts from
credible sources, such as government data, statistics, research papers, news reports, etc.
Sometimes, when people get involved in a heated argument, they are overwhelmed with
emotions, albeit defending their pride even though they are already on the losing side.
Therefore, it is important for us to know when to counter-argue and when to concede to other
people’s counter-arguments.
To learn more about making counter-arguments, you may visit the link below.
https://app.shoreline.edu/doldham/101/html/what%20is%20a%20c-a.htm#good
Likewise, we have to be careful in making statements that are logically fallacious. When we talk about logical
fallacy, it refers to the common errors in reasoning that undermines the logic of a person’s argument (verbatim; Purdue
OWL, 2020). They weaken one’s arguments (verbatim; The Writing Center, 2020). Take a look at the image below. Those
are some of the logical fallacies that you may encounter.
To learn more about these logical fallacies, visit the links below:
• https://writingcenter.unc.edu/tips-and-tools/fallacies/
• https://owl.purdue.edu/owl/general_writing/academic_writing/logic_in_argumentative_writing/fallacies.html
B. ACTIVITIES:
Let’s Deepen
Activity 1: Identifying Logical Fallacy
For this activity, we will spot logical fallacies found in different forms of texts. Examine the texts that will be
presented to you. Then, identify the kind of logical fallacy that is present in the text you examine. In the provided space,
explain how you are able to identify the logical fallacy.
1. DIRECT TV Commercial – Don’t wake up on a roadside ditch

https://www.youtube.com/watch?v=kIv3m2gMgUU
Logical Fallacy: _________________________________

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

2. Writing a Paper:
Avoiding Logical Fallacies
Special education students https://academicguides.waldenu.edu/writingcenter/writingpr
ocess/logicalfallacies
should not be required to take
standardized tests because Logical Fallacy: _________________________________
such tests are meant for __________________________________________________
__________________________________________________
nonspecial education students. __________________________________________________
__________________________________________________
President Rodrigo Duterte’s comment to

3.
Atty. Chel Diokno’s criticism
https://twitter.com/cnnphilippines?ref_src=twsrc%5Egoogle
%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor
Logical Fallacy: _________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Activity 2: Small Talk
Imagine that you are having a debate with yourself about a particular topic. How will you counter-
argue yourself? Using the blank comic strip below, write your arguments and counter-arguments in the speech
balloon. You may use expressions to agree or disagree in your comic strip. Remember to cite your sources.
Topic: Should schools consider mental health as part of their curriculum
Comic strip template is retrieve from https://www.dreamstime.com/two-cartoon-frames-stick-figure-drawing-men-

businessmen-talking-empty-blank-text-speech-bubbles-balloons-above-you-can-image146197540
C. ASSESSMENT: Writing an Editorial Article
SCAFFOLD 3: WRITING AN EDITORIAL ARTICLE
At this point, we will put together what you have learned about argumentative writing by writing your own
editorial article. An editorial article is a kind of persuasive text that expresses the stand of a whole publication about an
issue. This is usually written by the editor-in-chief or the members of the editorial board of a publication.
It’s now your turn to write your own editorial article that answers the question:

Is Philippines a Free Country?
Guidelines for submission will be given once this task is already explained to you. Your output will be graded

Content The arguments you You were able to Your editorial The editorial article
provided were provide an editorial article was quite lacked necessary
insightful and article that informative, but it information
critical to the topic. reflected the topic. lacked accuracy needed to establish
They also showed You also cited your and evidences. You the thesis
the relevance of source. did not cite your statement. You did
your thesis source. not cite your
statement. You also source.
cited your source.
Organization You were able to You were able to Some of your ideas The editorial article
compose a logical compose an were misplaced in lacked proper
and coherent editorial article that the editorial article, sequencing of ideas
editorial article by was easy to but it was still and coherence.
using correct understand and understandable.
connectives and read.
establishing proper
transition.
Grammar and You were able to You were able to There were some The errors in the
Mechanics establish clear compose a errors in grammar essay were very
communication of grammatically- and mechanics, but noticeable and
ideas in your essay correct essay and the essay was still needed to be
without any some mechanical understandable. corrected.
grammatical or errors, or vice
mechanical error. versa.
Refutation All of your counter- Your counter- Your counter- Your counter-
arguments and arguments and arguments and arguments and
refutations were refutations were refutations were refutations were
accurate, relevant, considerable. quite interesting, not relevant at all
and strong. but they were not to the opposing
very convincing. view being refuted.
Effect on Audience You kept the You kept the You were somehow You did not keep
attention and attention of your able to keep the the attention of
interest of your readers. You made attention of your your readers. You
readers. You made your readers feel readers. You lacked lacked
them curious to your sincerity. persuasiveness in persuasiveness and
listen to you. You delivery, although sincerity in
also made your sincerity was quite delivery.
readers convinced evident.
of your ideas.
Making an argumentative text is not easy because you have to set aside your biases and prejudices in order to
make your arguments considerate and reasonable towards other people. We also have to accept the fact that no two
people are alike, and in one way or another, they will always have a difference in opinion and perspective. Nonetheless,

what’s important to remember is that being empathetic, fair, and logical can settle differences, or at least, encourage
acceptance and openness on both sides.
Let’s Reflect
It is unfortunate to witness that our fellow Filipinos have become more divided
than ever because of multiple controversies and issues in the government. If you will be
given a chance to write an open letter, what will you tell your fellow Filipinos both young
and old about reconciling differences?
You may choose a person, a group, or a department that you would like to address.
Then, compose a friendly letter addressed to these people or groups that (1) shares what
you learned about making arguments, (2) explains the importance of healthy
argumentation, and (3) promotes peace between opposing views. Then, submit your letter
through your Genyo account.
Self-Check
I can examine fallacies and exaggerations in argumentative
statements.
I can respond to fallacies and exaggerations through evidence-
based statements.
I can cite sources of information in an argumentation.
I can write an editorial article to express opinion in a fair and
impartial manner.
I can express consciousness of and desire for accuracy and
credibility.
LEGEND:
“Set forth your case, says the Lord; bring your proofs, says the King of Jacob.”
(Isaiah 41:21)

MODULE NO.6: Advocating for a Cause

a. Define what advocacy is.
b. Explain how a campaign can help in advocating for a cause.
c. Research for information, details, and evidences to support an advocacy.
d. Present an advocacy through a multimodal text - song, poem, video, comic strip, etc.
e. Show goodness and empathy towards other people through a campaign and advocacy.
b. Private Education Assistance Committee (2017) Learning Module in English 10 2nd Quarter: Resolving
c. Almonte, L. et’al (2015) Celebrating Diversity through Literature: English Learner’s Manual for Grade 10 (Unit 2):
The media right now is full of not-so-pleasant things – corruption, health crisis, environmental degradation, human
trafficking, crimes, terrorism, racial discrimination, and many other horrible phenomena. It is undeniable that the world
is full of conflicts, and many of them have been persistent for many generations. But, as many as the problems the world
has, there is also a countless number of people who are willing to take a stand and fight for what should be.
In this module, we will discover how young learners like you can do something so simple yet make such a big
impact to our society, in the hopes of alleviating the tensions caused by external conflicts that we continuously
experience…
Let’s Connect
Do any of these people look familiar to you?
From left to right: Images are retrieved from https://www.forbes.com, https://www.britannica.com,

https://www.biography.com, and https://hungarytoday.hu.
In the past lessons, we have encountered people like Malala Yousafzai, the youngest person to have ever been
awarded with Nobel Peace Prize Award for her remarkable contribution in fighting for the rights to education and safety
of girls and young children victimized by terrorism and human trafficking. We also learned about Lizzie Velasquez, who,
in spite of her rare condition and being tagged as the ugliest person in the world, has become a world renowned
inspirational speaker and an advocate for compassion and kindness. The people in the images above were no less
because they, along with Malala and Lizzie, have one thing in common – they are all ADVOCATES.
Let’s Discover
Do you believe in something so passionately that you want to encourage other people to adopt
the same belief? Do you think your belief can make a change for the better so other people can enjoy a
life of equality and fairness? That is what advocacy is all about.

According to Alliance for Justice (2008), advocacy refers to any action that speaks in favor of, recommends,
argues for a cause, supports or defends, or pleads on behalf of others.
Retrieved from http://www.missoulafoodbank.org/
The following videos will give you a glimpse of the purpose of advocacy in our society.
• #EveryChildEverywhere by ADRA
(https://www.youtube.com/watch?v=YPi01hBmuUc)
• His Epic Message Will Make You Want to Save the World by National Geographic
(https://www.youtube.com/watch?v=B-nEYsyRlYo)
• Paraiso: The Bright Beginnings Project by Catriona Gray
(https://www.youtube.com/watch?v=9MVY5fO-Pp4)
• Canadian Muslim Advocacy by NCCMtv
(https://www.youtube.com/watch?v=6bXMfu7PI0E)
• The Butterfly Effect of Pediatric Mental Illness by NationwideChildrens
(https://www.youtube.com/watch?v=VCkYDteWnWY)
However, it is not enough to have a belief that you are so passionate about, especially if
you want other people to have the same belief as you do or if you want to contribute for a
concrete change such as legislations of new laws. Hence, there is a need for communication and
mobilization. This act is called campaigning. A campaign is composed of a set of advocacies.
Without an advocacy, there is nothing to campaign about.
To learn more about the different ways on how to can communicate your campaign and
advocacy, you may read the concept notes in the book on the following pages:
• Activity 2: Delivering a Campaign Speech (pages 422-423)
• Language Workshop (pages 444-445)
Here in the Philippines, there are a lot of celebrities and politicians who are known for their advocacies. For
example, Senator Risa Hontiveros is known for her advocacy for women’s rights. Actor-philanthropist Angel Locsin is an
advocate for women and environment, who continuously conducts covert charity programs for the poor and needy.
Miss Universe 2019 Gazini Ganados, on the other hand, is an advocate for elderly care. There
are many, and this module won’t be enough to talk about all of them!
Apart from the famous personalities in Philippines, there are also simple Filipinos who
have made their advocacies heard and made an impact to our society.
To know more about these advocacies and campaigns, check out the article below:
15 Passionate Filipinos Whose Advocacies Will Inspire You by Mikaela Zulueta (2019)
https://www.wheninmanila.com/inspiring-pinoy-advocates-talk-about-advocacies/

B. ACTIVITIES:
Let’s Deepen
The following activities will guide you to plan for your persuasive text. But first, we have to know what the
situation is. This is your FINAL PERFORMANCE TASK.
You are a member of an advocacy group in the country. You have

attended a meeting with your fellow members to talk about the issues that need
to be addressed about your advocacy. As a group, you feel strongly that you have
to step up and do something to ensure that your advocacy will be noticed and
considered. You decided that to start your campaign for your advocacy, you have
to participate in a revolutionary campaign. Through various media and forms,
you will advocate and campaign for your cause. It must express and prove your
convictions, support for your positions, know your audience well, utilize a variety
of forms (short film, song, poem, artwork, etc.), exhibit creativity, affect the
audience, and show your GOOD HEART, teamwork, and collaboration with your
advocacy group.
Activity 1: My Advocacy
What about you, what is your advocacy? How do you plan to let the world know about your advocacy? Share
your thoughts in the graphic organizer below.
What is my advocacy?
•
Who are my target audience? Who
or what are my beneficiaries? Why
did I choose them?
•
How do I plan to campaign for my
advocacy? Which channels or media
will I use to communicate my
advocacy to others?
•
Activity 2: My Advocacy Inspiration
At one point or another, your advocacy has been inspired by a person or by a particular event (current or
historical). What or who inspired you to advocate for your belief?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Activity 3: OUR ADVOCACY
An advocacy is more powerful when a lot of people work together to campaign for it. At this point, you will have
to discover who among the class has the same or similar advocacy as you do. You are encouraged to form at least groups
with five (5) members each. If there are many people in the class who advocate for the same cause, you can divide that
group into smaller ones. You have to settle the groupings with your teacher.
Talk about your ideas in Activity 1: My Advocacy, and put them together to form a single, powerful advocacy
campaign. For this activity, you and your groupmates shall work together to research for information, details, or
opinions that will help strengthen your advocacy. After doing the research, write a campaign speech that will serve as a
summary of your advocacy campaign. Please refer to the guidelines on page 422 of your book. Your teacher will provide
the details for submission.
Retrieved from https://www.journalofaccountancy.com/
C. ASSESSMENT: OUR ADVOCACY CAMPAIGN
FINAL PERFORMANCE TASK: OUR ADVOCACY CAMPAIGN
To accomplish this task, you have to observe the following guidelines:

• You have to give your group a name. For example, “Everybody Happy Club” that
advocates for mental health awareness.
• Your advocacy campaign shall be supplemented by your campaign speech
(Activity 3: OUR ADVOCACY). Your campaign speech shall work as a written explanation
of your advocacy campaign. If your advocacy campaign is a short film, then your
campaign speech may serve as your script.
• Always keep in mind the GOOD HEART values of RCBNES learners. Any advocacy
campaign shall promote our core values ☺ Therefore, make sure that your campaign
speech has been approved by your teacher. Any advocacy that is inappropriate shall be
disregarded.
• The manner by which you will accomplish this task must also be approved by your teacher as well. In general,
you are expected to accomplish this task without meeting physically. No physical contact will be allowed unless
permitted by your teacher, school principal, and parents, subject to the guidelines
by the local government.
• EXTRA: After accomplishing this as individual groups, your class is highly
encouraged to set up a website or Facebook page where you will post your
advocacy campaigns. You and your teacher may coordinate with your CLE teacher
to organize a Fundraising Project to support your advocacies. Then, the fund that
you will be able to gather shall be donated to particular advocacy groups, such as
PAWS, Greenpeace, CARITAS, OVP Covid-19 Project, and the like. ☺
Guidelines for submission will be given once this task is already explained to you.
Your output will be graded through the following rubrics:

Conviction You showed a You showed a solid You showed You did not present
(Advocacy strong and argument for the minimal argument any argument nor
Campaign + passionate position and your for the position and showed any
Campaign Speech) argument for the group your group personal interest or
position and your demonstrated a demonstrated a
GOOD HEART group personal interest little personal connection towards
Manifestation demonstrated a towards the interest towards the advocacy.
deep and strong advocacy. the advocacy.
(X2) personal
connection with
the advocacy.
Support for the You thoroughly You adequately You inadequately You did not provide
Position supported your supported your supported your any support to your
(Advocacy position by using position by using position due to position.
Campaign + relevant and relevant and limited research
Campaign Speech) accurate facts, accurate facts. and information
data, and evidence. and some
inaccuracies or
irrelevance of facts,
data, and evidence.
Audience Your group Your group Your group Your group
Awareness demonstrated a demonstrated demonstrated little demonstrated non-
strong awareness adequate awareness of the awareness of the
of the target awareness of the target audience as target audience.
audience as target audience as evidenced by
evidenced in the evidenced by presenting your
arguments you presenting your arguments
presented arguments accordingly.
accordingly. accordingly.
Utilization of You used a You used an You used a You used a
Multimodal Text compelling and appropriate multimodal text to multimodal text to
• Short film relevant multimodal text to present your present an
• Poetry multimodal text to present your advocacy information but it is
• Song lyrics present your advocacy campaign, but you not clear nor
• Artwork advocacy campaign. were not able to applicable for your
• Poster campaign. maximize its use. advocacy
• Others campaign.
Creativity Your output was Your output was Your output was Your output
relevant, creative, thoughtful and fairly creative, but showed little
and uniquely creative. It was some personal creativity ,
presented in a way uniquely presented touches were not originality, and/or
that it showed and original. effort to make the
deep understandable. artwork
understanding and understandable.
stance on the
advocacy.
Effect on Audience You kept the You kept the You were somehow You did not keep
attention and attention of your able to keep the the attention of
interest of your audience. You attention of your your audience. You
audience. You made your audience. You lacked
made them curious audience feel your lacked persuasiveness and
to pay attention to sincerity in your persuasiveness, sincerity in your
you. You also made output. although personal output.
your audience interest was quite
convinced with evident.
your ideas.
Teamwork and You and your group You and your group You and your group You and your group
Collaboration worked together, contributed to somehow talked to did not
exchanged ideas, accomplish the accomplish the communicate at all
and consolidated output. output, or tried to for the
your thoughts to talk through at accomplishment of
accomplish the least. the output, which
output. made it not ready
for submission.
Some parts of this rubric were retrieved from https://osbha.org/files/Advocacy.pdf

This quarter may end, but your continuous achievements

and improvements will last! What more with your advocacies
getting their deserved attention? CONGRATULATIONS to you!
I hope that you have learned valuable lessons this quarter,

but I also hope that you are already starting to realize your greater
purpose. Even though advocating for a cause may be difficult, it
does not mean that a learner like you cannot do it! There may be a
lot of challenges that an advocate may face, but with the right
Congratulations! This certificate is for you!
support and ways of communicating these advocacies that aim for the betterment of other’s lives and preservation of
our nature, your voices will remain resounding thousands of miles away.
Let’s Reflect
As points for reflection, think of yourself in the future. Who are you? What would you have become? Write a
letter to your future self and have a copy of your advocacy campaign. Make a time capsule and put these things
together in a secure location. You may not realize what your reflection now is, but expect that in the far future, you will
open the time capsule again. If you do, ask yourself this question: Am I able to advocate for the cause I believe in?
Self-Check
I can define what advocacy is.
I can explain how a campaign can help in advocating for a cause.
I can research for information, details, and evidences to support
an advocacy.
I can present an advocacy through a multi-modal text (speech,
song, poem, video, comic strip, etc.)
I can show goodness and empathy towards other people through a
campaign and advocacy.
LEGEND:
“Learn to do right; seek justice. Defend the oppressed. Take up the cause of the fatherless; plead the case of the widow.”
(Isaiah 1:17)

Congratulations! You made it!
END OF SECOND QUARTER

2nd Quarter English 10 Module 2020-2021

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ROMAN CATHOLIC BISHOP OF NOVALICHES

EDUCATIONAL SYSTEM (RCBNES, Inc.)

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 1 of 33

Name: ________________________________________ Module # 1 No. of Days: 4

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 2 of 33

• Which ideas from the song struck you most? Why?

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 3 of 33

Retrieved from https://www.psychometrics.com

• 5 Different Ways to Manage Conflict by SAGU https://www.youtube.com/watch?v=PFIydyH2H8Y

Activity 1: Identifying Kinds of External Conflict

_______________________ _______________________ _______________________

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 4 of 33

Activity 2: Internal or External Conflict?

1. Kronk’s Dilemma: Angel vs. Devil

2. Captain America vs. Iron Man

3. Bad Blood by Taylor Swift ft. Kendrick Lamar

4. The Cask of Amontillado by Edgar Allan Poe

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 5 of 33

Retrieved from https://www.dailyteachingtools.com/free-graphic-organizers-readerizer2.html#8

Criteria 4 points 3 points 2 points 1 points

***END OF MODULE 1***

Name: ________________________________________ Module # 2 No. of Days: 4

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 8 of 33

Zero-Sum Games and Win-Win/Lose-Lose Situations

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 9 of 33

Activity 1: When Bashers Attack

In today’s Age of Information, conflicts do not only manifest in physical situations

Activity 2: Against All Odds

Activity 3: Rants Go Viral!

Racism has been a very controversial and sensitive issue even

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 10 of 33

C. ASSESSMENT: Infographic Research and Presentation

• Information or details must come from multiple sources.

Criteria 4 points 3 points 2 points 1 point

***END OF MODULE 2***

Name: ________________________________________ Module # 3 No. of Days: 4

• What do you think is the message of this story?

To learn more, visit the link below:

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 13 of 33

Read the essay Health and Healing at Your Fingertips

1. What is the belief of the author? Can you cite his

• The thesis statement must be debatable.

If your thesis statement is “Covid 19 is a dangerous disease”,

• Your claim must be narrow and specific.

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 14 of 33

Activity 1: Aggressive Driving

C. ASSESSMENT: Health Brochure

SCAFFOLD 1: HEALTH BROCHURE (Argumentative Text Compilation)

Your brochure must contain the following:

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 15 of 33

Criteria 4 points 3 points 2 points 1 point

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 16 of 33

Do you agree with the quotation below? Why or why not?

I can identify techniques in making compelling arguments.

***END OF MODULE 3***

Name: ________________________________________ Module # 4 No. of Days: 4

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 18 of 33

Retrieved from https://www.gmanetwork.com Retrieved from http://manila.gov.ph/mayor

SENATOR PACQUIAO MAYOR MORENO

All Rights Reserved: RCBNES ENGLISH 10 SY 2020-2021 Page 19 of 33

The following are the topics assigned to each group.

Group 1 Group 2 Group 3 Group 4 Group 5

Claims of Fact Claims of Value Claims of Policy

___________ _ _____________

END OF MODULE 1

END OF MODULE 2

END OF MODULE 3

END OF MODULE 4

END OF MODULE 5

END OF MODULE 6