Learning Strand 1

Communication Skills-English

Learning Activity Sheets

Relay Correctly Messages

Department of Education • Schools Division Office of Apayao

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Schools Division of Apayao
Capagaypayan, Luna, Apayao

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2021

Section 9 of Presidential Decree No. 49 provides:

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approval of the government agency of office wherein the work is created shall be necessary for
exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum through the
Curriculum Implementation Division (CID)—Learning Resource Management and Development System
(LRMDS). It can be reproduced for educational purposes and the source must be acknowledged.
Derivatives of the work including creating an edited version, an enhancement or a supplementary work
are permitted provided all original work is acknowledged and the copyright is attributed. No work may
be derived from this material for commercial purposes and profit.

Consultants: IRENE S. ANGWAY PhD, CESO V

Schools Division Superintendent

JERRY B. SARIO PhD

OIC, Assistant Schools Division Superintendent

Chief Education Supervisor, CID: JOY D. SALENG

Division LRMS Supervisor: JULIET A. RAGOJOS

Education Program Supervisor: ARNOLD A. TOMAS

LAS Evaluators: ALLAN C. GOBRIN

Public Schools Supervisor IRENE D. PORTACIO

Writer: GLADYS MAE B. JUAN

District: Alternative Learning System, Northern Conner District

FOR EDUCATIONAL PURPOSES ONLY

Subject for Copyright Evaluation

For inquiries or feedback, please write or email:

Department of Education - Schools Division of Apayao, Capagaypayan, Luna, Apayao
Email Address: apayao@deped.gov.ph
 ALTERNATIVE LEARNING SYSTEM

Name of Learner: _____________________________ Level: ____________

Community Learning Center: ______________________________ Date: ____________

LEARNING ACTIVITY SHEET

Learning Competency with Code: Relay correctly messages, commentaries, news accounts,
announcement heard, advertisements, government rules and regulations, laws [LSICS/EN-S-
PSB-AE-9]

Background Information for Learners:

Media viewing is a fun and exciting activity. In this activity, you shall have a short review on
getting the main idea of a message - whether written, delivered speech, or viewed material.
The technique is basically the same: watch out for the most important idea first, then, get the
supporting details. This is followed by distinguishing examples and situations that illuminate
the main idea or message.

FINDING THE KEY MESSAGE

The main idea of a given text—be it a
passage from a novel, an item from a
newspaper, or a film clip—is also the
author's key message about the topic.
It is often expressed directly. It may
also be expressed indirectly (implied).
This can sometimes be a challenge to
the viewer.

Where are the main ideas found?

1. Ideas directly stated

It is easy to identify a main idea that is directly expressed or explicitly stated in a given
text. Even if this activity sheet is on viewing media, we shall use the term text—often
associated with what’s written—as an encompassing term that includes all messages
transmitted by a sender.
· Main ideas are often found at the beginning of paragraphs. The first sentence often explains
the subject being discussed in the passage.
· Main ideas are also found in the concluding sentences of a paragraph. The main idea can be
expressed as a summation of the information in a paragraph. It can also serve as a link to the
information in the next paragraph.

2. Ideas indirectly stated

At times, the main idea is not always clearly stated. This is referred to as an idea that is
implicitly stated. You have to make an inference to understand implicitly stated ideas. It is more
difficult to identify a main idea when it is implied. It can be implied through other words in the
paragraph.

An implicit main idea can be found in several ways:

· Several sentences in a paragraph can imply the main idea by introducing facts before
stating the topic.
·Implied ideas can be drawn from facts, reasons, or examples that give hints or
suggestions concerning the main idea or message. These hints will be clues leading
you to discover the main idea in the selected text. This is called inference making.

Try the passage below to see if you can pick out the main idea of this online news item.

“Downpour topples 2 electric posts, cuts power in Sta. Rosa City”

By: Maricar Cinco – Reporter

Inquirer Southern Luzon / 05:11 PM October 02, 2019

SAN PEDRO CITY — Heavy rains on Wednesday afternoon toppled two electric posts, cutting power
supply in the city proper of Sta. Rosa, Laguna.

Lt. Col. Eugene Orate, Sta. Rosa City police chief, said in a phone interview that no one was
reported injured, although photos of the scene shared by netizens showed a motorcycle covered with
electric wires from a toppled post on the road.

Orate said the posts fell around 2:45 p.m. in Barangay Malusak, where the city hall was located
nearby. As of 4 p.m., he said power remained out.

Source: https://newsinfo.inquirer.net/1172630/heavy-downpour-topples-2-electric-posts-cuts
power-in-sta-rosa-city#ixzz61Be6rRIc

After reading a paragraph ask, “What is the point that the author is trying to make in this
passage?”
 Use the hints below to determine the main idea of this paragraph

ASKING THE FOLLOWING QUESTIONS WILL START YOU ON THE RIGHT TRACK:
1. What. Does the passage talk about a particular event?
2. Who. Does this passage refer to a person or group of people?
3. When. Does the information contain a reference to time or situation?
4. Where. Does the text name a specific place?
5. Why. Do you find a reason or explanation for the passage written?
6. How. Does this passage state a fact or an opinion?

Directions: Let us answer each item as concisely as possible:

1. What - Does the passage talk about a particular event?
Yes. It is about the toppling of two electric posts.
2. Who - Does this passage refer to a person or group of people? If yes, who?
The Sta. Rosa Police Chief is the resource person regarding the situation.

Now it’s your turn to answer.

3. When - Does the information contain a reference to time or situation? If yes, when?
4. Where- Does the text name a specific place? If yes, where?
5. Why - Why did the power supply cut off?
6. How- Does this passage state a fact or an opinion? If yes, how?

Inference: The police chief was not being entirely truthful.

Reason: Probably, to lessen the fears or worries of the residents

So, with all these answered questions, which do you think is the article’s main idea?
A. The local Police Chief doesn’t have a “real” grasp of the situation.
B. The toppled posts are near the City Hall.
C. Heavy rains in Sta. Rosa, Laguna resulted in toppled posts and power outage.

*If you chose letter C, you are correct. Remember the statement earlier? Let’s go back to it:
· ‘Main ideas are often found at the beginning of paragraphs.’ Let’s see if this case applies to
the news article. Let’s quote the beginning of the article:

SAN PEDRO CITY – ‘Heavy rains on Wednesday afternoon toppled two electric posts,
cutting power supply in the city proper of Sta. Rosa, Laguna.’

Are the bits of information found in letter C found in the quoted part?

· Yes. So indeed, the general rule that ‘main ideas are often found at the beginning of
paragraphs’ applies to this news article.

MAKING INFERENCES FROM IDEAS

Making an inference involves using what you know to make a guess about what you don't
know. This is what is known as “reading between
the lines.”
Those who make inferences use the clues in the
context, along with their own experiences and
stock knowledge, to help them figure out what is
not directly said. It also makes the experience
open to the reader’s personal thoughts and
feelings.

Examples of real-life inferences:

1. A person uses words like “medication,” “emergency” and “operation.”

You can infer that this person works in the medical field.
2. A police investigator enters the house, which has been broken into. He sees blood on the
floor, and things have been ransacked.
You can infer that a crime has occurred in the house.
3. Your friend walks by and doesn’t smile. She wipes a tear away from her eye and looks at
her report card.
You can infer that your friend did not have good grades on her report card.
4. A boy attends school. He goes outside and puts on a raincoat and get an umbrella.
You can infer that it is raining.
5. You go to school, but it’s closed. Nobody is there.
You infer classes have been suspended. (Or it’s a holiday, and you just forgot!)

Making sense of these real-life scenarios gives you a concrete way to practice combining
context clues with background knowledge.

Activity 1
Directions: Write T if the statement is true; write F if it is false.
____1. The main idea is the author’s message.
____2. The key idea is the author’s message.
____3. The author’s main idea is the key message.
____4. The author’s main idea are oftentimes directly stated.
____5. Inferences are made from directly stated ideas.
____6. Inferences are made from indirectly stated ideas.
____7. Making an inference involves “reading between the lines.”
____8. It is easy to identify a main idea when it is inferred or implied.
____9. Inferences are using clues from the text, coupled with own experiences to draw logical
conclusion.
____10. Several sentences in a paragraph can imply the main idea by introducing facts about
the topic before stating the topic.
6ioplkjhg Activity 2
Make an inference by identifying ( ) and what it represents.
1. I took my ( ) for a walk. He likes to bark at people and keeps pulling on the leash.
( ) = ____________________

2. Anita took out her ( ) since it started to rain. She doesn’t like to get wet.
( ) = ___________________________
3. I brought my ( ) with me and I am going to eat it at the cafeteria, not in the classroom.
( ) = ___________________________
4. Oh no. I forgot my ( ) and ( ). Now I think I will have to eat with just using hands.
( ) = ___________________________
5. My pet dog ran after the ( ) again, which ran straight up a tree.
( )= ___________________________

Activity 3
Read the passage below and answer the questions that follow.

Retirement as a Recent Concept

The very idea of retirement is relatively new. For most of human history, people worked until
they died or they worked until they were too weak. They worked and worked, day and night,
until they could no longer do so. It was the German statesman Otto Von Bismarck who first
brought up the concept of retirement in 1883. He proposed people who are no longer
working over the age of 65 be given a pension. Retirement as a government policy began to
be adopted by countries during the late 19th century and the 20th century. Those countries
took Bismarck’s remarks seriously when he said at that time: “Those who are disabled from
work by age and invalidity have a well-grounded claim to care from the state.”

1.Choose the main idea from the statements below.

A. People worked until they were too weak.
B. People worked until they died.
C. The idea of retirement is relatively new.

2.Make inferences from the text:

A. Why do you think Bismarck brought up the concept of retirement?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Why do you think other countries adopted the concept of retirement?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
C. At what age do you think people should retire? Explain why
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Assessment:

Extract an article or news from a magazine or newspaper. Relay its message by answering the
following questions.
1. What - Does the article/news talk about a particular event?
2. Who - Does the article/news refer to a person or group of people? If yes, who?
3. When - Does the information contain a reference to time or situation? If yes, when?
4. Where- Does the text name a specific place? If yes, where?
5. Why – Is there any reason why the specific event/s happen?
6. How- Does this passage state a fact or an opinion? If yes, how?

7-8. Inference (2 pts)

__________________________________________________________________________
__________________________________________________________________________

9-10. Reason (2 pts)

__________________________________________________________________________
__________________________________________________________________________

Reflection

1. I learned that ______________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

2. I enjoyed most on __________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

3. I want to learn more on ______________________________________________________

___________________________________________________________________________________
___________________________________________________________________________________
References for Learners:

ALS Accreditation and Equivalency Program: Junior High School

Learning Strand 1: Communication Skills in English
Module 5: What is the Meaning of This? (Drawing Generalizations)
Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia
and Department of Education -DepEd Complex, Meralco Avenue, Pasig City, Philippines
Baraceros, Esther L., Ph.D. Improving Students’ Study Skills and
Reading or Thinking Strategies. Manila: Rex Book Store, Inc. 2014.
Hermosa, Nemah H. The Psychology of Reading. Quezon City: UP Open University, 2002.

Answer Key

Activity 1
Assessment
1. T Activity 2
6. Answers
T may vary Activity 3
2. T 1. dog
1.
7. T 2. umbrella,
3. T raincoat, or rain _____A. People worked until they were too weak.
8. F gear _____B. People worked until they died.
4. T ___C. The idea of retirement is relatively new.
3. lunch
9. T
5. F 4. spoon, fork 2. Open-ended answer
10. T 5. cat

Prepared by:

GLADYS MAE B. JUAN

(Name of Writer)