10 English
Quarter 1
LEARNER’S MATERIAL
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This module was carefully examined and revised in accordance
with the standards prescribed by DepEd Region 4A and
Curriculum and Learning Management Division CALABARZON. All
parts and sections of the module are assured not to have violated
any rules stated in the Intellectual Property Rights for learning
standards.
The Editors
PIVOT 4A CALABARZON
English
Grade 10
Regional Office Management and Development Team: Job. S. Zape, Jr.,
Jhonathan S. Cadavido, Romyr L. Lazo, Fe M. Ong-Ongowan, Lhovie A. Cauilan,
Ephraim Gibas
Schools Division Office Development Team: Lorna R. Medrano, Glenda DS.
Catadman, Marife T. Morcilla, Edita T. Olan, Leticia A. Rogacion, Ivan
Honorpette A. Mijares, Marites R. Peñaredonda, Kimberly Anne G. Albarillo,
Jennelyn C. Pacanza, Maria Aprille Gem M. Inciong, Ariel L. Abel, Mark Joseph
Tupas, Mary Grace L. Asa, Marvin E. Clutario, Rowena O. Esquita, Melanie A.
Magat, Vergel S. Perdon, Marie Grace S. Buenaventura, Jael Faith Ledesma,
Fernando Mamauag Jr., Don Kirby M. Alvarez
English Grade 10
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020
Published by: Department of Education Region IV-A CALABARZON
Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
PIVOT 4A CALABARZON
Guide in Using PIVOT Learner’s Material
For the Parents/Guardian
This module aims to assist you, dear parents, guardians, or siblings of
the learners, to understand how materials and activities are used in the new
normal. It is designed to provide the information, activities, and new learning
that learners need to work on.
Activities presented in this module are based on the Most Essential
Learning Competencies (MELCs) in English as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in guided
and independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
You are expected to assist the child in the tasks and ensure learner’s
mastery of the subject matter. Be reminded that learners have to answer all
the activities in their own notebook.
For the Learners
The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to complex.
You are expected to answer all activities on separate sheets of paper and
submit the outputs to your respective teachers on the time and date agreed
upon.
PIVOT 4A CALABARZON
PARTS OF PIVOT LEARNER’S MATERIAL
Parts of the
Description
LM
What I need The teacher utilizes appropriate strategies in presenting
Introduction
to know the MELC and desired learning outcomes for the day or
week, purpose of the lesson, core content and relevant
samples. This allows teachers to maximize learners
What is new awareness of their own knowledge as regards content and
skills required for the lesson
What I know The teacher presents activities, tasks , contents of value
and interest to the learners. This shall expose the learners
Development
on what he/she knew, what he /she does not know and
What is in what she/he wanted to know and learn. Most of the activi-
ties and tasks must simply and directly revolved
around the concepts to develop and master the skills or
What is it the MELC.
What is more The teacher allows the learners to be engaged in various
tasks and opportunities in building their KSA’s to
Engagement
meaningfully connect their learnings after doing the tasks
What I can in the D. This part exposes the learner to real life situa-
do tions /tasks that shall ignite his/ her interests to meet
the expectation, make their performance satisfactory or
What else I produce a product or performance which lead him/ her
can do to understand fully the skills and concepts .
What I have The teacher brings the learners to a process where they
learned shall demonstrate ideas, interpretation , mindset or val-
Assimilation
ues and create pieces of information that will form part
of their knowledge in reflecting, relating or using it effec-
What I can tively in any situation or context. This part encourages
achieve learners in creating conceptual structures giving them
the avenue to integrate new and old learnings.
PIVOT 4A CALABARZON
WEEK
Information from Various Sources
1 Lesson
I
This lesson deals with getting information from various sources in
everyday life. Information, as available data everywhere, can be found in various
platforms and means such as news reports, speeches, informative talks and panel
discussions, among others. Getting information will basically expose you not only
in pool of information but should also help you identify which details are factual
and not. You are expected to identify certain details from different sources and
use them in various contexts.
Learning Task 1: In your notebook, copy the statements below. Assess yourself
as to how you personally deal with information you encounter. Place a check (/) in
every statement that applies to you
I try to determine if the content in an article is worth knowing and
relevant.
I assess the content through its relatedness and importance in my future
goals.
I appreciate the content of a text because it fits my plans in life.
I evaluate the information presented in every printed materials that I read
particularly those which affect my personal views.
I compare the information I read to my previous learnings.
I value the content in current reading articles because I have experience
that before and I have learned from it.
I am affected by personal speeches and discussions as I choose my career
goals.
I apply what I have learned from articles and discussions in every aspect
of my life making me a better individual.
D
Learning Task 2: Identify if the given item is a primary, secondary or tertiary
source. Write your answers in your notebook.
_____1. encyclopedia _____6. History of Tayabas
_____2. interview with a politician _____7. court hearing
_____3. State of the Nation Address _____8. references
_____4. indices _____9. EDSA People Power picture
_____5. bibliography _____10. biography
Learning Task 3: Read the news report below published by GMA News Online on
July 27, 2020. In your notebook, answer the questions that follow.
Roque: Duterte to deliver SONA at Batasan even as some expected attendees
tested positive for COVID-19
President Rodrigo Duterte will still deliver his fifth State of the Nation
Address (SONA) at the Batasang Pambansa even as some individuals expected to
attend the event have contracted COVID-19, Malacañang said Monday.
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“As of 2:30 [p.m.], President Duterte is expected to deliver his 5th SONA at
Batasan,” presidential spokesperson Harry Roque said in a message to reporters.
Roque issued the statement after House Deputy Speaker Johnny
Pimentel and at least six Palace personnel who were supposed to render technical
support during the SONA tested positive for COVID-19.
Only those who will test negative for COVID-19 will be allowed to attend the
SONA physically based on the event's safety protocols.
Earlier, it was reported that Cabinet executives who tested negative are
attending the SONA at the Batasan — Secretaries Menardo Guevarra (Justice),
Wendel Avisado (Budget and Management) and Delfin Lorenzana (Defense) as well
as presidential spokesperson Harry Roque.
Secretaries Eduardo Año (Interior and Local Government) and William Dar
(Agriculture) as well as Cabinet Secretary Karlo Nograles will also be present
during the event, according to a separate report by dzBB’s Tuesday Niu.
Duterte will deliver his SONA before a joint session of Congress at 4 p.m. —
Virgil Lopez/RSJ, GMA News
Source: GMA News Online
SOURCES OF INFORMATION
There are various sources of information that you may use in finding signifi-
cant details and data that can be used in your daily life. Sources of information
may be classified as to primary, secondary and tertiary sources. The context of
information presented in a source is helpful in classifying information.
Primary Sources
Sources of information are classified as primary if they are authentic and
have not been subjected to evaluation or assessment. These report discoveries,
sharing of information and first-hand. These are information written at a certain
time or period of research. Definition of primary sources vary depending on the
contexts and/or disciplines.
Examples:
speeches video recordings photographs
government records communication
newspaper/magazine portraying information from eyewitnesses
Secondary Sources
Secondary sources provide information, discussion and/or interpretation of
the evidence. These are usually evaluations of primary sources. These are also in-
formation written by authors who do not personally witness the event or action.
Definition of secondary sources vary depending on the contexts and/or disci-
plines.
Examples:
commentaries critiques evaluations history
Journals/magazines (not portraying information from eyewitnesses)
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Tertiary Sources
Tertiary sources serve as collection of primary and secondary sources.
Examples: bibliographies directories dictionary almanac
abstracts indexes encyclopedias databases
In using the information gathered whether they are primary, secondary or
tertiary sources, take note of these six (6) characteristics that information should
have.
1. Accuracy. Information should be reliable, useful, free from flaws and of high
quality.
2. Completeness. Information should provide all needed details. It should be
able to answer the wh– questions (what, who, when, where, why and how).
3. Timeliness. Information should be up-to-date.
4. Consistency. Information should be consistent for it to be considered
accurate and useful.
5. Relevant. Information should suit the demand, needs and interests of the
readers.
6. Uniqueness. Information should be distinct.
E
Learning Task 4: Read Bliss Abraham Lincoln’s The Gettysburg Address below.
Then answer the questions that follow. Write your answers in your notebook.
Four score and seven years ago our fathers brought forth on this
continent, a new nation, conceived in Liberty, and dedicated to the proposition that
all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any
nation so conceived and so dedicated, can long endure. We are met on a great
battle-field of that war. We have come to dedicate a portion of that field, as a final
resting place for those who here gave their lives that that nation might live. It is
altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate -- we can not consecrate -- we can
not hallow -- this ground. The brave men, living and dead, who struggled here, have
consecrated it, far above our poor power to add or detract. The world will little note,
nor long remember what we say here, but it can never forget what they did here. It
is for us the living, rather, to be dedicated here to the unfinished work which they
who fought here have thus far so nobly advanced. It is rather for us to be here
dedicated to the great task remaining before us -- that from these honored dead we
take increased devotion to that cause for which they gave the last full measure of
devotion -- that we here highly resolve that these dead shall not have died in vain --
that this nation, under God, shall have a new birth of freedom -- and that
government of the people, by the people, for the people, shall not perish from the
earth.
Abraham Lincoln/November 19, 1863
1. Is the information primary, secondary or tertiary? Explain.
2. How many years do four score and seven years mean?
3. What greatest concern or emergency was mentioned by Lincoln in his
speech?
4. Explain Lincoln’s message when he said that government is of the people, by
the people and for the people?
5. What do you think was the occasion being celebrated when Lincoln
delivered this speech. Explain your answer.
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Learning Task 5: Using a dictionary entry below, discuss what information it can
provide to readers. Write your answers in your notebook.
beetle1
/ˈbēdl/
noun
noun: beetle; plural noun: beetles
an insect of an order distinguished by forewings typically modified into hard wing cases
(elytra) that cover and protect the hind wings and abdomen.
Sentence: I used to collect beetles from our mango tree during my childhood days.
beetle2
verb
verb: beetle; 3rd person present: beetles; past tense: beetled; past participle: beetled;
gerund or present participle: beetling
make one's way hurriedly or with short, quick steps.
Sentence: Ethan and John beetled on their way to the office. They were almost late.
A
Learning Task 6: Give examples of sources of information based on the
classifications below. Write your answers in your notebook.
Primary Sources Secondary Sources Tertiary Sources
Learning Task 7: Get a copy of any news article written in English. Write and/or
paste it in your notebook. Then, provide an analysis on what significant
information are provided in the said article. Also, write a 5-sentence summary of
the article.
Learning Task 8: Search and watch President
Rodrigo Duterte’s 5th State of the Nation delivered on
July 27, 2020. Analyze and identify the important
information discussed in his SONA. SONA’s
transcript which is available online may also be used.
Write your answers in your notebook.
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