UNPACKING THE STANDARDS

SUBJECT: MOST ESSENTIAL LEARNING COMPETENCIES

ENGLISH
Further, in charting the course of your journey in this module,
GRADE: 10 you are expected to:
a. use information from various sources such as news
QUARTER: 1ST reports, speeches, informative talks, panel discussions,
etc. that can be used in everyday life; and
TOPIC: Writing b. promote the interest and sense of responsibility in
News Reports validating the quality of information needed in academic
and personal use.
c. develop the abilities to organize information and
construct it into a text.

B. Now, recall your favorite news reporter or anchor. How

Priming/Motivatio did he/she craft the content of his/her report? Is the
n information reliable and/or credible?
Imagine that you are the said reporter. As a reporter, you
should aim to write news reports that are truthful, fair,
balanced and interesting. How will you begin your news
report? Which information will you include in the middle
section? How will you end your report? What do you
need to remember about using paragraphs in news
reports?
C. Explore Take a look at this headline.
P22.7-m shabu seized; 50 suspects nabbed from June 15-20

Predict the content and find out the facts about the
whole story.

Write questions about the story on a separate sheet.

For example: What took place? Construct questions as
many as you can. Below are the answers for the possible
questions that you may write.

1. Authorities seized around PHP22.7 million worth of

suspected illegal drugs and arrested 50 suspects in
 intensified operations nationwide in a week.
2. Among the highlights of week-long accomplishments
of the PNP include the arrest of two drug suspects by
officers of the District Drug Enforcement Unit of the
Northern Police District for carrying PHP1.36 million
worth of shabu from a drug suspect in a buy-bust
launched by the Drug Enforcement Unit of the
Tacloban City Police Office last July 19.
3. Philippine National Police chief, Gen. Archie Gamboa
commended the PNP Drug Enforcement Group
(PDEG) and police regional offices for their sustained
operations against the illegal drug trade in the
country while the National Capital Region Police
Office (NCRPO) intensified its illegal drugs drive with
buy-busts in Paranaque, Caloocan, Navotas, Quezon
City, Marikina, Pasig, Manila, Taguig, and Las Piñas.
4. Meanwhile, operatives of the Tinglayan Municipal
Police Station (MPS) uprooted and burned on-site
last June 15, around 13,500 fully grown marijuana
plants worth around PHP2.8 million that were planted
by unidentified suspects on a 1,100-square meter lot
in Barangay Tulgao West, Tinglayan, Kalinga.
5. Last June 18, an 18-year-old drug suspect who
considered as a high-value target was arrested along
with his partner caught with PHP11.6 million worth of
shabu.

D. Firm Up 1. News Reports begin with a catchy HEADLINE. Headline

is the heading at the top of an article or page in a
newspaper or magazine. Ex. COVID-19 deaths soar high in
Cebu City
2. LEAD PARAGRAPH informs the reader of the most
important aspects of the story as soon as possible. The
LEAD PARAGRAPH is often the only part of the story that
people read. Use the 5Ws rule:
• WHO (is involved)
• WHAT (took place)
• WHEN (did it take place)
• WHERE (did it take place)
• WHY (did it happen)
• HOW (did it happen) – only include this if there is space
Ex. This evening at about 10:00 p.m. at Malaya Hotel, the
Senator, while at the lobby with his family, was shot by an
assassin, by a riding in tandem.
3. BODY of the News Report gives more details and
provides more information about the WHY and HOW of the
story.
4. TAIL contains the less important information which is
often omitted by the newspaper editor if there is not enough
space left in the newspaper.
 Hints:
• Your News Report should be easy to understand; every
news story should be able to be read by a twelve-year-old
learner.
• Try to be fair – include both sides of the story and don’t let
your opinion get in the way of reporting the facts.
E. Deepen Use the guide questions to track the information (Activity
1.) needed in making news report. Write your answer on
the worksheet provided for you.

1. What is the headline of the story?

2. What is the lead of the story?
3. What happened? What is all about the news?
F. Transfer Activity
Directions: Fill in the blanks with the appropriate word that
best completes the statement.
1. The ________________________ informs the reader of
the most important aspects of the story as soon as possible.
2. The ____________ contains the less important
information which is often omitted by the newspaper editor if
there is not enough space left in the newspaper.
3. A/an __________________________ is the structure of
the news report.
4. The ____________________ gives more details and
provides more information about the WHY and HOW of the
story.
5. ____________________ a heading at the top of an
article or page in a newspaper or magazine.
 UNPACKING THE STANDARDS
SUBJECT: ENGLISH MOST ESSENTIAL LEARNING COMPETENCIES

GRADE: 10 At the end of this lesson, you are expected to:

a. use information from speeches that can be
QUARTER: 1ST used in everyday life;
b. promote the interest and sense of
TOPIC: Recognizing responsibility in validating the quality of
Information from information needed in academic and personal
Contextualized Speech use by identifying the types of speech according
to purpose; and
c. develop the abilities to organize information
and construct it into a text.

B. Now, recall your favorite news reporter or anchor. How

Priming/Motivation did he/she craft the content of his/her report? Is the
information reliable and/or credible?
Imagine that you are the said reporter. As a reporter,
you should aim to write news reports that are truthful,
fair, balanced and interesting. How will you begin your
news report? Which information will you include in the
middle section? How will you end your report? What do
you need to remember about using paragraphs in news
reports?
C. Explore These are the four basic different types of speech according
to purpose:
1. Informative- provides interesting and useful information
to audience.

Example: Municipal Health Office (MHO) telling the

community on precautionary measures to avoid the
spreading of virus.

2. Demonstrative- teaches you something that includes a

demonstration of how to do the thing.

3. Entertainment- provides pleasure and enjoyment that

makes the audience laugh.
Example: Telling about a hilarious movie.
 4. Persuasive- to convince people or change in some way;
to start doing something.

Example: Convince to become an environmentalist.

D. Firm Up
We have different strengths and weaknesses. Sometimes,
those weaknesses can make us feel worthless. But
rediscovering and recreating yourself can transform you into
an extraordinary individual.

E. Deepen Below are the Eleven (11) simple ways to care for each
other during the COVID-19 Corona virus pandemic. Arrange
the following information to write an informative speech.
Use the answer sheet provided for you.
11 Simple Ways to Care For Each Other During the
COVID-19 Corona Virus Pandemic
Greenpeace Philippines, March 27,2020
1. Volunteer your time.
2. Check in on elderly neighbors.
3. Look after yourself, to look after us all- flatten the curve.
4. A cool idea: Rent payment relief for self-isolated people
without paid sick leave.
5. Instill empathy and concern for our health workers.
6. Fundraise for people financially impacted by quarantine
measures.
7. Reach out to people in self-isolation.
8. Combat misinformation online.
9. Share positive news and acts kindness with your
community.
10. Make social distancing fun with video chat.
11. And stop hoarding alcohol and hand sanitizers.

F. Transfer Activity
Directions: Identify the following examples according to
text types. Write I for Informative, P for Persuasive, E for
Entertainment, and D for Demonstrative. Write the answer
on the worksheet provided for you.
1. College professor lecturing on a specific topic during a
class.
2. A lawyer giving a closing argument a court, arguing about
whether the defendant is innocent or guilty of the crime.
3. Chefs describing how to prepare a recipe.
4. Tutors explaining how to solve mathematical equations.
5. Speeches given by maids of honor or best men at
weddings.
 UNPACKING THE STANDARDS
SUBJECT: MOST ESSENTIAL LEARNING COMPETENCIES
ENGLISH
This lesson focuses on observing and understanding the
GRADE: 10 common language used in the fields of research, campaigns,
and advocacies. As you journey through this lesson, you are
QUARTER: 2ND expected to gain a clear understanding of the language of
persuasion and different language features employed when
TOPIC: writing in these fields of interest.
Language of
Research,
Campaigns and
Advocacies

B. Examine the given material.

Priming/Motivatio How would you describe the way bits of information were
n presented and discussed? Then, answer and reflect on the
questions that follow.

1. What is the material about?

2. What specific message does it try to convey?
3. Do you feel compelled to care or act after reading its
contents? Why? Why not?
4. What particular part of the material made you feel that you
are part of the issue?
5. When and where do you usually encounter materials like
the one you have just examined?

C. Explore
LANGUAGE OF RESEARCH, CAMPAIGNS AND
ADVOCACIES
Language plays an essential role in our lives. More than just
serving as a way for us to communicate with one another,
language also enables us to inform, entertain, influence, and
persuade others. This is usually the case when we engage in
various fields of interest like doing research work,
campaigning for a specific cause, and supporting an
advocacy. While the said fields differ at some extent, one
common aspect that can be observed among them is the use
of a common language.

Research makes use of a formal, academic, and persuasive

language to communicate discussions and present
corresponding findings for variables studied. Language
greatly matters in research as it enables the researcher to
effectively communicate valuable results to his or her target
readers. The readers, meanwhile, will be able to trust and
make use of these facts and findings depending on how
clearly the researcher explains them in a particular language.
In the case of research studies, the language a researcher
uses also adds up to how reliable and convincing the
research findings can be.
For some, understanding the language of research can also
mean becoming familiar and acquainted with terminologies
usually associated with conducting research studies. These
terminologies include theories, concepts, variables,
hypotheses, and samples.
It is also vital to understand that research works always
make use of academic and persuasive language since the
results and findings obtained from these investigative
endeavors contribute to and become part of the existing
body of knowledge.
On the other hand, campaign and advocacy are two closely
related concepts usually seen in the form of speeches, print-
based materials, songs, video clips, and informational
advertisements, among others. A campaign, usually social
or political in nature, is technically defined as a planned set
of activities that people carry out to attain a certain goal or
objective. A campaign speech, basically, is a well-planned
speaking activity that aims to excite, persuade, and/or
motivate listeners convincing them to adhere to the
speaker’s ideas. Convincing the listeners can be achieved by
employing strong and emphasized persuasive language
leaving them with good and impressive points that they can
remember.
An advocacy, meanwhile, refers to activities that argue,
plead, support, or favor a certain cause. Various causes for
advocacy usually aim to influence decision making especially
with issues involving social, political, environmental and
economic perspectives. While advocacy may be similar to
campaign in some points, advocacy speeches present strong
points that may either support or contradict existing policies
and legal mandates on specific topics or issues.
Simply put, the element of persuasion is the common factor
one may observe in the language used in research,
campaigns, and advocacies. While each one differs when it
comes to the degree of formality and use of subject-specific
terminologies, how each resorts to the use of persuasion as
a technique is always notable. Here are some of the
language features or language devices usually employed in
persuasive writing.

1. Emotive Language. This involves the use of words that

evoke emotions and make people feel a certain way.
Through the use of words that appeal to the emotion, the
writer can sound more convincing. This is a commonly used
technique when writing headlines in newspapers or
delivering speeches.

2. Modal Verbs. The use of words that express modality or

how likely something is going to happen helps adjust the
level of certainty of events to suit arguments. When carefully
chosen, these words (may, might, will, must, shall, can,
could, would, ought to) help improve the quality of
persuasive writing.

3. Involving the Reader. This is done through the use of

personal pronouns like you, your, we, our, and indicative
words like together. Using these words establishes a
connection between the author and the reader. This way, the
issue is made personal and more important to the reader.

4. Rhetorical Questions. These are questions that are not

supposed to be answered. Instead, they are asked for effect,
to illustrate a point or let the reader think. The use of
questions that sometimes state the obvious can convince the
reader to agree on the points being presented.

5. Using Evidence. This involves the use of facts, figures, or

quotes from experts to highlight the writer’s authority and
make the arguments presented more convincing.

6. Repetition. This technique involves repeating keywords,

phrases, or ideas to appeal to the readers.

7. Adjectives and Adverbs. Using carefully selected

adjectives and adverbs makes it possible for the writer to
influence how the readers feel.

8. Association. This technique tries to link an object or an

idea with something already liked or desired by the target
audience such as wealth, success, pleasure, and security.

9. Bandwagon. Commonly used in advertisements, this

persuasion technique makes the audience believe the idea
that “everyone is doing it” or that everyone likes something.

10. Experts. This means relying on expert advice from

 trusted people like doctors, scientists, and other
professionals for things that the audience do not know. The
idea that these experts are risking their credibility to support
an object or idea makes the persuasion more effective.

These are just some of the many techniques used in

persuasion. It is important to understand that different
techniques work for different purposes.

D. Firm Up Learning Task 1: Look for at least one example of a

campaign or advocacy material in old newspapers or
magazines you have at home. Cut the said sample out and
paste it in your notebook. If you did not find any sample, you
may also prepare your advocacy material. Then, write five
sentences that describe the language and persuasion
techniques used in the sample you have chosen.
E. Deepen Learning Task 5: In your notebook, describe your
observations of the language employed in the advocacy
material below. Cite also if the writer/author made use of any
language device used in persuasion.

F. Transfer Activity
Directions: Use an appropriate graphic organizer to show
how the use of language affects the way the writer conveys
ideas and information to the readers in various fields like
 research, campaigns, and advocacies. Do this in your
notebook.

UNPACKING THE STANDARDS

SUBJECT: MOST ESSENTIAL LEARNING COMPETENCIES
ENGLISH
This lesson deeply explores the differences between an
GRADE: 10 opinion and an assertion, as well as how and why they are
usually written. As you journey through this lesson, you are
QUARTER: 2ND expected to formulate expressions of opinion and assertion.

TOPIC: Writing
News Reports

B. Learning Task 1: Underline the term that best completes

Priming/Motivation the meaning of each sentence. Choose from the options
provided inside the parentheses. Write your answers in your
notebook.
1. An expression of strong belief towards a particular topic is
called a/an (fact / opinion / assertion).
2. It is best to formulate literary assertions (before / while /
after) reading a literary work.
3. A/An (fact / opinion / assertion) is any view or judgment
drawn from facts.
4. A type of literary assertion that directly expresses beliefs
or opinions about something is known as (basic / empathic /
i-Language) assertion.
5. A/An (fact / opinion / assertion) is written to convey the
writer’s ideas or feelings towards a certain work of literature.

C. Explore OPINION OR ASSERTION

When we read or view different materials, it is but a common
reaction to have something to say about what we have read
or watched. These reactions usually focus either on the
material as a whole or on specific details that form part of
the material. Sometimes, it can also be about how we
perceive, understand, and value whatever we got from
reading or viewing a given material. The most common
reactions we can have can be an opinion or an assertion.
These two concepts often cause confusion among students
because different references view them in a number of
different ways. Technically, an opinion is defined as a view,
judgment, or appraisal drawn from facts. It is usually a
concept or impression based on factual evidence. Opinions
can change often and usually reflect one person. For
example, the sentence “The Philippines is one of the best
tourist destinations on the planet” may be considered an
opinion which may be drawn from facts and data showing
the number of tourists coming in and out of the country on a
specific period as compared to the records of other
countries.
An assertion, on the other hand, is a declaration or
expression of strong belief towards a particular topic, often
without evidence. It usually includes forceful or confident
and positive statements regarding a belief or a fact. In
contrast to an opinion, an assertion, which is usually
subjective, expresses vindication, mostly with no support or
evidences. For example, the sentence “The Philippines is
the happiest country in the world” is an assertion because it
is subjective and not founded on factual evidences.
Another example is what linguists call as commonplace
assertions or “stereotypes.” These are statements that
sound true but are generally based on common opinions.
This form of assertion usually includes claims like those that
say men are always stronger than women.

In English, an assertion is usually formulated after activities

like exploring reading materials, such as stories or poems,
or viewing a play. Assertions are usually written in order for
a writer to convey his or her ideas or feelings towards a
particular work of literature, and convince or influence the
readers to taking and agreeing with his/her ideas or views.
When one intends to write assertions in literature, it is
imperative to, first and foremost, fully understand the
particular literary work where assertions will be based. This
way, the writer may be able to identify which parts he/she
supports and which parts he/she is against. A writer who is
planning to come up with assertions may also find collecting
evidences from other writers a helpful thing.
In a larger context, assertion may be used in both formal
and informal writing and is usually categorized into various
 types. The most common types include the following:
a. Basic Assertion is a type of assertion that directly
expresses the writer’s feelings and beliefs through simple
statements. This type is usually used in standing up for
personal beliefs.
b. Empathic Assertion involves expressing empathy and
expounding on how the writer understands the feelings and
emotions of the literary author. This type may be used in
both formal and informal writing.
c. I-Language Assertion expresses the feelings and
preferences of the writer. This type is called I-Language
because the writer usually uses the pronoun ‘I’ in asserting
disagreement. This type is often used in writing reviews,
reaction or reflection papers.

A deeper study of opinion and assertion, as well as closely

related concepts, may require spending a lot of time and
research. For this lesson, it is important that you learn how
to distinguish the two concepts from a lot of information that
you may encounter. In this technological age where any
information can be easily accessed any time, it is essential
to know which ones you should believe right away and
which ones you should research further. Likewise, as you
explore more lessons that require you to write using the
English language, it is a must that you learn how to properly
come up with common expressions of your opinions or
assertions.

D. Firm Up Learning Task 1: Look for English newspapers you have at

home. Choose any article which you think contains
examples of opinions and assertions. Cut your chosen
article out and paste it in your notebook. Then, using the
template provided below, sort out the examples of opinions
and assertions that you have seen.

Title of the Article: __________________

Opinions Assertion

E. Deepen Learning Task 2: For this task, you will watch (or recall) a
program on TV. If you have a way to connect to the Internet,
you may also watch through online news channels. Then,
look for a segment which you think presents opinions and
assertions. In your notebook, copy and use the table below
to present your observations.

What was the program about?

 Opinions cited: Assertion cited:

F. Transfer Learning Task 3: Write a short essay about any familiar

topic or issue you have in mind. Make sure to formulate
opinions and assertions which you will include in your
writing. Your output should be not less than 300 words and
must be neatly written in your notebook. If you find it difficult
to decide on the topic, you may consider drawing inspiration
from President Rodrigo Roa Duterte’s 5th State of the
Nation Address which you read during the first quarter.
 UNPACKING THE STANDARDS

SUBJECT: ENGLISH MOST ESSENTIAL LEARNING COMPETENCIES

GRADE: 10 This is your self- instructional module in English 10. All

activities provided in this lesson will help you learn and
QUARTER: 3RD understand:
Literary Approaches: Structuralism/Formalism
TOPIC: Literary Specifically, you will learn the following:
Approaches: 1. Define Structuralism and Formalist approach
Structuralism/Formalis 2. Differentiate Structuralism from Formalist
t approach
3. Critique a literary selection based on the
following approaches: Structuralism/Formalism

B. There are different elements of a story. These are the

Priming/Motivation Characters, Setting, Plot and Moral Lesson. These elements
help to understand the content of the story.
In this module, you will be critiquing a literary piece using the
different literary approaches to understand a text.
C. Explore Literary criticism is the evaluation, analysis, description
or interpretation of literary works.
There are two literary approaches we can you in
assessing a literary piece: Formalism and
Structuralism.
A. Formalism – an approach that studies text as a text.
It views literature as a unique form of human knowledge that
needs to be examined on its own terms. In formalism
approach, a literary work can be understood only by reference
to its intrinsic features, which are the elements. These
elements include the CHARACTERS, SETTING, PLOT,
POINT of VIEW, THEME and SYMBOLISM.

❖ CHARACTERS – a person or even animal who

takes part in the action. Characters can be :
● Static- character who does not change overtime
● Dynamic- character whose personality changes
overtime.

❖ SETTING – refers to time and place the story takes

place. This includes weather condition and social
condition.

Can you tell when each of this picture was taken?

Where do you think they were captured? Can you tell
what is going on?

The first picture is taken during this pandemic.. It was

captured in a hospital. The second one is during the
Spanish flu in 1918. It was taken in a hospital. Both
shows the situation in during a pandemic.
❖ PLOT- has something to do with the whole
sequence of the story. It shows the beginning of the
conflict, how the character faces the conflict, and the
effect of the character’s action toward the conflict or
how the conflict is solved.
❖ POINT of VIEW –this is the angle the story is told :
first, second or third person. Who speaks in the story?
❖ THEME – The central Idea of the story.

It answers the question : What is the story all about?

SYMBOLISM – any object, person or situation, event or

action that has deeper meaning.

B. Structuralism- is a method of interpreting and

analyzing a literary piece that focuses on contrasting ideas
and show how they relate to the whole structure. This
approach treats a the text as linguistic construct. In
Structuralism, a piece is open to interpretation. It depends on
how the reader views the meaning on the text base on his /her
understanding, which may involve personal belief,
 environment, behavior or moral perception.
Example: The nursery song Jack and Jill may be just a
simple children song about the two characters who
fetch water from a hill but using structuralism approach,
the song can be interpreted in different ways.

D. Firm Up Learning Task 1: Tell which literary approach is used in the

statements.
_________1. Ivan Dmitrich has been involved in brawls when
he was young.
_________2. During 1800, merchants used to travel to distant
places for trade.
_________3. The story tells about how God gives justice to
the oppressed.
_________4. Justice is about harmony, revenge is making
oneself feel better, but for some people they are just the
same.
_________5. Ivan’s 25 years of imprisonment is not a wasted
time of his life because his faith made him a better person
even in the worst place on earth.
E. Deepen Learning Task 2: Please recall all the lessons of module 1.
Fill in the blanks.
The following are the things I learned about the lesson:

1. The two literary approaches are:

2. The Formalism approach refers to
3. The Structuralism approach refers to
F. Transfer Valuing:

Hosea 12: 6
“But you must return to your God; maintain love and justice
and wait for God always.”
 UNPACKING THE STANDARDS
SUBJECT: ENGLISH MOST ESSENTIAL LEARNING COMPETENCIES

GRADE: 10 After going through this module, you are expected to:
1. use a variety of informative, persuasive, and
QUARTER: 3RD argumentative writing
techniques;
TOPIC: Informative, 2. enumerate the characteristics of informative,
Persuasive, and persuasive and
Argumentative Writing argumentative writing; and
3. read an article from an old newspaper and
be able to write the topic and
supporting details.

B. Pretest
Priming/Motivation
Direction: Choose the correct answer in the sentences
below. Write the letter of the correct answer on the spaces
provided.
__________ 1. Which type of writing is almost related to the
argumentative
essay?
A. Descriptive B. Expository C. Informative
__________ 2. What is the first part of persuasive writing?
A. Conclusion B. Topic C. Introduction
__________ 3. What is the purpose of informative text?
A. To pursuade you to buy something
B. To describe how a scene might look in a novel
C. To provide clear facts about something
__________ 4. A cooking recipe is an example of which
type of writing?
A.Persuasive B. Informative C. Argumentative
C. Explore Writing is an important form of communication. It allows the
students to put their feelings and ideas on paper, to
organize their knowledge and beliefs into convincing
arguments and to convey meaning through well-
constructed text. It is process of using symbols to
communicate thoughts and ideas in a readable form. Good
writers use different writing techniques to fit their purpose
for writing.
Informative writing provides information and explanations
in a straightforward manner to the readers. Informative
essays are a type of writing that explains a certain issue or
a topic. The writer of an informative essay is kind of like a
reporter at a newspaper: only there to state the facts, not to
offer any sort of opinion. In this type of an essay, the writer
should refrain from pointing out his personal ideas and
beliefs. The purpose of an informative writing is to educate
others on a certain topic.

Characteristics of an Informative Writing

• Explain its importance
• Present the latest research on a topic
• Compare viewpoints on a controversial subject
• Analyze a cause-effect relationship

Parts of an Informative Writing

Introduction
The beginning, or introduction, needs to present the topic
and grab your reader’s attention. It needs to include the
focus sentence for the entire essay. The first paragraph
starts with a general idea and gradually and more specific.
Give some background information about the key words and
terminology.
Body
The body of your informative essay should provide all the
necessary information and materials to your reader. It has to
piece out fully the lack of information on this issue. Use
various sources, facts and expert judgments. Make sure all
your facts are accurate. Create an outline that will organize
your facts in a logical way. If a simple persuasive essay
contains one statement for one paragraph and relevant
evidence, then, in our case, each paragraph must contain a
certain informative facts line.
Conclusion
You should restate about the seriousness of issue and
summarize the facts for and against the main topic. You
should never introduce some new information or ideas in
the conclusion. Its main purpose is to round off your
informative essay by summing up.
Persuasive writing attempts to convince the reader that
the point of view of the writer is valid or best. Usually it is an
opinion supported by evidence and research. Persuasive
writing intends to convince readers to believe in an idea or
opinion and to do an action. Many writings such as
criticisms, reviews, reaction papers, editorials, proposals,
advertisements, and brochures use different ways of
persuasion to influence readers.
 Characteristics of Persuasive Writing
• State the facts of the case
• Prove the topic with your arguments
• Disprove your opponent's arguments
• End the essay

Example of Persuasive Paragraph

Many students really do not like the lunch their school has
to offer. Parents pay for it because they feel their child will
get healthy food and it is convenient for them to provide it.
Yet, many students throw much of it out because they do
not like their choices. The school lunch menu needs to be
changed in order to give students more choices, save
money being wasted, and provide healthier, nutritional
benefits.

Example of Argumentative Paragraph

Have you ever wanted to give someone the perfect birthday
present, but didn’t know what to do? There is a yummy,
sweet, solution that will show that special someone how
much you care –make a delicious cake! It is easier than you
may realize. Regardless of if you’re a natural chef in the
kitchen or do not know a teaspoon from a table spoon,
baking a cake is an easy task that can make anyone look
like a “Cake Boss.” All you need is a little time, love, and the
necessary ingredients from the grocery store.

Parts of an Argumentative Writing

Introduction
First is the introductory paragraph. It introduces the problem
and gives the background information needed for the
argument and the thesis statement.
Body
Each supporting paragraph must have a distinct (clear)
controlling topic and all other sentences must factually
relate to it. Transition words and phrases are important in
helping the reader follow along and reinforce your point.
Conclusion
The concluding paragraph should restate the thesis and
main supporting ideas. Never introduce new information in
the conclusion. Finish with a strong statement that
reinforces your position in a meaningful and memorable
way.

D. Firm Up Activity 1: Identify which type of writing is being described.

Write Informative, Persuasive or Argumentative on the
spaces provided.
_________________ 1. Mobile Legends should be
legalized as a Sport
 _________________ 2. Inspiring Nations
_________________ 3. Students Who Study Abroad
Achieve Greater Success
_________________ 4. A letter to the governor explaining
why the tax increase is a bad idea
_________________ 5. Social Media’s Destruction or
Benefit to Social Interaction
E. Deepen Learning Task 1: From the lesson, write the difference of
Informative, Persuasive and Argumentative writing in your
own words. Write your answer on the column below.

Informative Argumentative Persuasive

F. Transfer Learning Task 2: Read one article from an old newspaper

or magazine and look for its main topic and supporting
details. Complete the grid that follows.

Title of the Topic Supporting

Article Details
 UNPACKING THE STANDARDS

SUBJECT: MOST ESSENTIAL LEARNING COMPETENCIES

ENGLISH
All the activities provided in this lesson will help you learn and
GRADE: 10 understand, Examining Biases:
After going through this self-learning module, you are
QUARTER: 4TH expected to:
1. understand ways how to avoid research bias;
TOPIC: Examine 2. learn how to determine if the research paper is
Biases biased or not; and
3. assess the veracity of the research paper by
examining the
action/process done by the researcher.

B. Pretest
Priming/Motivation
Write T if the statement is True, and F it is False. Write your
answer on the blank before the number.

______ 1. Bias is the action of supporting or opposing a

particular person or thing in an unfair way.
______ 2. Bias in research happens when trend or deviation
from the truth in data collection, data analysis, interpretation
and publication are applied and can cause false
conclusions.
______ 3. Contextual/representational bias occurs when
you do not measure what you think you’re measuring and
such will not back up the core concept of the study.
______ 4. The sample should be representative of the
population to ensure that you can generalize the findings
from the research sample to the population as a whole.
______ 5. Omission and personal bias happens when the
researcher picks, leaves and devise the information out of
his personal choice.
C. Explore What is bias?
Bias is the action of supporting or opposing a particular
person or thing in an unfair way.
Research bias occurs when researchers try to influence the
results of their work, in order to get the outcome they want.
It can also be defined as an unfair selection of one idea,
solution, outcome, or person and group over the other.
For example:
The researcher conducts a research study to assess the
effectiveness of Facebook messenger as tool in delivering
lessons during quarantine period.

The research study is biased if; the samples are only

represented by students who think it is convenient before
pilot testing.
However, it becomes unbiased if the samples are both
represented by teachers and students after pilot testing.
How to avoid bias in research?
A. Bias in data collection - The sample (group of people,
objects, or items that are taken from a larger population for
measurement) should be representative of the population to
ensure that you can generalize the findings from the
research sample to the population as a whole.
Hence, to ensure that a sample is representative of a
population, sampling should be random (every subject
needs to have equal probability to be included in the study).
Example: Researchers who interview only their friends and
classmates when testing hypothesis could result in sampling
bias as interviewee may likely have similar perspectives with
them.
B. Omission and Personal bias – Avoid “cherry picking”
information, leaving out critical indicators/information or
citing studies which may have done so, or devising leading
questions.
Example: Citing reports by only climate change skeptics
representing the major view on the subject of climate
change.
C. Contextual/representational bias – Not measuring what
you think you’re measuring doesn’t back up core concept of
the study.
Example: Using energy use data to represent another. Fuel
source differ by region and each fuel source and combustion
method has different gas emission factors.
D. Bias in data analysis - A researcher can introduce bias in
data analysis by analyzing data in a way which gives
preference to the conclusions in favor of research
hypothesis.
There are various opportunities by which bias can be
introduced during data analysis, such as by fabricating or
manipulating the data.
Example: The research reported only the non-existing data
from experiments which were never done (data fabrication).
E. Bias in data interpretation – A researcher needs to make
sure that proper statistical tests were used, that results were
presented correctly and that data are interpreted only if
there was a statistical significance of the observed
 relationship.
Example: The researcher discussed observed differences
and associations even if they are not statistically significant.
F. Publication bias - A research study should have equal
opportunity to be published regardless of the nature of its
findings, if designed in a proper way, with valid scientific
assumptions, well conducted experiments and adequate
data analysis, presentation and conclusions.
Reporting research study with only positive findings can
create false impression in the literature and may cause long-
term consequences to the entire scientific community.

D. Firm Up Guided Practice

Identify whether the actions of the following researchers
manifest bias. Put a (√) mark if it is and (x) if it is not.
_______ 1. The researcher selects samples according to his
personal choice.
_______2. The researcher’s conclusion is biased when it
favors his hypothesis.
_______ 3. To attain accurate result, the research should
never control the data.
_______ 4. The researcher interprets the data based on the
result of his statistical test.
_______ 5. All research studies should have equal
opportunities to be published regardless of its positive and
negative result.
E. Deepen Wrap Up!

Research is basically done for two purposes: to

understand the world around us or why things or process
work the way they do and to understand the applications of
these processes.
A biased study loses validity; hence, it should be
treated fairly and accurately.
Hence, you have to make yourself a good researcher
to avoid research bias.
F. Transfer Activity 1

Write True if the sentence is true and False it is not.

___ 1. Research bias happens when researchers try to
influence the results of their work, in order to get the
outcome they want.
____2. Omission and Personal bias happens when the
researcher picks information, leaves out critical
indicators/information for his personal gain.
____3. Bias in data analysis happens when the researcher
chooses research samples not included from the population.
___ 4. Bias in data interpretation happens when the
researcher uses inaccurate statistical tests.
____ 5. Contextual/representational bias happens when a
 research study is not given an opportunity to be published.

UNPACKING THE STANDARDS

SUBJECT: MOST ESSENTIAL LEARNING COMPETENCIES
ENGLISH
All the activities provided in this lesson will help you learn and
GRADE: 10 understand: React Intelligently and Creatively to a
Listening Text.
QUARTER: 4TH Specifically, you will learn about the following:
1. Answer artistically and imaginatively to a listening
TOPIC: React text.
Intelligently and 2. Determine what types of listening skills are used in
Creatively to a the given sentences.
Listening Text

B. Pretest
Priming/Motivation
Pretend that you are listening to the song “S.O.S. (Mother
Nature)” by Will.I.Am. Analyze the stanza and give what is
asked. Encircle the letter of your answer.
“People killing, people dying, people lying, people blind
People don't see the sign, watching money all the time
Get the pennies, get the dimes, get the dollars is the
mind state Of the human race, people on the paper
chase The environment is fragile, and we’ve been on the
gradual Declining in a lifetime or lose the battle.”

1. The stanza pertains that people are ________

A. Kind
B. Greed
C. Loving
2. The first two lines show that people are ________
A. Taking good care of their life.
B. Taking care of the environment.
C. Values money more than life.
3. The third and fourth lines show that people are
 ________
A. Loves the environment.
B. Concerned in each other’s life.
C. Loves money.
4. In this stanza the writer’s message is ________
A. People should start collecting more money.
B. People should start taking care of the environment
and each other.
C. People should start taking care of the planet and earn
a lot of money after.
5. The last two lines of the stanza mean that?
A. The environment is sensitive and people don’t care.
B. The planet about to be destroyed and the people are
repairing it.
C. The environment is sensitive so we have to take care
of it for us to survive too.
C. Explore Listening is one of the most important skills that a person
must have. It helps us to develop an accurate self-concept.
Thus, improving our listening skills can help us to be better
and more successful learners.
However, always remember how to react intelligently to
what you have listened to. In other words, before you react
into something, you need to digest or investigate before
immediately agreeing to ensure effective communication.
There are five different types of listening that are essentials
to know when deciding what your goals as listeners:
Types of Listening Skills:
1. Appreciative Listening
When you listen for appreciation you are listening for
enjoyment. Think about the music you listen to. You usually
listen to music because you enjoy it. The same can be said
for appreciative listening when someone is speaking.
2. Empathic Listening
During this type of listening you are trying to identify what
the speaker’s understanding by stepping into other’s shoes
about the situation in which he/she is discussing. Your goal
during this time is to focus on the speaker, not on yourself.
You are trying to understand from the speaker’s
perspective.
3. Comprehensive Listening
If you are watching the news, listening to a lecture, or
getting directions from someone, you are listening to
understand or to comprehend the message that is being
sent. This process is active. In the class, you should be
focused and taking down notes on the speaker’s main
ideas, identifying the structure of the speech and evaluating
the supports he/she offers as evidence.
4. Critical Listening
Critical listening is listening to evaluate the content of the
message. As a critical listener you are listening to all parts
 of the messages, analyzing it, and evaluating what you
heard. When engaging in critical listening, you are also
critically thinking. You are making mental judgments based
on what you see, hear, and read. Your goal as a critical
listener is to evaluate the message that is being sent and
decide for yourself if the information is valid.
5. Pseudo Listening
Pseudo listening is pretending to listen but not really
absorbing anything from the conversation. Believe it or not,
you do this for many reasons.

D. Firm Up Activity
Pretend that you are listening to an audio record about
safety. After reading the listening text, answer the activity
below. Write your answer on the blank provided.
Safety is something we should all think more carefully
about. The world around us can be a pretty dangerous
place. Even our homes are full of danger. Think about all
the electric wiring, gas pipes, chemicals in the building
materials, etc. All kinds of things could happen. It’s a good
job we have safety standards. Our governments make sure
builders focus on safety. This is also true for the things we
buy. You can usually find a small logo on electrical products
that say the product is safe, and then there are instructions
with safety guidelines. Food safety is also something lots of
people work on. It works. People rarely get ill because of
the food we buy in shops. Maybe it’s not such a dangerous
world after all.
_____________1. It is somewhat we think more carefully
about.
_____________2. Even at this place is full of danger. What
is this?
_____________3. They set safety standards for the society.
_____________4. What is this thing that can be found in
electrical products that says it’s safe?
_____________5. We avoid danger in the food we bought
because of this standard.
E. Deepen Valuing

1. List all the five types of listening on a piece of paper.

2. Reflect on how your interactions with family, friends, and
others last week.
Think of a specific occurrence and write down under which
types of listening that you have used.
3. Explain why you used that type of listening in each
occurrence.
F. Transfer Activity

Imagine you are listening to the song entitled “Heal Our

Land” by Jamie Rivera.
Encircle the letter of the correct answer.

If my people will humble themselves

Humble themselves and pray
If they seek my face and humble themselves
And turn from their wicked ways
I will hear from heaven and forgive their sins
I will hear from heaven and heal their land
Chorus
Lord, heal our land Father, heal our land Hear our cry and
turn our nation back to You Lord, heal our land Hear us oh,
Lord, and heal our land Forgive our sin and heal our broken
land
Lord, we vow our knee, we humble ourselves Humble
ourselves and pray Lord, we seek your face and humble
ourselves And turn from my wicked ways
Father in Your mercy, forgive our sins Father in Your mercy,
come heal our land
(Repeat Chorus 2x)
Lord, heal our land Father, heal our land Hear our cry and
heal our broken land

1. Who is the one talking in the first stanza?

A. People
B. Earth
C. God
D. President
2. Who is the one calling for help?
A. Earth
B. People
C. God
D. President
3. Who will be healed if only we learn to pray and call for
God’s help?
A. President
B. God
C. Earth
D. People
4. What kind of song is “Heal Our Land”?
A. Developmental
B. Sensational
C. Creational
D. Inspirational
5. What is the best type of listening skill should we use
when we listen to the song?
A. Pseudo Listening
B. Empathic Listening
C. Critical Listening
D. Comprehensive Listening