English: Quarter 2 - Module 2: Recognizing Propaganda Devices
English: Quarter 2 - Module 2: Recognizing Propaganda Devices
English: Quarter 2 - Module 2: Recognizing Propaganda Devices
English
Quarter 2 – Module 2:
Recognizing Propaganda
Devices
CO_Q2_English 6_Module 2
English – Grade 6
Alternative Delivery Mode
Quarter 2 – Module 2: Recognizing Propaganda Devices
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Bernie P. Alcedo
English
Quarter 2 – Module 2:
Recognizing Propaganda Devices
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module was designed and written with you in mind. This will help you enhance
your skills to recognize evaluative word choices to detect biases and propaganda
devices used by speakers.
This module offers various exercises and activities that are contextualized and
simplified to suit your level of language and reading skills.
Each lesson leads to the mastery of other lessons through interrelated discussions
and activities. Generally, these lessons aim to recognize evaluative word choices to
detect biases and propaganda devices used by speakers, to respond to authentic texts,
and to distinguish text types according to purpose.
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What I Know
I. Direction: Match the correct type of propaganda device with its definition. Write
the letter of the correct answer on a separate answer sheet.
III. Match the correct text structure with the text type. Write the letter of your
answer on a separate sheet.
_____ 1. advertisement
_____ 2. brochure
_____ 3. recipe
_____ 4. diary entry
_____ 5. debate speech
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Lesson
Responding to
1 Authentic Texts
What’s In
Let’s Recall!
Direction: Identify the text structure described in each sentence below. Choose
the answer from the box and write the letter on a separate answer sheet.
A. Description
B. Sequence
C. Cause and Effect
D. Problem and Solution
E. Compare and Contrast
_____ 1. It is a text structure that explains well the causes and results of an action.
_____ 4. It is a text structure which involves two parts: the author identifies
the problem and details a solution to the problem.
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What’s New
Read the editorial text carefully. Take note of the message of the text and all the
important details that support it.
With no vaccine or cure in sight for the coronavirus disease 2019, people are focused
on protecting public health and economic health. But there is another health aspect of the
COVID-19 pandemic that isn’t getting enough attention: mental wellness.
Around the world, health professionals are reporting a spike in mental problems since
people were forced into lockdowns at home to contain the pandemic and millions lost their
livelihoods. This is apart from the suffering of those who lost loved ones to COVID-19 or who
were themselves infected with the coronavirus.
In the Philippines, suicide prevention hotlines have reported a doubling of calls for help
since March when Metro Manila and the rest of Luzon were placed under enhanced community
quarantine. The calls for help cut across age groups, from youths to senior citizens, according
to mental health advocates.
Philippine society has traditionally paid little attention to mental wellness, even as
suicides continue to rise especially among the youth. The focus on public health during the
pandemic provides an opportunity to give special attention to mental wellness and the full
implementation of Republic Act 11036 or the Mental Health Act, which was signed into law on
June 20, 2018. The implementing rules for RA 11036 were released last year.
Under the rules, community-based mental health care facilities must be set up apart
from hospitals dedicated to mental health so that counseling and other services can be
accessed at the grassroots. The community facilities can be set up in outpatient care centers,
for example, or even in halfway houses.
All regional, provincial and tertiary hospitals are mandated to provide psychiatric,
psychosocial and neurologic services, including hotlines and other mechanisms for suicide
prevention, with special attention on the youth. Over two years, mental health subjects will be
included in the school curriculum and mental health programs must be integrated into the
education system as well as workplaces.
Under the law, those seeking mental health services are assured of privacy as well as
protection from stigma and discrimination. Barangay personnel will be given training for
community-based mental health promotion, and to act as first responders in emergency cases.
The Philippine Council for Mental Health is tasked to develop a national multisectoral strategic
plan for mental health promotion. The mental health problems now emerging amid the COVID
pandemic should give urgency to the full implementation of the Mental Health Act.
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What is It
Authentic text is any text that is written and published for the public. It
provides real-life examples of language used in everyday situations. An example of an
authentic text is editorial text. An editorial text is an article that expresses the editor’s
opinions about a current issue. There are four steps on how to read an editorial text.
Step 1 Know the meaning of unfamiliar words. Highlight or copy the words
that you are not familiar with. Know their meanings and re-read the
paragraph/s where they are found.
What is the meaning of the word pandemic and doubling in paragraph 1? You
need to unlock and define the words that are not known to you. Use the dictionary to
find out the meaning, pronunciation, and usage of the words.
What is the message of the writer that he wants to convey to the readers? What
do you think is the solution to the problem?
What is the purpose of the writer? Does the writer’s opinion persuade or
convince the readers?
What is your own viewpoint about the editorial? Do you agree with the title of
the editorial text?
REMEMBER
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What’s More
1. What health aspect of the COVID-19 pandemic isn’t getting enough attention?
__________________________________________________________________________________
__________________________________________________________________________________
2. What Act was signed into law on June 20, 2018?
__________________________________________________________________________________
__________________________________________________________________________________
3. Who were mandated to provide psychiatric, psychosocial, and neurologic services?
__________________________________________________________________________________
__________________________________________________________________________________
4. What does the writer want to convey in the editorial text?
___________________________________________________________________________________
__________________________________________________________________________________
5. Do you agree that barangay personnel should be given training for community-
based mental health promotion? Why or why not?
___________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Direction: Fill in the blanks with the correct word. Write the answer on a
separate sheet of paper.
1. ______________________ is written for the public and its purpose is to entertain,
inform, explain, guide, document, and convince.
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What I Can Do
Read the editorial text then answer the questions that follow.
In the time of the novel coronavirus (COVID-19), fake news about the disease is
doing as much harm as the disease.
There's fake news about hospitals and areas having patients with the virus even
though they have none; there's fake news about the virus which only survives in cold
weather (ergo, not in tropical countries); there's fake news about herbal medicines that
can fight the virus.
Fake news and unfounded fears have caused so much panic that some medical
goods — N95 masks, surgical masks, alcohol — are now in short supply for those who
need them most, such as doctors and nurses.
The World Health Organization (WHO) and Health Secretary Francisco Duque
have called this an "infodemic." WHO has called on tech giants, such as Facebook, to
help curb the spread of fake news, especially since fake news usually spreads faster than
reliable news.
The public is advised to double-check its sources of information and rely on news
that comes from the health department, health experts, the WHO, the Centers for Disease
Control and Prevention, and others in the medical community. Like and share only news
from these sources.
Let's all help in this war against “infodemic”.
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Assessment
Direction: Read the article, then, respond to the following questions about the
authentic text. Write your answers on a separate sheet of paper.
Teachers use a wide variety of tools to foster learning while having fun. Instructional
Materials are used in educational lessons which include active learning and assessment
that can support students in their academic performance. The technology will allow
teachers to bridge these learning experiences more naturally and seamlessly. As more
digital tools become available and accessible that facilitate learning in multiple modalities,
just as effective teachers in the 21st century will continue to maximize and seek avenues
to improve student learning.
Interactive lessons and activities prompt students to engage with content rather
than passively absorb it. Gamified activities involving internet connections and laptops
through PowerPoint presentations are fun ways to review their understanding of the
learning content. They are more focused, attentive and participative in class discussions.
Deep learning occurs through experiential, authentic and collaborative instructional
processes.
The pursuit for higher Mean Percentage Score from First to Fourth Grading Periodic
Tests had challenged the subject teachers to come up with a teacher-made learning
material that pushes students to internalize and support learning in a creative way. Instead,
more professional learning time should be spent helping teachers plan, develop materials
and practice delivering the strategies with colleague support. Addressing this problem can
have a very real positive effect on student performance.
A slide deck presentation is an exposition of a series of slides or images in an
electronic device or in a projection screen. It is a collection of slides put together in the
same presentation, and it is essential for teachers to have a well-structured presentation.
With this, an Interactive Slide Deck in English for Grade VI Learners was
materialized to help the English Grade VI teachers to lessen the burden of finding resource
materials that include all the learning competencies from First to Fourth Quarter. This
learning material contains 545 slides classified according to competencies and objectives
aligned to the Grade VI English curriculum guide. This was utilized by the Grade VI English
Teachers among 379 Grade VI pupils of Iloilo Central Elementary School for the school
year 2018-2019.
In our quest to improve our children’s overall performance in support to L&D
program implementation, preparation of learner’s materials and resource package
development is our topmost priority. The findings call for a more teacher and students’
friendly approach in monitoring and assessing the academic performance in the English
content area and quality of students’ analysis, which this instructional material will address.
May this learning material facilitate learners’ acquisition of knowledge, skills and attitude to
create a 21st century learning environment by blending physical and digital arrangements
inside the classroom.
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1. What is the text all about? ______________________________________________________
5. Do you agree with the teachers’ initiative? Why or why not? _____________________
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Lesson
Additional Activities
Writing Activity
During this COVID-19 pandemic, we have embraced the new normal in
education. Write a composition that answers this question: “When it comes to
schoolwork, what has been your favorite thing you missed the most? Why?” Use a
separate sheet of paper.
Use this rubric as a guide in writing your composition.
Skills 4 3 2 1
Assessed
The composition All required All but one of None of the
Content and includes all elements are the required required
Required required included in the elements are elements is
Elements elements composition included in the included in
composition the
composition
Relevance to All sentences Most of the Some None of the
the Topic are related to sentences are sentences are sentences
the topic and related to the related to the relate to the
make it easier topic and topic. topic.
to understand make it easier
to understand
Grammar, Virtually no Few spelling A number of Many spelling,
Usage, and spelling, and spelling, punctuation,
Mechanics punctuation, or punctuation punctuation, and
grammatical errors, minor or grammatical
errors grammatical grammatical errors that
errors errors interferes with
the meaning
Quality of Very informative Somewhat Gives some Gives no new
Writing and well informative new information
organized and organize information and very
but poorly poorly
organized organized
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What’s In
Read this editorial and answer the following questions about the authentic
text. Write your answers on a separate sheet of paper.
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What’s New
There are many different text types that you may encounter in a single day.
You may read a newspaper article in the morning, then write a letter (or email) to a
friend, follow a recipe to make dinner, fill out an application form, and pick up a
leaflet before you finally savor a good storybook at bedtime.
In this lesson, we’ll take a look and examine the purpose of each of these
text types. The table shows the different factual text types.
What is It
Texts are written for a variety of purposes using different forms and standards
of composition. These forms of writing are known as text types.
Factual texts are texts that inform, instruct, or persuade readers about a
particular subject and give useful information based on facts.
Example:
On June 19, 1861, José Protasio Rizal Mercado y Alonso Realonda
was born in Calamba, in the Philippines' Laguna Province. A brilliant student
who became proficient in multiple languages, José Rizal studied medicine in
Manila. In 1882, he traveled to Spain to complete his medical degree.
(https://www.biography.com/political-figure/jos%C3%A9-rizal)
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2. Discussion/ to argue one side of an debate, letter to the editor, a
Argument argument or discuss both formal letter of complaint,
sides of an issue arguing for or against an
idea, and discussing issues
Example:
We know that social media apps are very popular. In fact, many Filipinos have
social media accounts. While social media facilitate the creation and sharing
of information and ideas and bring people together, we argue that social
media also bring negative effects on our physical, social, mental, and
emotional well-being.
Example:
Try An-C juice, made from pure calamansi juice and honey. Enjoy the
fresh and delicious taste as you boost your immunity!
(advertisement of a fruit juice)
Example:
I woke up at 6 o’clock in the morning. My family had breakfast. We
dressed up and attended Sunday Mass. We played in the park and ate lunch
at the restaurant. Then, we went home at 3 o’clock in the afternoon.
(diary entry)
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What’s More
Direction: Match the examples of texts in column B with their text type in
column A. Write the letters of your answers on a separate sheet of paper.
A B
Direction: Fill in the blanks with the correct word. Write your answers on a
separate sheet of paper.
_______________________________ inform, instruct, or persuade readers about
a particular subject and give useful information based on facts
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What I Can Do
Choose one from any of the tasks listed below and work on it. Write your
answers on a separate sheet of paper. You will be rated based on the given rubric.
Task 2 – Think of a recent issue that you love to discuss. You can discuss one side
of an argument or both sides of an issue.
Mechanics 4 3 2 1
Content or Focus is clear; Purposeful and Ideas are No idea
Ideas catches focused; limited; presented
reader’s or contains some inadequately
viewer’s relevant ideas developed
interest; barely catches
contains all reader’s or
relevant details viewer’s
interest
Total
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Assessment
It’s time to test your skill!
Direction: Identify the text type described in each of the given situations
below. Write your answers on a separate sheet of paper.
Additional Activities
Choose one text type that you learned from this lesson and provide three to five
examples either from different materials that you read, heard from radio, or viewed
from television. Write your answers on a separate sheet of paper.
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Lesson
3 Recognizing Propaganda
What’s In
Direction: Identify what factual text type is being described in each sentence.
Write the letters of the correct answers on a separate sheet of paper.
_____ 8. These can be a debate, a letter to the editor, a formal letter of complaint,
arguing for or against an idea, and discussing issues.
_____10. Examples are diary entry, moment in time, witness statement, and
postcard.
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What’s New
Have you tried to convince someone to try a new product? How did you do it?
Read the following questions carefully. Write your answers on a separate sheet
of paper.
_________________________________________________________________________
2. Whom did you convince?
_________________________________________________________________________
3. Were you successful?
_________________________________________________________________________
4. What helped you to get what you want?
_________________________________________________________________________
5. What did you say to convince the person?
_________________________________________________________________________
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What is It
Bias can be influenced by several factors, such as popularity. The following are
characteristics of bias that you should be able to recognize either in print or in digital
materials:
Different companies use propaganda devices when they advertise their products
to convince people to buy them rather than those of others.
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The following are the different types of propaganda:
Types of
Definition Examples
Propaganda
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Testimonial It is a propaganda device that 1. Video Testimonials -
is used when an important shown on websites, social
person or famous figure media, and YouTube
endorses a product. A well- channel.
known actress may show a
product which she uses to 2. Text or Quote
keep herself young and Testimonials - the most
beautiful. common examples of
testimonials. These are cost-
effective and easier to
acquire. They can be
acquired easily via email.
3. Influencer Testimonials -
the most popular examples
of testimonials. A
testimonial from an
influencer is more effective
than an influencer merely
holding a product or brand.
4. Success-Story
Testimonials - Nothing beats
customers’ success stories
and they are the perfect
examples of testimonials in
advertising. They provide
readers with the complete
story of how the product
helped the users. Success
stories are truly inspiring.
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What’s More
I. Direction: Fill in the box with the correct propaganda devices. Write the words on
a separate answer sheet.
1. G L I T T E R I N G G E N E R A L I T I E S
It makes use of general, high sounding words to promote a product or idea.
However, it does not really explain how it is connected with what is being
promoted.
2. T R A N S F E R
It is a device that shows associations or connections between persons, products,
and ideas. One is affected by the quality or credibility of another.
3. T E S T I M O N I A L
This device uses famous personalities or recognitions to promote a product.
These people will tell you that they use the product and it is so effective.
4. B A N D W A G O N
It is a device urging the public to follow the crowd or the popular choice. It is
telling the consumer to go with the trend so as not to feel left out.
5. P L A I N F O L K S
It shows that a person, product, or idea is for the masses and is one with their
struggle.
6. N A M E C A L L I N G
This gives a negative label to an idea, person, or product so that it will be
rejected.
7. C A R D S T A C K I N G
It is a way to manipulate information so that one product looks better than
another.
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II. Direction: Read the advertisement. Answer the questions that follow. Write the
complete answer on a separate answer sheet.
Please contact:
GRACE ANN B. SEGOVIA
DRRM Coordinator
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What I Have Learned
Direction: Fill in the missing word. Write the words on a separate answer sheet.
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What I Can Do
A. Recognize bias statement. Put a before the number if the statement is bias
and an X if not. Write your answer on a separate answer sheet.
_______ 1. I hate classical music; it is too complex.
_______ 2. Study shows citrus fruits are good sources of vitamin C.
_______ 3. People who are good in Math are brainy.
_______ 4. Maria and Pedro are the best persons for the job.
_______ 5. Research shows eating vegetables will boost one’s immune system.
B. Recognize the propaganda device used in each of the given situations. Write your
answers on a separate answer sheet.
_______________3. In a YouTube video, Mr. De Pedro tells that many people are doing
his latest exercise routine to become fit and healthy.
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Assessment
__________________1. “Join the Olympics 2021 in Japan. Buy 3 tickets and get 1
free. Join the thousands of sports enthusiasts and enjoy this
once in a lifetime experience!”
__________________2. “Fly SKYLINE. Feel at home in the skies.”
__________________3. “TV host and actor Vic Soho says that when it comes to flying,
he always chooses SKYLINE, his favorite airline.”
__________________4. “If you don’t fly SKYLINE, you are simply not in.”
__________________5. “Feeling safe and comfortable is the greatest experience one
should have while flying up in the sky. Fly high with
SKYLINE and have the great feeling of comfort!”
__________________6. “SKYLINE is the best airline ever in this decade. Powered with
advance technology, it offers exquisite comfort and
satisfaction for frequent flyers.”
__________________ 7. “Fly with SKYLINE and feel that you are in a cloud nine,
skimming over a summer meadow.”
Additional Activities
Read and do the task. Write your answers on a separate sheet of paper.
When you give an opinion on an issue or a topic, you express what you feel or
think about it. Your input is neither right nor wrong. However, when you try to
persuade others to agree with you, you should provide evidence to support your
opinion.
Write a paragraph to present your stand and cite evidences to support it. Be
guided with the following rubric.
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CO_Q2_English 6_Module 2
Mechanics 4 3 2 1
Paragraph Stand is clearly Stand is Ideas are No idea
Content stated; vague; limited; presented
contains all contains inadequately
relevant relevant developed
evidences evidences
Total
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CO_Q2_English 6_Module 2
28
What I Know What’s In
1. c. Cause & Effect What’s More
I. 1. A 6. B 2. e. Compare & 1. Mental wellness
2. Republic Act 11036
2. E 7. F Contrast
or the Mental Health
3. C 3. a. Description Act
4. D 4. d. Problem & 3. All regional,
5. G Solution provincial, and
5. b. Sequence tertiary hospitals
II. 1. T III. 1. C 4. To inform the public
2. T 2. D about mental health
3. T 3. E 5. Answers may vary
4. T 4. A
5. F 5. B
What I Have Learned What I Can Do
1. Authentic Text 1. The spread of fake news on COVID-19
2. Editorial Text 2. N95 masks, surgical masks, alcohol
3. Caricature
3. double-check sources of information and
rely on news that come from the health
department, health experts, the WHO, the
Centers for Disease Control and
Prevention
4. to give information and warning to the
public
5. Answers may vary
Assessment Additional
1. Interactive Slide deck Activities
2. The pursuit for
higher Mean Written compositions may
Percentage Score vary. Assessment must
from First to Fourth be based on the rubrics
Grading Periodic presented.
Tests
3. 545 slides
4. To inform
5. Answers may vary
Answer Key: Lesson 1
CO_Q2_English 6_Module 2
29
What’s In What I Have Learned
1. New learning modalities Factual Texts
2. Discussion/Argument
Factual Text Types
3. To continue learning even in
this time of COVID-19 Description
pandemic Discussion/Argument
Procedural
Recount
Persuasion
What’s More Assessment
1. D
2. E 1. Procedural
3. C
4. A 2. Recount
5. B
3. Description
4. Persuasion
What I Can Do
5. Discussion/Argument
Answers may vary 6. Description
7. Procedural
8. Recount
Additional Activities 9. Discussion/Argument
10. Persuasion
Output may vary
Answer Key: Lesson 2
CO_Q2_English 6_Module 2
30
What’s In
What’s More
I.
1. D 6. E 1. Glittering Generalities
2. C 7. B 2. Transfer
3. E 8. C 3. Testimonial
4. A 9. A 4. Bandwagon
5. B 10.D 5. Plain Folks
6. Name Calling
7. Card Stacking
II.
What’s New 1. KABALAKA Camp at ICES
2. November 19, 2020
Answers may vary 3. Iloilo Central Elementary School
Covered Court
4. 100 participants
5. No, it is exclusive to ICES learners.
What I Have Learned What I Can Do Assessment
A. 1. 1. Bandwagon
Propaganda 2. X 2. Plain Folks
7 Propaganda Devices 3. 3. Testimonial
4. 4. Name Calling
Bandwagon 5. X 5. Transfer
Card Stacking 6. Card stacking
Transfer B. 1. Plain Folks 7. Glittering
Name Calling 2. Glittering Generalities
Plain Folks Generalities
Testimonial 3. Bandwagon
Glittering Generalities 4. Name Calling
5. Testimonial
Additional Activities
Answers may vary
Answer Key: Lesson 3
References:
Editorial cartoon by Dennis Gasgonia, ABS-CBN News. Posted at Feb 18, 2020,
09:22 PM
https://www.centralriversaea.org/curriculum/literacy/writing/text-type
https://www.familyfriendpoems.com/collection/poems-for-middle-school-students/
https://www.literacyideas.com/different-text-types
https://www.yourarticlelibrary.com/sociology/propaganda-7-most-important-
technique-of-propaganda/24309
https://www.youtube.com/watch?v=-LULx42tOA4
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