10

ENGLISH
QUARTER 1
MODULE 1: Various Text Types

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English – Grade 10
Quarter 1 – Module 1: Various Text Types

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

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

Development Team of the Module

Contextualizers:
MELVIN V. BARACAO - Teacher I, Basak Comm. High School
MAE ANGELIE S. HUBAHIB - Teacher I, Don Vicente Rama MNHS
MARIANNE CHRISTY M. NOBE - Teacher I, Quiot High School
ROCELYN F. SIONO - MT I, Pardo National High School

Content Editors:
ROQUESA B. SABEJON - PSDS, ND 8
SHERYL D. COMEROS - Teacher II, Cebu City National Science
MARY JANE J. GAMBA - MT 1, Ramon Duterte MNHS
JULIETO L. DUEÑAS - MT II, Ramon Duterte MNHS
Illustrator/layout: (Cover Photo)
JULIUS ANDREW A. SAGRADO - M.T.E., CTU
MARIANNE CHRISTY M. NOBE - Teacher I, Quiot High School

Management Team:
RHEA MAR A. ANGTUD EdD - Schools Division Superintendent
DANILO G. GUDELOSAO EdD - Asst. Schools Division Superintendent
GRECIA F. BATALUNA - Chief EPS, Curriculum
Implementation Division Chief
NORMAN R. GABALES EdD - EPSvr,English
VANESSA L. HARAYO - EPSvr, LRMS

Printed in the Philippines by DepEd Cebu City Division, Region VII

Office Address : New Imus Road, Day-as, Cebu City
Telefax : (032) 255-1516 / (032) 253-9095
E-mail Address : cebu.city@deped.gov.ph

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10
ENGLISH
QUARTER 1
MODULE 1: Various Text Types

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Introduction
Welcome to English 10 on Various Text Types!
This module was designed to provide you with opportunities for guided and independent
learning at your own pace and time. You will be enabled to process the contents of the
learning resource while being an active learner.

This module has the following parts and corresponding icons:

This part includes an activity that aims to
check what you already know about the
Pre-test
lesson to take.
(Pre-assessment)

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
(Objectives) the module.

This is a brief drill or review to help you

What’s In link the current lesson with the previous
(Review/Springboard) one.

In this portion, the new lesson will be

introduced to you in various ways; a story,
What’s New
(Presentation of the Lesson) a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
the lesson. This aims to help you discover
What It Is
(Discussion) and understand new concepts and skills.
This section provides activities which will
What’s More help you transfer your new knowledge or
(Application) skill into real life situations or concerns.

What I Have Learned This includes key points that you need to
(Generalization) remember.

This comprises activities for independent

What I Can Do practice to solidify your understanding and
(Enrichment Activities) skills of the topic.

This is a task which aims to evaluate your

Post Test level of mastery in achieving the learning
(Assessment) competency.

This contains answers to the following:

Answer Key ● What I Know
● What’s In
● What’s More

At the end of this module you will also find:

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 References This is the list of all sources used in developing
this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in this module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

About the Module

This module was designed and written with you in mind. It is here to help you mastery
about Various Text Types. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the textbook
you are now using.

This module is divided into three lessons, namely:

Lesson 1 – Using Information from News Report, Speech, Informative Talks etc.
Lesson 2 – Understanding Text with the Aid of Advance Organizers
Lesson 3 – Comparing & Contrasting Viewed Materials with other
Sources of Information

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 DAY 1

Pre-Test

MULTIPLE CHOICE: Choose the letter of your answer. Write the letter on the blank
provided before each blank.

_______1. It narrates the recent happenings or events of the day that are important
for people to know.
A. news report B. panel discussion C. speech D. talk show
_______2. It involves a group of people gathered to discuss a topic in
front of an audience.
A. news report B. panel discussion C. speech D. talk show
_______3. It is a formal address or discourse delivered before an audience.
A. news report B. panel discussion C. speech D. talk show
_______4. This refers to the assembled spectators or listeners at a public event.

A. author B. audience C. panelist D. speaker

_______5. This refers to the quality of a good news where acknowledging sources is
done.
A. credibility B. clarity C. reliability D. validity
_______6. It is a quality of keeping a clear content in writing that helps readers
follow and comprehend much easily.
A. credibility B. clarity C. reliability D. validity
_______7. This refers to the quality of an informative text which states a sound logic
of facts.
A. credibility B. clarity C. reliability D. validity
_______8. It is the quality of an informative text that states something true and
accurate.

A. credibility B. clarity C. reliability D. validity

_______9. This refers to the quality or state of being convincing or believable.

A. clarity B. firmness C. persuasion D. validity

_______10. It informs the readers of the most important aspects of the news story as
soon as possible considering the 5 WH questions to be answered.

A. body B. headline C. hook D. lead

________11. It serves as the first sentence that tells the main idea of the news story.

A. body B. headline C. hook D. lead

________12. It is the logical bridge between words, sentences and paragraphs. It

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uses devices to connect ideas within each sentence and paragraph.

A. coherence B. cohesion C. emphasis D. transition

________13. It concerns the flow of sentences and from one to another. It involves
the tying together of old information and new.

A. coherence B. cohesion C. emphasis D. transition

________14.This refers to the kind of characteristics you get out of the two things
being compared.

A. differences B. opposite C. similarities D. synonyms

________15. This refers to the kind of characteristics you get out of the two things
being contrasted.

A. differences B. opposite C. similarities D. synonyms

Lesson Using Information from Various Text

1 Types

What I Need To Know

At the end of this lesson, you are expected to:

● use information taken from news reports, speech, informative talks, panel
discussion, etc.,
● raise awareness to the general public valid and reliable information
through your own infoposter;
● exhibit the importance of information affecting our daily life functions and
the community.

What’s In

Think about these:

What can you say about this

picture?
How do you get informed of what
is happening around you?
What other sources of
Image 1
information are available at home?
Are those sources beneficial to
you? Why or why not?
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 What’s New

MOCK INTERVIEW: If you were given a chance to talk to President Duterte in an

interview, what top 5 questions in relation to COVID -19 crisis would you
ask him? List them down below.

Question 1: _____________________________________________________________
Question 2: _____________________________________________________________
Question 3: _____________________________________________________________
Question 4: _____________________________________________________________
Question 5: _____________________________________________________________
Process Questions:
1. What are your criteria in asking the questions you listed above?
2. Do you think the answers to these questions are advantageous for
people to know? Why or why not?

Information is defined as knowledge obtained from investigation, study, or instruction.

Effortlessly, you can get information by simply listening to news reports, speeches,
informative talks, and panel discussions. Information technology enables these
informative texts to become accessible to us via radio, television, online websites,
various information platforms like Youtube, social media etc.

INFORMATIVE
DEFINITION/FEATURES KINDS/TYPES EXAMPLES
TEXTS

News Reports ● basically found in TV broadcast, local news,

the newspaper radio broadcast, international
informing readers of printed news news, business
what is happening news, sports
in the world around news, health
them and
● has headline that community
gives the main idea news
of the news story
● has lead paragraph
that summarizes the
news story and
bears the most
important details of
the news

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 Speech ● is defined as a Formal Speech State of the
formal address or ● usually a Nation Address
discourse delivered serious (SONA)
to an audience speech that
● has 3 basic expresses
elements the concern for
include speaker, general
message and public
audience
● it is persuasive in
Informal
nature thus Valedictory
Speech
classified as Address
● with a
persuasive text
relaxed tone
and simple
words for its
audience
● often
used to
express
gratitude or to
entertain
people

Panel ● involves a group of ● depends Oral defense of

discussion people gathered to on the format a research
discuss a topic in applied work
front of an
audience.
● has 3 elements:
panelist usually
expert of a certain
field, topic like
health and
security issues,
live audience

Usually, you are prompted to do something or react with what you are listening to. It is
important to know and evaluate the kind of information you get from them.

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 What I Have Learned

Write 3 examples of an informative text you already read:

1. _______________________________________________________________

3 ___
2. _______________________________________________________________
___
3. __________________________________________________________________
Write your 2 favorite parts of this lesson and state the reasons.

2 1.__________________________________________________________________
2.__________________________________________________________________

Write 1 value that you have learned in relation to using information

1 effectively.___________________________________________________________

What’s More

Activity 1.1 INQUIRY: Write down information and its source which you have
watched or heard from TV, radio, or even social media platforms to answer the
following questions. An example is provided for you.

Question: What is COVID -19?

Example: COVID-19 stands for Coronavirus Disease of 2019. It is a highly

infectious virus that spreads through respiratory droplets from an infected person when
coughing and sneezing.

Source: World Health Organization, 24-Oras/ Atom Araullo reporting

1. What symptoms do persons infected by this virus show?

2. Why is it called a pandemic?

3. Where and when did it start?

4. How did it spread so easily?

5. What were the national mandates given to reduce the number of positive cases of
COVID –19?

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DAY 2

Lesson
2 Understanding Text through Advance Organizer

What I Need To Know

At the end of this lesson, you are expected to:

● understand text with the aid of an advance organizer.

What’s In

Think about these:

 What synonymous word can you think of

when you hear the word draft?
 When preparing a draft for a news report, a
speech or an informative talk, how do
think, are information organized by a
DRAFT writer?
 How can this better develop any text?
 Can it also contribute for an easy
comprehension of an informative text?
How?

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 What’s New

TEXT TWIST: Rearrange the jumbled letters to

form the name of the graphic organizer given at
the left.

NEVN
Clip art 1
DRAMAGI
Process Questions:
1. What word have you formed from the given set of letters?
2. Are you familiar with this graphic organizer?
3. Do you find this helpful in understanding a text you are reading? Why?

Understanding a text may require constant practice and good technique. One of the
techniques is using an advanced organizer. Examples of advanced organizers include
metaphors, analogies, flowchart, graphs, tables, illustrations, or even pictures.
Understanding is synonymous to interpreting. When you interpret an advance
organizer, you need to draw relationships of data, thus, forming a certain message or
meaning out of the relationship drawn. It is vital for any advance organizer to use
appropriate figures or symbols to stand for a certain data or idea. Just like writing like
a short story, poem or song, it is important to label it with a title that usually bears the
main idea in the whole graphic presentation. Using an advance organizer is like
transferring what you have understood from the text with much lesser word used. As a
result, you are summing up the bulk of information written in long sentences and
paragraphs, synthesizing it into more important concepts or ideas in what you are
reading. Here is an example:
3 Basic Qualities of a Good Research Writing
1. CLARITY– it is a quality of keeping a clear content in writing that helps readers follow
and comprehend much easily. This includes a smooth line of thought to be followed
by the readers not missing the whole topic by talking about things which are not
necessary. In order to achieve clarity, you must have a good command of the
language required in the paper. It is also necessary to spell out uncommon

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 abbreviations and references. It is important to know these two: coherent writing
and cohesive writing. They can only be achieved if you know what coherence and
cohesion are.

● COHERENCE –is the logical bridge between words, sentences and paragraphs. It
uses devices to connect ideas within each sentence and paragraph.
● COHESION -concerns with the flow of sentences from one to another. It
involves the tying together of new and old information. When
we write academic essays, particularly in the humanities, we work hard to
foster smooth flow of structures, which enhances a reader's understanding
of ideas.

2. VALIDITY - is the quality of having a sound basis of logic in facts. Something is

valid when it is true and correctly supported by evidence. In conducting a
research, it is important to set it right from the beginning.

3. RELIABILITY– it is the degree to which the result of a measurement is exact or

accurate and can be proven by repeating the measurement or procedure,
eventually giving you the same result. It is very important that there is no
alteration of the result the way a researcher wanted the result to be. It should
be authentic as presented. Reliability is synonymous to credibility that tells how
honest you are in acknowledging the sources of information too.

+ +
CLARITY
VALIDITY

RESEARCH

=
RELIABILITY

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 What I Have Learned

SENTENCE COMPLETION: Complete the sentence below.

 An advance organizer is defined

as________________________________________
 Examples of graphic organizer are
_________________________________________________________
 It is helpful to use advance organizers in understanding the
text because______________________________________________
 The value that I learned in this lesson is
_________________________________________________________
 The most important lesson I have learned is
__________________________________________________________________________

What’s More

Activity 1.2.CONNECTING GRAPHICS: Choose 5 words which relate to

paragraph development. Connect those words to paragraph development by
drawing lines.

PEACE
UNITY CONFUSION

EMPHASIS PARAGRAPH CLARITY

DEVELOPMENT
COHERENCE COHESION

PASSION TRANSITION
NN
CREATIVITY

Think about these:

 What is paragraph development as shown above?

 How are the given data related to paragraph development?
 When information is presented this way, is it easily
understood? Why?
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Activity 1.3. COMPLETING A GRAPHIC ORGANIZER: Complete the graphic
organizer with key words related to main ideas: Clarity, Validity and
Reliability. An example is done for you.

Research
writing

Clarity Reliability

Coherence
Validity

DAY 3

Lesson Comparing & Contrasting Viewed Materials with other

Sources of Information
3
esson
3
What I Need To Know

At the end of this lesson, you are expected to:

● compare and contrast viewed material from other sources of information.

What’s In
Think about these:

 What does the picture tell you to do or not

to do?
 Are warning signs like this common in
your community?
 What term is given to this material that
Clip art 2 credit to: Wired give warning or caution on the road?
 Does it help you? the community? How?
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 What’s New

Think about these:

1. Is this logo familiar to you?
2. What videos do you usually watch in this platform?
3. Do you find all videos in this platform informative?
Why or why not?
4. In what way can you use this platform in giving out
Clip art 3 credit to: Pngimg.om
accurate information?

Everyday as we make choices or express our preference on what food to eat, which
restaurant to dine, what clothes to wear or what movies to watch, most often than not
we compare and contrast. For comparing and contrasting to successfully happen, two
things must be placed side by side to see the differences and similarities of these two
things in particular. In the case of comparing and contrasting informative text presented
in different media, print, stream or even broadcast, you can evaluate them in the aspect
of presenting the content. Was it done in a way that the audience can better understand?
Comparing- evaluating by getting the similarities of two things
Contrasting- evaluating by getting the differences of two things
Usually comparing and contrasting may go as far as evaluating elements, features,
characteristics, origin, purpose and the like.

What I Have Learned

GRAPHIC ORGANIZER: Fill in the boxes with words, phrases, or short sentences
that tell of the impact the lesson has on you.

IMPACTS OF THE
LESSON

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 What’s More

Activity 1.5.COMPARE & CONTRAST: Use a Venn diagram to list down the 5
similarities and differences of a print news and broadcast news. Consider the one
below as your print news and any TV news program you have watched as your
source of broadcast news. Used the model below to write your findings. Write the
similarities in the intersecting part of the two circles and the differences in the
outer sections.
Print News Broadcast News

Exactly 100 days have passed since the first confirmed COVID-19 case was announced
in the Philippines on 30 January 2020, with a 38-year old female from Wuhan testing
positive for the novel coronavirus. On the same day, on the other side of the world at
the WHO headquarters in Geneva, WHO activated the highest level of alert by declaring
COVID-19 as a public health emergency of international concern.
The Philippine government mounted a multi-sectoral response to the COVID-19,
through the Interagency Task Force (IATF) on Emerging Infectious Diseases chaired by
the Department of Health (DOH). Through the National Action Plan (NAP) on COVID-19,
the government aims to contain the spread of COVID-19 and mitigate its socioeconomic
impacts.

The Philippines implemented various actions including a community quarantine in

Metro Manila which expanded to Luzon as well as other parts of the country; expanded
its testing capacity from one national reference laboratory with the Research Institute
of Tropical Medicine (RITM) to 23 licensed testing labs across the country; worked
towards ensuring that its health care system can handle surge capacity, including for
financing of services and management of cases needing isolation, quarantine and
hospitalization; and addressed the social and economic impact to the community
including by providing social amelioration to low income families. The World Health
Organization (WHO) has been working with Ministries of Health worldwide to prepare
and respond to COVID-19. In the Philippines, WHO country office in the Philippines and
its partners have been working with the Department of Health and subnational
authorities to respond to the pandemic. The country level response is done with support
from the WHO regional office and headquarters.
(2020, World Health Organization)

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 DAY 4

What I Can Do

PERFORMANCE TASK 1:

You were the elected SK chairperson in your barangay. You feel that in this time of
pandemic, it is important that the people should be well-informed of the situation
and the Do’s and Don'ts. You are also limited in your function as SK chairperson
because of the prevailing restrictions of going outside the house. You wanted to take
part in the solution to this crisis by raising awareness. Using your knowledge on how to
utilize information, make an INFOPOSTER (a balance of text and images, graphics and
or illustrations which can enhance the content or message) It should be flexible that
can be used both for print or electronic (by using information platforms you are familiar
with). Your INFODPOSTER shall be scored based on the given rubric found in the page.
Use short bond paper for your INFOPOSTER.

CRITERIA DISTINGUISHED PROFICIENT APPRENTICE NOVICE

CONTENT – (8 points) (7points) (6 points) (4 points)

25 points All Used Information Information
● Relates to information relevant related to the did not
topic, detailed, was clear information. topic, but the include
and accurate and came Included project details or
from many needed more examples
reputable details and details and that related
sources. strong examples to to the topic.
Extensive examples fully support Information
details and that came ideas. did not come
relevant from from a
examples reputable reliable
were used to sources. source.
support the
content.

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 (6 points) (4 points) (3 points) (2 points)
RESEARCH- Included Included Included a Included
15 points facts, facts, mixture of more opinion
● Information conclusions, conclusions, facts from than fact.
from reputable and opinions and reputable Information
sources from reliable opinions sources and was taken
sources. from reliable opinions from
Included sources. from unreliable
opinions of unreliable sources.
subject- sources.
matter
experts.

MEDIA- (4 points) (3 points) (2 points) (1 point)

10 points Used Project used Project used Project did
● Backgrounds, colorful and a consistent many not use
illustrations, consistent background different backgrounds.
photographs, backgrounds throughout. conflicting Graphics
diagrams, and/or that Used backgrounds. were
animation enhanced graphics to Graphics inappropriate
the mood of support were used, and
the project. project ideas but did not detracted
Graphics and content. always from the
and support the project.
animations content.
helped to
clarify,
explain, and
support
content.

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 DAY 5

Post Test

INSTRUCTIONS: Choose the letter of the correct answer. Write your chosen answer
on a separate sheet of paper.

______1. This refers to the assembled spectators or listeners at a public event.

A. audience B. experts C. panelists D. readers
______2. It informs the readers of the most important aspects of the news story as
soon as possible considering the 5 WH questions may be answered in this
part.

A. headline B. hook C. introduction D. lead

_____3. It serves as the first sentence in a news that tells the main idea of the
story.

A. headline B. hook C. introduction D. lead

______4. It is a synonym of understanding.

A. describing B. evaluating C. interpreting D. organizing

______5. This refers to the kind of characteristics you get out of the two things
being compared.

A. differences B. opposite C. similarities D. synonyms

______6. This refers to the kind of characteristics you get out of the two things
being contrasted.

A. differences B. opposite C. similarities D. synonyms

______ 7. This pertains to the advance organizer best used when comparing and
contrasting.

A. analogy B. charts C. graph D. Venn diagram

_______8. It is the logical bridge between words, sentences, and paragraphs. It uses
devices to connect ideas within each sentence and paragraph.

A. clarity B. coherence C. cohesion D. validity

_______9. It concerns the flow of sentences and from one to another. It involves the
tying together old information and new.

A. clarity B. coherence C. cohesion D. validity

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______10.It involves a group of people gathered to discuss a topic in front of an
audience.

A. interview B. news report C. panel discussion D. speech

(For nos. 11-13) Answer the following questions.

______11. How does the author share their opinion about an issue through
persuasive writing?
A. Share his personal opinion
B. Make up fictional information
C. Support his opinion through the use of facts
D. Share the opinion of others similar to one’s opinion.
______12. What is the main intention or purpose of the author in writing a
persuasive text?
A. To raise awareness about issues in the world
B. To convince the reader to write their own argument
C. To convince the reader to agree with the author about an issue
through use of facts
D. To convince the reader to agree with the author about an issue
through the use of fictional facts
______13. All of the following are TRUE about advance organizer, EXCEPT one.
Which one?
A. They aided the visual aspect of bulk information.
B. They sum up a large or bulk of information using less words possible
C. They come in a form of various graphs, tables, diagrams and the like.
D. They present information in a paragraph form giving you details of the
information you need.

(For nos.14-15) Read the paragraphs below and answer the questions after.
Excerpt from Marie Curie's speech on the discovery of radium:
I could tell you many things about radium and radioactivity and it would take a
long time. But as we cannot do that, I shall only give you a short account of my
early work about radium. Radium is no more a baby, it is more than twenty years
old, but the conditions of the discovery were somewhat peculiar, and so it is
always of interest to remember them and to explain them. We must go back to the
year 1897. Professor Curie and I worked at that time in the laboratory of the school
of Physics and Chemistry where Professor Curie held his lectures. I was engaged
in some work on uranium rays which had been discovered two years before by
Professor Becquerel.

______14. As a teenager, what important lesson to live by will you get from
this speech excerpt?
A. Life’s purpose is to make a legacy out of it.
B. The blessing of today, we owe it from yesterday.
C. Life is short, let us make every moment meaningful.
D. Great people are remembered with how they lived their lives.

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 22
Activity 1.3 What I
SIMILARITIES: DIFFERENCES Know
1. Content 1. Highly interactive Activity 1.1 1.
2. Organization 2. Observe real-time A
3. Persuasion 3. Graphically enhanced 1. flu, gasping
2.
4. Purpose 4. Media 2. It is experienced by
B
5. Basic elements 5. Availability of News everyone in the world;
3.
world crisis
3. Wuhan, China, last C
quarter of 2019 4.
Activity 1.2 B
4. via human contact, at
5.
A B. first people neglect the
C
1. unity 1. cohesion danger about it; by
6.
2. emphasis 2. logical infected people travelling
B
3. clarity 3. accurate instrument from one place to
another 7.
4. coherence 4. exact D
5. cohesion 5. sources of 5. declaration of ECQ,
8.
information suspension of classes
C
*May come in any order and work
9.
*Sources may vary
B
10.
is required.
REMEMBER: This portion of the module contains all the answers. Your HONESTY
Answer Key
D. Man believes in fate and allows fate to act on his life.
C. Man is willing to sacrifice for the sake of humanity.
B. Man is forced to do anything just to survive.
A. Man is always above among the brutes.
_______15. What TRUTH does the movie say about human existence?
and is adrift in the Pacific Ocean on a lifeboat with a Bengal tiger.
telling a novelist about his life story, and how at 16 he survives a shipwreck
the same name. The storyline revolves around an Indian man named "Pi" Patel,
Life of Pi is a 2012 survival drama film based on Yann Martel's 2001 novel of
References

Text Book
Liza R. Almonte et.al, Celebrating Diversity through World Literature
(Philippines: Rex Bookstore Inc., 2015), 1 – 20.
Websites

“WHO: 100 days of COVID-19 in the Philippines accessed June 25, 2020
http://gg.gg/kfqtj
Images
Image 1: retrieved July 11, 2020, http://gg.gg/reader-sdigest
Image 2: retrieved July 11, 2020, https://rubric-maker.com/
Cliparts
Clipart 1: retrieved July 11, 2020, http://gg.gg/Venn-diagram
Clipart 2: retrieved July 11, 2020, http://gg.gg/roadsign
Clipart 3: retrieved July 11, 2020, http://gg.gg/kfrez

You are now ready for the next module. Always remember the following:

1. Make sure every answer sheet has your

▪ Name
▪ Grade and Section
▪ Title of the Activity or Activity No.
2. Follow the date of submission of answer sheets as agreed with your teacher.
3. Keep the modules with you and return them at the end of the school year or
whenever face-to-face interaction is permitted.

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