Department of Education

SCHOOLS DIVISION OF CITY OF MALOLOS

MARCELO H. DEL PILAR NATIONAL HIGH SCHOOL
10
Bagong Bayan, City of Malolos, BUlacan

ENGLISH 10
ACTIVITY SHEETS
QUARTER 2

Prepared by
ENGLISH 10 Teachers
 MELC 1
OBSERVING THE LANGUAGE OF RESEARCH, CAMPAIGNS, AND ADVOCACIES

I. OBJECTIVES
As you go through this lesson you are expected to:
1. review the language usage in research, campaigns and advocacies;
2. formulate claims of fact, policy, and value; and
3. compose a campaign advocacy that addresses the society

II. ACTIVATION
Activity 1 (PRE-TEST)
Encircle the letter of the correct answer.
1. What is the activity of an individual or a group that aims to influence the decisions of other people?
a. Brainwashing c. Hypnotism
b. Advocacy d. Black-Mailing
2. What is the type of advocacy that supports and promotes patients' health care rights and enhance
community health and policy?
a. Health advocacy c. Media advocacy
b. Bureaucratic advocacy d. Special Education advocacy
3. What is the systematic investigation into and study of materials and sources in order to establish facts and
reach new conclusions?
a. Advocacy c. Philosophy
b. Research d. Review
4. What is the first step to write an advocacy according to Cleo Dan?
a. Identify the issue or challenge c. Establish the campaign’s core message
b. Monitor the issue environment d. Determine advocacy campaign goals
5. What is the fifth step to write an advocacy according to Cleo Dan?
a. Identify the issue or challenge c. Establish the campaign’s core message
b. Monitor the issue environment d. Determine advocacy campaign goals

III. ACQUISITION
Activity 2: Read and Understand
Advocacy is an activity by an individual or group that aims to influence decisions within political, economic,
and social institutions. Advocacy includes activities and publications to influence public policy, laws and budgets by
using facts, their relationships, the media, and messaging to educate government officials and the public. Advocacy
can include many activities that a person or organization undertakes including media campaigns, public speaking,
commissioning and publishing research. Lobbying (often by lobby groups) is a form of advocacy where a direct
approach is made to legislators on a specific issue or specific piece of legislation. Research has started to address how
advocacy groups in the United States and Canada are using social media to facilitate civic engagement and collective
action.
An advocate is someone who provides advocacy support to people who need it.
There are several forms of advocacy, each representing a different approach in a way to initiate changes in
the society. One of the most popular forms is social justice advocacy.
The initial definition does not encompass the notions of power relations, people's participation and a vision
of a just society as promoted by social justice advocates. For them, advocacy represents the series of actions taken
and issues highlighted to change the “what is” into a “what should be”, considering that this “what should be” is a
more decent and a more just society (ib., 2001.) Those actions, which vary with the political, economic and social
environment in which they are conducted, have several points in common (ib., 2001.) They:
1. Question the way policy is administered
2. Participate in the agenda-setting as they raise significant issues
3. Target political systems "because those systems are not responding to people's needs"
4. Are inclusive and engaging
5. Propose policy solutions
6. Open up space for public argumentation

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Other forms of advocacy include:
• Budget advocacy: another aspect of advocacy that ensures proactive engagement of Civil Society Organizations
with the government budget to make the government more accountable to the people and promote transparency.
Budget advocacy also enables citizens and social action groups to compel the government to be more alert to the
needs and aspirations of people in general and the deprived sections of the community.
• Bureaucratic advocacy: people considered "experts" have more chance to succeed at presenting their issues to
decision-makers. They use bureaucratic advocacy to influence the agenda, although at a slower pace.
• Health advocacy: supports and promotes patients' health care rights as well as enhance community health and
policy initiatives that focus on the availability, safety and quality of care.
• Mass advocacy: any type of action taken by large groups (petitions, demonstrations, etc.)
• Media advocacy: "the strategic use of the mass media as a resource to advance a social or public policy initiative"
(Jernigan and Wright, 1996). In Canada, for example, the Manitoba Public Insurance campaigns illustrate how
media advocacy was used to fight alcohol and tobacco-related health issues. We can also consider the role of
health advocacy and the media in “the enactment of municipal smoking bylaws in Canada between 1970 and
1995.” 
• Special education advocacy: advocacy with a "specific focus on the educational rights of students with
disabilities."

Examples of Advocacy using a poster:

*** Note
(To improve our advocacy campaign writing, search and read for “How to write a compelling language for an
advocacy campaign” written by Cleo Dan)

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ACTIVITY 3: Watch and Learn
Watch the video of the campaign advocacy entitled “Earth Hour”, then write the core message or the central truth of
videos in the box provided. Link: https://youtu.be/siG4atmDYro

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APPLICATION
ACTIVITY 4 – GRASPS – Based Activity
LET US ADVOCATE!

G Compose your own campaign advocacy text

Goal

R A grade 10 representative for Supreme Student Government

Role

A MHPNHS Junior high school students

Audience

S You are going to present your campaign advocacy through a poster

Situation

P Compose a paragraph for your campaign advocacy that addresses the problems in the school
Product / Performance

RUBRICS FOR AD CAMPAIGN POSTER

S
Standards and Criteria
for Success

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IV. ASSESSMENT
POST-TEST
Look and observe the poster campaign advocacy. Extract out the core message or the central thought of the
advocacy. Write your answer on the space provided.

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 MELC 2
IDENTIFYING KEY STRUCTURAL ELEMENTS AND LANGUAGE FEATURES OF AN ARGUMENTATIVE
TEXT

I. OBJECTIVES
As you go through this lesson you are expected to:
1. identify key structural elements and language features of an exposition/argument; and
2. use modals, conjunctions and connectives in stating one’s position.

II. ACTIVATION
Activity 1 (Pre-test)
A. Complete each sentence with the missing word. Write the letter of your
answers on another sheet of paper.
1. Mathematics is my favorite subject __ English made me understand
the problem properly.
a. but b. and c. or
2. We __ maintain personal care to fight covid19.
a. could b. should c. must
3. Look at the sky. You __ like it.
a. could b. might c. must
4. It _ be you who needs it most.
a. should b. could c. would.
5. It _ be you being the Impress. Just wait for your time.
a. could b. should c. would
B. Identify what is described in each number. Write the letter of your answer.
a. Statement of position
b. Argument
c. Reinforcement of statement of position
1. In this section, you can make a number of points and give supporting reasons.
2. This sums up your argument.
3. This provides a brief outline of the key points to be covered by your argument.
C. Identify the word that does not belong to the group.
4. can, must, finally, should
5. therefore, in conclusion, to sum up, firstly

III. ACQUISITION
Activity 2: Read and Understand
What are the structural elements and language features of an argumentative text?

LANGUAGE FEATURES AND STRUCTURE OF AN EXPOSITION

Ideas that you are considering need to be carefully examined in choosing a topic, developing your argument, and
organizing your paper. It is very important to ensure that you are addressing all sides of the issue and presenting it in
a manner that is easy for your audience to understand. Your job is to take one side of the argument and persuade your
audience that you have well-founded knowledge of the topic being presented.
The purpose of an exposition is to present one side of an argument and persuade the reader or listener to agree
or take action to solve the problem.
Exposition or arguments can be presented as:
● Essays
● Editorials
● Letters to the editor
● Speeches

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Language Features
An exposition or argument includes language features. Aim to include some of these features in your exposition.

Feature Example
Conjunctions (or joining words) join one part of a So, and so, because, therefore, if, and, but
sentence to another. They link the flow of the argument.
Modal verbs express the writer’s attitude to the topic Can, could, should, must, might
Evaluative language suggests the degree of approval or Important, best, most, truth, largest, more popular
helps compare ideas
Thinking verbs Know, believe, feel, people think, agreed
Connective words link ideas in an argument Firstly, for that reason, for example, as a consequence,
because of this, in particular, therefore, finally

Will it be easy for you to write an argumentative text? Continue reading and learn more about our lesson.
Once your topic is selected and you already have a stand, you should do some research on the subject matter.
While you may already have an opinion on your topic and an idea about which side of the argument you want to
take, you need to ensure that your position is well supported. Listing out the pro and con sides of the topic will help
you examine your ability to support your counterclaims, along with a list of supporting evidence for both sides.
Supporting evidence includes the following:
∙ Factual Knowledge - Information that is verifiable and agreed upon by almost everyone.
∙ Statistical Inferences - Interpretation and examples of an accumulation of facts.
∙ Informed Opinion - Opinion developed through research and/or expertise of the claim.
∙ Personal Testimony - Personal experience related by a knowledgeable party.

Once you have made your pro and con lists, compare the information side by side. Considering your audience,
as well as your own viewpoint, choose the position you will take.
In considering the audience, ask yourself the following questions:
∙Who is your audience?
∙ What do they believe?
∙ Where do they stand on the issue?
∙ How are their interests involved?
∙ What evidence is likely to be effective with them?

In determining your viewpoint, ask yourself the following:

∙ Is your topic interesting?
∙ Can you manage the material within the specifications set by the instructor?
∙ Does your topic assert something specific and propose a plan of action?
∙ Do you have enough material to support your opinion?

APPLICATION
Activity 3: Read and Answer
Study the paragraphs below. Then answer the questions that follow.

Beginning Paragraph (Introduction)

The writer captures the reader’s attention with a question and some interesting information and then shares an
opinion statement (underlined).
The topic is introduced. Can you imagine a world without art? Take away colorful paintings, metal
sculptures and beautiful photographs. Erase the artwork from book covers, magazine
ads and comic books. Who would want to live in a world without art? Students in
The paragraph ends with a Burnley might have to. The school board is planning to cut art classes. But this is
clear opinion statement. wrong. Schools in Burnley should keep art classes.

1. What is the stand of the writer?

2. What is the technique used by the writer in introducing the topic?

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 Middle Paragraphs (Body)
The body provides facts and details.
(1st body paragraph)
The topic sentence states the Art encourages people to be creative and try something new. In arts, students
reason make ceramics, paintings, and drawings. Even though art teachers give directions,
students have the freedom to follow their imaginations. Students experiment and make
The closing sentence gives mistakes as they try to capture their dreams using clay, paint, and paper. There is no
summary better place for creative thinking than in art class.

(2nd body paragraph)

The topic sentence states In addition, art is a fun way to learn more about other subjects. For example,
additional reason students in social studies class study Native American culture by reading books and
surfing the internet. In art classes, they work with leather to make pouches like Native
Americans do. Students feel personal connection with the Native American tribes they
The closing sentence gives are studying. Hands-on projects are important way for students to learn more about
summary other subjects.

(3rd body paragraph)

The topic sentence states Besides, school is the best place for many kids to make art. Some kinds of art require
additional reason lots of special supplies like clay, glazes, canvases, paints and brushes. These expensive
materials and tools are provided in art classes. Many students can’t afford to have these
The closing sentence gives things at home. It would be unfair to take away the students’ chances to explore
summary different kind of art.

3. Each paragraph has a topic sentence. Does each topic sentence make it easy to understand the
argument of the writer? Explain your answer.
4. What does the writer want to happen?

Ending Paragraphs (Conclusion)

-An objection is addressed Everyone knows that the district has a money problem. But instead of cutting subjects,
(underlined) and the the district should think of ways to raise money to keep art classes. Art connects
restatement of the opinion everything else that is learned. It’s hard to imagine a school dropping reading or math,
(italicized) is given but the school board plans to drop art classes. Students need to stand together against
-The argument is this, or it might actually happen. No one wants to live in a world without art. Would
summarized. you?
-The call to action (ending
punch) encourages the
reader to think about the
problem.
5. What is the technique used by the writer in ending his argument?

IV. ASSESSMENT
Activity 4: Pros and Cons
Choose from the given topics below. Write the pros and cons about the topic then state your stand about the issue.
● Extending the community quarantine * Implementing face-to-face classes
● Using Sinopharm vaccine * Implementing academic freeze

TOPIC: _______________________________________
STAND: _______________________________________
Pros Cons
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________

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POST TEST

A. Complete each sentence with the missing word. Write the letter of your answers on another sheet of paper.

1. We ______ be the change that we want to see.

a. could b. might c. should
2. I’m sorry ______ I’m of a different opinion.
a. but b. so c. and
3. As for me, I think smoking _______ be banned in all places.
a. might b. should c. can
4. Use your credit cards frequently ___ you'll soon find yourself deep in debt.
a. and b. but c. because
5. That is neither what I said ___ what I meant.
a. and b. or c. nor

B. Read the following sentences/ paragraphs. Arrange them in the order that they should appear in an
argumentative text. Write letters , B,C, D, and E before each number to show proper order.

___ 6. Both the report through telephone and the written report will still go through certain procedures. The
telephone report needs to include details regarding the person creating the report, as well as complete
information about the child who is suspected of being the victim. The details should afterwards be repeated by
the person, and then approved by the teacher. A teacher should never contact the parents of the child, or make
his or her own investigation. Such reports should never include personal opinions because those will hold no
value.
___ 7. As conclusion, the teacher holds responsibility for any type of in formation concealed, such as the details of
the potential perpetrator. The actions and the response of the protective agency after the reports may also
differ. A teacher needs to be always ready just in case the parents ask for details regarding the reasons in which
the report on child abuse was created. The primary role of the teacher is to make sure that the report is created
appropriately, legally, following the guidelines on abuse reporting. Any type of illegal action or incorrect details
provided is also considered as violation to the law, with which the teacher can be held liable.
___ 8. After a teacher receives a complaint of abuse from a child, a written statement is no longer necessary from
the child, or one that requires the child to repeat the same allegation. The teacher should immediately report
through telephone, and provide a supporting written report within a period of 36 hours. Such report should be
presented in a way that is clear and complete with individual responsibility.
___ 9. Therefore, it should never be done in an anonymous way.
___ 10. Child abuse is a very common problem which calls for immediate solution. The help should be extended by
specialists right away to the child.

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 MELC 3
FORMULATE CLAIMS OF FACT, POLICY AND VALUE

I. OBJECTIVES
As you go through this lesson you are expected to:
1. identify different kinds of claims and
2. formulate questions and claims of fact, policy, and value.

II. ACTIVATION
Activity 1 (Pre-test)
Analyze the statements below and identify if each statement is a claim of fact, value or policy. Write your answer on
another sheet of paper.
___ 1. Death penalty does not deter crime.
___ 2. Everyone should be required to wear a face mask and a face shield.
___ 3. Mac computers are more reliable than PCs.
___ 4. The basic keys to success are perseverance and discipline.
___ 5. Vaping can lead to increased blood pressure, lung disease, and insulin resistance
___ 6. Students' cell phones should be collected by office personnel when they enter school.
___ 7. Increased investments in solar power will benefit national security by reducing dependence on fossil fuels.
___ 8. The right thing to do is to support this year's school fundraiser.
___ 9. Keeping animals locked away in zoos, no matter how nice they are, is unethical and harmful.
___ 10. Studies have shown that exposure to violent media is a risk factor for violent behaviors.

III. ACQUISITION
Activity 2: Read and Understand
Read “Aggressive Driving Should Be Avoided”. On your paper, write at least 3 main reasons why aggressive driving
should be avoided. Explain your answer.

AGGRESSIVE DRIVING SHOULD BE AVOIDED

Aggressive driving is a phenomenon, which has only recently got the public worried. The National Highway
Traffic Safety Council (NHTSC) defines aggressive driving as the “operation of a motor vehicle in a manner that
endangers or is likely to endanger persons or property” Actions such as running red lights, improper passing, over
taking on the left, improper lane change, falling to yield, improper turns, running stop signs, tailgating, careless
driving and speeding are examples of aggressive driving. Such actions are dangerous to other road users. Aggressive
driving should be avoided because it causes crashes, injuries and fatalities.
The first reason why aggressive driving should be avoided it is cause crashes. According to NHTSC, between
78 percent (excessive speed) and 100 percent (improper passing) of the cases of aggressive driving resulted in traffic
crashes and 96 percent of the drivers cited for “following too closely” or tailgating causes crashes as a result of their
aggressive driving. Moreover, “running red light” “improper passing” and “overtaking on the left” topped other
categories of aggressive driving in contributing to traffic crashes.
Another reason why aggressive driving should be avoided as it causes injuries NHTSC states that the
percentages of the injuries caused by aggressive driving are in almost all categories of aggressive driving. Above
100 percent.
Aggressive driving also causes fatalities. “Over taking on the left” appears to be the most important
contributing factor in traffic fatalities as it relates to aggressive driving. “improper lane change”, running stop sign”
and “running red light” rank second though four in terms of their contribution to traffic fatalities
The above evidence shows that aggressive driving causes crash injuries and fatalities, hence, Aggressive
driving should be avoided. Since the opening on the North-South Highway, the number of kilometers of roads in
the country has increased by one percent while the number of vehicle miles driven has increased by 35 percent.
More cars are also leading to more aggressive drivers.

The essay begins with the statement, “Aggressive driving should be avoided.” Does it require the reader to
simply accept that aggressive driving should be avoided? Or does it require the readers to take action?
Now examine the following questions:
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 1. How do telenovelas affect your life?
2. Should death penalty be reimposed?
3. Why do many people believe in ghosts?

All of these are asking for either your opinion or your experience. Remember your opinion cannot be wrong.
The only way you can mess up is to poorly support your opinion.
To know the opinions of others, there are three specific types of questions that may be asked.

Questions of facts are those that ask you to answer whether something is true. These questions are always answered
with either “yes” or “no” and then you must construct paragraphs to support the facts
-Is the virus airborne? (Yes, no, show the evidence)
-Was this wall painted red? (Yes, no, show the evidence)

Questions of Value address the relative merit (goodness or badness) of something. Here you are usually asked to
choose between things, ideas and beliefs or actions and explains why you did so.
-Which is valuable, love or money (Which and then why?)
-Which is better, to love and to have lost it or not to love at all? (justification)

Questions of Policy ask the writer to explain what they would do. The key word in these topics is usually “Should” as
in “what should we do” The question ask the writer to make a plan or action to solve some sort of problems the answer
is a breakdown of the plan and a justification that it fixes the problem.
-What should be done to combat the drug problem?
-What should be done to stop the spread of the virus?

Since we are having some questions to identify facts, value and policy, when writing do not forget to have the
question mark sign (?) at the end of each statement
In justifying facts, we need to use some elements to connect the ideas to its main reasons, these are the
example of conjunctions or connective to link ideas. Please note the functions of the following connective and
conjunctions in linking these ideas
⮚ and, moreover, also as well as, furthermore -are used for adding some ideas
⮚ next, then, finally, meanwhile, eventually - used for time
⮚ because, therefore, so, consequently, as a result of - used to identify the cause and effect of ideas and
concepts
⮚ however, alternatively, although, except, unless - used in contrasting one ideas or concept to what he
believes to.

Activity 3. Read and Analyze

Try identifying whether the following is a question of fact, policy or value. Write F, P or V.
___ 1. Does this pandemic greatly affect the lives of teenagers like you?
___ 2. What should be done to stop the spread contagion of the virus?
___ 3. Which is more valuable today, your health or your wealth?
___ 4. Should education continue despite this pandemic?
___ 5. Traffic rules should be obeyed strictly.

Now, let us learn how to formulate claims of fact, policy and value.
Claims of Fact
A claim of fact makes an assertion about something that can be proved or disproved with factual evidence.
However, keep in mind the basic quality of claims - that they have to be debatable, and offer an assertion about an
issue. So a claim of fact for a logical argument cannot simply consist of a statistic or proven fact. It needs, instead, to
focus on an assertion which uses facts to back it up, but for which the evidence might still be debatable.
Appropriate claim of fact makes a claim that is debatable using factual evidence
Sample claims of fact:
Decreasing carbon dioxide emissions from car exhaust, manufacturing processes, fertilizers, and landfills, while
slowing deforestation, may help slow the process of global warming.
Claims of Value
A claim of value argues that something is good or bad, or that one thing is better than another thing.

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Sample claims of value:
It’s better to apply good nutritional choices at home than teach them at school, because good nutrition then
becomes ingrained in the child’s experience.

Claims of Policy
A claim of policy argues that certain conditions should exist, or that something should or should not be done,
in order to solve a problem.
Sample claims of policy:
Just as smoking ads have been banned in order to decrease the urge to engage in an unhealthy behavior, soda
ads should be banned for the same reason.

No matter the type of claim, you will usually combine many types of support for that claim in order to write a
logical argument, including facts, case studies, reasons, personal interviews, and more, as appropriate.

APPLICATION
Activity 4
A. Using the text, “AGGRESSIVE DRIVING SHOULD BE AVOIDED”, write at least one question of fact, policy and
value.

Question of FACT Question of POLICY Question of VALUE

B. From what you know about COVID 19, formulate three questions for each type of claim.
Claims of Fact Claims of Policy Claims of Value
1 1 1
2 2 2
3 3 3

IV. ASSESSMENT
POST-TEST

A. Analyze the statements below and identify if each statement is a claim of fact, value or policy.
___ 1. In order to ensure that graduates are competitive for top jobs in their fields, colleges and universities
must put additional resources into its career services office and internship programs.
___ 2. Although the International Astronomical Union announced that Pluto is not actually a planet, experts
disagree on what characteristics define a planet.
___ 3. Parents should not only be aware of how their children are using social media, but also understand
the potential positive and negative impacts of social media use.
___ 4. Advances in computer modeling have made it possible to create completely new types of architectural
structures.
___ 5. Capital punishment is unjust.

B. Formulate your own claims on the topics below. Then write if it is a claim of fact, policy or value.
1. Obesity _________________________________________________________________________
2. Segregation of garbage _______________________________________________________________
3. Police Brutality _____________________________________________________________________
4. Face – to -face learning _______________________________________________________________
5. Distance learning ____________________________________________________________________

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 MELC 4
FORMULATE A STATEMENT OF OPINION OR ASSERTION

I. OBJECTIVES
As you go through this lesson you are expected to:
1. identify types of assertions and
2. formulate statement of opinion or assertion.

II. ACTIVATION
Activity 1 (Pre-test)
Identify what is described in each statement. Write the letter of your answer on another sheet of paper.
1. This is a statement used to make a declaration or to express strong belief on a certain topic.
A. assertion B. opinion C. fact D. affirmation
2. This is the best time to formulate literary assertion.
A. after reading a story C. before watching a play
B. after playing online games D. before writing the poem
3. These are reasons for formulating assertions. (Choose 2 answers)
A. to convince the reader to accept the writer’s interpretation
B. to let the reader understand the background of the paper
C. to present the conclusion of the academic research
D. to let the writer directly convey his idea or feeling
4. This makes a strong literary assertion.
A. Every assertion must contain hypothesis proposed by the author.
B. Every assertion must be followed by facts and evidence.
C. Every assertion must include observation made by the novelist.
D. Every assertion must conclude the summary of articles.
5. The following are parts of I-Language Assertion except.
A. it contains information on its effect or feeling of the writer
B. it contains information on the recommendation of the writer
C. it contains information from the credible sources
D. it contains specific information from the literary work

III. ACQUISITION
Activity 2: Read and Understand
Let us grasp the importance and value of assertion.
ASSERTION
An assertion is a statement used to make a declaration or to express strong belief on a declaration or to express
strong belief on a particular topic, often without evidence. An assertion can be formulated after reading a story or a
poem, and even after watching a play.

The Purpose of Writing an Assertion:

It is for the writer to convey directly an idea or feeling and to convince the reader to accept the writer’s
interpretation of a particular literary work.
Let us use this short text in formulating different types of assertion:

Before the arrival of the Spaniards, the culture and values of the Filipinos are still intact. Pre-colonial Philippines has its
own form of government and social structure. Every local community is composed of small kingdom or tribe headed by a chieftain
called “rajah” or “datu”. Social structure also exists and is composed of three classes namely – the “maharlika” or freeman,
“timawa” or middle class and the “alipin” or the slaves. Judicial, legislative and executive systems, also known as the branches of
the government, are also present during pre-colonialism. The “datu” formulates the law, “village elders” help the datu in deciding
and promulgating laws and the “umalohokan” or town crier is the one who disseminates new law or ordinances.
Philippines is also known as sea travelers with the use of their “balangay or Butuan boat. They also had smooth foreign relation
because of the trading of minerals and goods. Literacy rate is also high because of the existence of the “baybayin” or the ancient
writing method. All of these advances were abolished as the Spaniards fully colonized the country.

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 TYPES of ASSERTION
1. Basic Assertion - is a statement used to express the writer’s feelings, beliefs, and opinions directly. This type of
assertion is usually used in writing formal papers like thesis and dissertation.

Example: The Philippines has an advanced civilization before the colonization of Spain. Form and branches of
government, social structure and existence of ancient writing are some of the evidence that proves the
advancement of the pre-colonial period.
Explanation: This first sentence is considered as the basic assertion. The second sentence contains evidence that
support the assertion.
2. Emphatic Assertion - is a statement used to express empathy or on how a person understands the feelings and
emotions of the literary author. This can be used on writing a formal or informal paper. It is usually composed of
2 parts:
a. the first part is the statement that recognizes the situation or even the feelings of the characters on the text
being read
b. the second statement where the writer states his stand about the situation.

Example: I know that the Philippines, before the pre-Spaniard colonization, has their own system of writing called
the “baybayin”. This alone proves that the Filipinos are literate as opposed to the Spaniards claim.
Explanation: The first part recognizes the situation based on the text being read. The second part contains the
writer’s
stand on the situation presented.
3. I - Language Assertion - is a statement used to express the feeling the preference of the writer. It is called I -
Language because it focuses on the writer and is using the pronoun “I”. This type of assertion is recommended if
the author wants to express negative feelings and option. This is best in writing a review or a reflection paper. I-
Language Assertion is composed of three parts.
● The first part contains the accurate information from literary work, especially the topic the writer
disagrees with (When you…).
● The second part includes the effect or feeling of the writer towards the topic (It affects/I feel…).
● The third part includes the preference or recommendation of the writer (Therefore, I prefer/I want…).

Example: Upon reading that the ancient Filipino civilization is divided into three social classes namely the
“maharlika”, “timawa” and “alipin”, I feel proud because of the civilization social advancement and at the
same time sad because of the promulgation of social differentiation. With this finding, I want to do further
research on the existence of these social classes’ stigma.
Explanation: The example given is divided into three parts that includes the feelings and preference of the writer.
Two factors that must be considered before formulating assertion:
1. Determine the type of paper you are going to write – and can either be formal or informal or informal paper.
2. Determine the type of literary work you are going to examine including novel, poem, journal article or theatre
play.

****NOTE: It is best to include facts and evidence after every assertion. This is done to make a strong stand on
every claimed assertion.

Activity 3: Read and Analyze

Directions: Make each assertion an arguable point using any type of assertion discussed.
1. Cinderella is a mistreated young woman living with her step-family.
___________________________________________________________________________________
___________________________________________________________________________________
2. Simba is forced to leave his home and family, but later returns.
___________________________________________________________________________________
___________________________________________________________________________________
3. Nemo finds himself stranded in a dentist’s office.
___________________________________________________________________________________
___________________________________________________________________________________

13 | Page
 Below are “PICTO MATH” representations of the Common Types of Assertions. Study the pictures then read the
following discussion.

1. _______________ 2. _______________ 3. _______________ 4. _______________

COMMON TYPES OF ASSERTIONS (According to Degree of Certainty)

1. FACT - a statement that can be proven objectively by direct experience, testimonies of witnesses, verified
observations, or the results of research.
Example: The sampaguita’s roots are used for medicinal purposes, such as an anesthetic and a sedative.

2. CONVENTION –a way in which something is done, similar to traditions and norms. Conventions depend on
historical precedent, laws, rules, usage, and customs.
Example: The sampaguita belongs to the genus Jasminum of the family Oleaceae.

3. OPINION – based on facts, but is difficult to objectively verify because of the uncertainty of producing satisfactory
proofs of soundness.
Example: The popularity of sampaguita flowers is most evident in places of worship.

4. PREFERENCE – It is based on personal choice; therefore, they are subjective and cannot be objectively proven or
logically attacked.
Example: Sampaguita is the most beautiful and most fragrant flower.

APPLICATION
ACTIVITY 4
Directions: In each of the questions given, there are two statements marked as Assertion (A) and Reason (R). Mark
your answer as per the codes provided below:
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false
d. A is false and R is true
e. Both A and R are false

1. Assertion (A): When lightning strikes, the sound is heard a little after the flash is seen.
Reason (R): The velocity of light is greater than that of the sound.
2. Assertion (A): A ship rises as it enters the sea from a river.
Reason (R): The density of sea is higher as compared to river water.
3. Assertion (A): Sprouting should be done before consuming the grains.
Reason (R): Sprouting kills many vital vitamins.
4. Assertion (A): Clothes are not washed properly in hot water.
Reason (R): hard water contains many minerals.
5. Assertion (A): Carbon monoxide when inhaled causes death.
Reason (R): Carbon monoxide combines with hemoglobin.

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IV. ASSESSMENT
Activity 5
Direction: Complete the organizer below by making an assertion from any of the following topics given and by
providing the other information that is being asked. Make sure to check the included rubric that will
be used in grading this activity.

A. COVID-19 Trial Vaccine

B. Stoppage of Quarrying
C. Online Learning Modality

Assertion: __________________________________________________________________________________

Write three citations or lines that will support your assertion.

“

Explain how your citations or lines support your assertion.

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

POST-TEST
Directions: Classify the following assertions into statements of conventions, fact, opinion, or preference.

______1. Social media is defined as the internet and mobile based tools and devices that facilitate the integration
of technology, telecommunications, and social interaction.
______2. Facebook is a cooler social media platform than Twitter.
______3. In 2012, there were 1.4 billion users of social media worldwide.
______4. Teachers should use social media in their lessons to get more students interested.
______5. Another name for social media is “Web 2.0” because both terms emphasize the social aspects of the
internet as venues for communication, collaboration and creative expression.
______6. Many teenagers’ present obsession with taking selfies shows they are most narcissistic generation.
______7. Social networks are the most distracting websites on the internet.
______8. In the first quarter of 2014, nearly 300 million smartphone units were sold all over the world.
______9. Parents ought to enforce stricter guidelines in social media to safeguard their children’s privacy.
______10. Children are learning how to operate mobile devices at increasingly younger ages; many of them have
an idea of how to use a touchscreen tablet before they are two.

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 MELC 5
WRITE AN EXPOSITION OR DISCUSSION ON A FAMILIAR ISSUE TO INCLUDE
KEY STRUCTURAL ELEMENTS AND LANGUAGE FEATURE

I. OBJECTIVES
As you go through this lesson, you are expected to:
1. identify parts and features of argumentative essays; and
2. write an exposition or discussion on a relevant issue.

II. ACTIVATION

Activity 1 (Pre - Test)

Directions: Write TRUE if the statement is correct and FALSE if otherwise.
___ 1. Expository is a writing that explains or informs by using facts and ideas.
___ 2. Expository text must give information that is fictional.
___ 3. An article about how viruses spread is a good example of expository writing.
___ 4. A poem can be included in the introduction of an exposition to grab the reader's attention.
___ 5. There are three basic stages in writing an expository paragraph.

Directions: Identify the qualities that each of the three parts of the expository essay format have. You may choose
from the list that follows. Write your answer on the table provided.
a. Transition words and phrases help move readers from one idea to the next.
b. It brings closure to the essay
c. Hooks the reader and captures his or her attention
d. Contains topic sentence of the essay
e. Each paragraph contains a topic sentence and at least 4 to 5 supporting details sentences.
f. Longest section of the essay.
g. Briefly restates three main ideas (without repeating the exact words in the introduction)
h. May end with a strong statement or an appeal to the emotions.

Introduction

Body

Conclusion

III. ACQUISITION
Activity 2: Read and Understand
WRITING AN EXPOSITION
Expository writing explains or informs by using facts and ideas. Most magazine and newspaper articles are
written in expository style. Textbooks and encyclopedias explain and give information about different subjects. Thus,
they also use expository writing.
The general qualities that are desirable in expository compositions are:

1. Full development, that is, complete enough to lead the reader to see the point you are making.
2. The use of both details and general statements to make your point convincing and interesting.
3. A clear relationship between the statements so that the reader will grasp your point easily.
There are three basic stages of writing the expository paragraph. First is recognition of patterns with the use of
models, second is process or the art of selecting and collecting appropriate information, which may include making
a skeleton or writing an outline; and last is production, the stage when the writer puts flesh on the skeleton.

Steps in Writing a Two – Paragraph Expository Composition

16 | Page
1. Select and limit the topic.
2. Brainstorm for ideas, categorize the notes, and eliminate extra details.
3. Develop an outline and thesis statements from the notes.
4. Begin the first paragraph of the composition with a thesis statement that tells the central idea of the composition.
In the second sentence, state the main idea of the paragraph. Write the detailed sentences that support the main
idea. The paragraph may end with a concluding sentence that sums up the main idea or emphasizes your attitude
in the paragraph.
5. Indicate how the second and third paragraphs are related by using a transitional device. A transitional device is a
word or phrase that begins a new paragraph.
6. Begin the last paragraph with a transitional device. Do the same as what is done in step 4.
7. End the last paragraph with a conclusion.

As you do step 3, consider what type of detail sentences will best support and clarify your main ideas. You may
want to use narrative, descriptive, or factual details. Perhaps examples, comparisons and contrasts, or reasons will
help you express your main ideas clearly.

Example:
Playing Roles on Stage
Thesis Statement: When actors play roles on the stage, they learn their lines quickly and create believable
characters.

1. Learning lines quickly

1.1. Read play
1.2. Learn lines and cues
1.3. Remember stage movement
1.4. Rehearse at home
2. Creating characters
2.1. Analyze character
2.2. Imitate physical mannerisms
2.3. Notice reactions
2.4. Follow director’s suggestions

APPLICATION
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ACTIVITY 3
Write a two-paragraph expository composition. The title is “Jobs and Responsibilities of the Class President.” Use the
following outline to help you write the composition. Write your expository essay on a separate sheet.

Jobs and Responsibilities of a Class President

Thesis Statement: The class president has many important jobs and responsibilities.
1. Important jobs
1.1. Running student council meetings
1.2. Speaking at class assemblies
1.3. Organizing class activities
1.4. (You may add your own detail here)
2. Important responsibilities
2.1. Helping to solve school problems
2.2. Cooperating with the teaching, non-teaching, and maintenance personnel
2.3. Working with other class officers
2.4. (You may add your own detail here)

ACTIVITY 4
Read the following selection. Answer the activities that follow.

World’s Coral Reefs in Danger

There is no end to what humans do to harm the environment.
Coastal development, overfishing, and destructive fishing practices, and pollution resulting from both land and
marine-based activities are doing the most to destroy the reefs.
The most-threatened reefs are found in Southeast Asia where an estimated 82 percent are considered to be at
medium or high risk, and more than half of the reefs in the Middle East, the Caribbean and the Indian Oceans face similar
degrees of threat.
The rainforest reefs harbor much of the planet’s wealth of species and are being rapidly degraded by humans. Reefs
occupy less than one-quarter of one percent of the earth’s total marine environment, yet they are home to more than a
quarter of all known marine fish species, according to the report of World Conservation Monitoring Center (WCMC).
Coral reefs are among the most valuable ecosystem on earth because of their immense biological wealth and
economical and environmental service they provide to millions of people. According to one estimate, reef habitats provide
humans with living resources, such as fish and services such as tourism and protecting inhabited coasts from waves and
storms, worth almost $400 billion a year. Concern about these habitats has grown as more has become known about them.
A wide cited 1993 report asserted that 10 percent of the world’s reefs were dead and that another 30 percent were
likely to die within 20 years. As a result, the conclusions are a best estimate rather than a catalogue of actual damage. The
news is grim. The reports find that 58 percent of the world’s reefs are under high or medium threat from human activity
and over – exploitation of fisheries, other reef resources and coastal development represent about two-thirds of that threat.
This estimate probably is conservative because it does not consider future threats such as population growth or global
warming caused by greenhouse gas emissions. The latter is believed by many scientists to contribute to warmer ocean
temperature and the increased frequency of storms both of which put additional stress on reefs, according to the report.
The study also finds that the coral reefs of Southeast Asia which are the most species – rich on earth are also
threatened. In particular, the reefs of the Southern Islands of Singapore, the Bolinao reef complex in the Philippines, the
Scarborough reef in the South China Sea and the Scribu Isalnds in the Java Sea near Jakarta are among the twelve most –
threatened throughout the world.
The reefs of Florida are at risk from the run – off of fertilizers and other pollutants from farms and coastal
development. In Hawaii, the most serious threats are those related to rapid population growth and urbanization resulting
in sewage discharges dredging and construction overuse, overfishing and industrial pollution.
Such construction, particularly caused by coast development and overfishing is counter-productive to nearby
human population. The report notes the Carribean’s economic reliance on tourism, much of which depends on the health
of the coral reefs.
Manila Standard, Opinion Section
May 10, 1998, Sec. B, p. 15

In expository writing that explains and shows cause and effect relationship, connectives/expressions are used:
as a result according to in turn indeed thus
because of in particular now also yet

18 | Page
Directions: Pick out from the reading selection some sentences which express cause and effect relationship. Write
the sentences on your paper. Then, underline the connectives/expressions used.

Example:
Coral reefs are among the most valuable ecosystems on earth because of the immense biological wealth and the
economic and environmental services they provide to millions of people.

IV. ASSESMENT
Activity 5: GRASPS – Based Activity
Delving the Issue

G Write a 2 - paragraph exposition about any of the topic below.

Anti – Terrorism Bill #BlackLivesMatter
Goal Press Freedom PH Covid Response

R A student writer for the school publication

Role

A Students and teachers

Audience

S In this generation where technology is dominating our daily lives, news related to significant issues concerning our
society’s welfare is being fed to us through different social media platforms. As a student-writer, how will you be part
Situation to eradicate or lessen the spread of fake news?

P You are tasked to construct an expository essay that will highlight relevant issues that addresses significant
Product / information
Performance
Traits 4 3 2 1

Focus & There is one clear, well There is one clear, well There is one topic. Main The topic and main
Details focused topic. Main ideas are focused topic. Main ideas are ideas are somewhat clear. ideas are not clear.
clear and are well supported clear but are not well
by detailed and accurate supported by detailed
information information.

Organization The introduction is inviting, The introduction states the The introduction states There is no clear
states the main topic, and main topic and provides an the main topic. A introduction, structure,
provides an overview of the overview of the paper. A conclusion is included. or conclusion.

S
paper. Information is relevant conclusion is included.
and presented in a logical
order. The conclusion is
Standards and strong.
Criteria for
Success Voice The author’s purpose of The author’s purpose of The author’s purpose of The author’s purpose of
writing is very clear, there is writing is somewhat clear, and writing is somewhat clear, writing is unclear.
strong evidence of attention there is some evidence of and there is evidence of
to the audience. The author’s attention to the audience. The attention to the audience.
extensive knowledge and/or author’s knowledge and/or The author’s knowledge
experience with the topic experience with the topic and/or experience with
is/are evident. is/are evident. the topic is/are limited.

Sentence All sentences are well Most sentences are well Most sentences are well Sentences sound
Structure, constructed and have varied constructed and have varied constructed, but they awkward, are
Grammar, structure and length. The structure and length. The have a similar structure distractingly repetitive,
Mechanics, & author makes no errors in author makes a few errors in and/or length. The author or are difficult to
Spelling grammar, mechanics, and/or grammar, mechanics, and/or makes several errors in understand. The author
spelling spelling, but they do not grammar, mechanics, makes numerous errors
interfere with understanding. and/or spelling that in grammar, mechanics,
interfere with and/or spelling that
understanding. interfere with
understanding.

19 | Page
POST - TEST
Read each statement carefully then choose the best answer.
1. Which of the following best describes an expository?
a. it explains or informs by using facts and ideas
b. it persuades people to accept one’s point of view
c. It describes an important event
d. It narrates a story of a certain person
2. These words are used to explain and show cause and effect relationship; according to, in turn, as result, etc.
What do we call these terms?
a. conjunctions b. pronouns c. connectives/expressions d. interjections
3. What part of a writing brings closure to an essay?
a. introduction b. conclusion c. beginning d. body
4. It is the longest section of an essay.
a. introduction b. conclusion c. beginning d. body
5. The part of an essay that tries to hook the attention of the reader.
a. introduction b. conclusion c. beginning d. body

20 | Page
 MELC 6
DELIVERING A PREPARED OR IMPROMPTU TALK ON AN ISSUE
EMPLOYING THE TECHNIQUES IN PUBLIC SPEAKING

I. OBJECTIVES
As you go through this lesson, you are expected to:
1. employ appropriate pitch, stress, juncture, intonation, etc. and
2. use the correct sound of English when delivering impromptu and extemporaneous speech.

II. ACTIVATION
Activity 1 (Pre – test)
Directions: Read aloud the following excerpt from Manuel L. Quezon’s “Grow and Be Like the Molave” then answer
the questions below. Write your answers on another sheet of paper.

GROW AND BE LIKE THE MOLAVE

Manuel L. Quezon
National strength /can only be built/ on character.// A nation is nothing more or less/than its citizenry.// it is
the people/ that make up the nation and/ therefore,/ I cannot be stronger/ than its component parts.// Their weakness
is its failings,/ their strength/ its power.// Show me a people/ composed of vigorous,/ sturdy individuals/ of men and
women/ healthy in mind and body,/ courteous,/ brave,/ industrious,/ self-reliant,/ purposeful in though/ as well as in
action;/ imbued with sound patriotism/ and a profound sense of righteousness,/ with high social ideal/ and strong
moral fiber,/ and I will show you/ a great nation/ that will not be submerged.// a nation/ that will emerge victorious/
from the trials/ and bitter strife/ of a distracted world;/ a nation that will live/ forever,/ sharing the common tasks/ of
advancing the welfare/ and promoting the happiness/ of mankind.//

(Ref: Moving Ahead in English IV, p.4)

How well did you read and listen to details?
1. Based on the excerpt, what is the best foundation in building a nation’s strength?
2. What is the best component of a nation mentioned in the excerpt?
3. Did you experience the rising and the falling of your voice as you read? What do we call it?
a. pitch b. juncture c. intonation d. stress
4. Did you stop, pause, or make a long breathing along your reading? What do you call this process?
a. juncture b. pitch c. stress d. intonation
5. As you read the words, do you pronounce them following proper emphasis on each syllable? What do you call
this process of giving emphasis or prominence to a word?
a. stress b. intonation c. juncture d. pitch

III. ACQUISITION
Activity 2: Read and Understand
What is a prepared speech? What about an impromptu?

⮚ IMPROMPTU speeches are delivered on the spur of the moment with no preparation on the part of the
speaker. You don’t know the speech’s topic or requirements ahead of time.

⮚ EXTEMPORANEOUS is a prepared speech that is fully outlined and practiced. This is not memorized, since the
exact wording is left until the speech is delivered to an audience. A little preparation is made before its
delivery. The speaker’s words sound spontaneous and natural. The speaker carefully prepares the
presentation but delivers the material in a spontaneous, conversational manner that highlights the natural
interaction with the audience.

8 BASIC PUBLIC SPEAKING TIPS

1. Practice beforehand 5. Bring notes, but know your stuff
2. Know your audience 6. Make sure you have a clear message
3. Check your body language 7. Pace yourself
4. Be yourself 8. Don’t worry about mistakes

21 | Page
 TIPS IN DELIVERING AN IMPROMPTU SPEECH

❖ Go slowly! Hurrying will increase any feelings of unease you have.

❖ Take your time to begin. Look around…smile.
❖ Stand confidently.
❖ Use your notes as reminders only.
❖ Talk conversationally.
❖ Watch your words.
❖ Personalize your speech.
❖ Keep it short and to the point.
TIPS IN DELIVERING AN EXTEMPORANEOUS SPEECH
❖ Choose your topic.
❖ Outline your ideas.
❖ Make a concise draft of your speech.
Here are the important prosodic features of public speaking which you have to keep in mind.

1. Intonation- the sound changes produced by the rise and fall of the voice when speaking, especially when
this has an effect on the meaning of what is said.
2. Juncture- the manner in which words come together and a connection is made.
3. Stress- accent, the relative prominence of a syllable or a musical note.
4. Pitch- the property of sound with variation in frequency of vibration.

APPLICATION
Activity 3
Directions: Read the following. Observe stress on the underlined syllable of each word, word in each phrase, or word
in each sentence below.
Word Stress
doctor clinic hospital guarantee inform
operation consult cafeteria digestion education

Phrase/ Clause Stress

to go to school about the test to see a movie since he arrived while in the bus
up to 12 midnight because of you in a blue dress the purple bag along the river

Sentence Stress
The principal is here. What are you doing? I haven’t seen her.
You walk too fast. I want to rest. Are you calling me?
Who prepared the meal? She’s so wonderful! Is it raining?

Activity 4
Directions: This time say the following statements correctly and determine if you are going to use a rising or a falling
intonation.

1. It’s unbelievable! 6. Don’t worry. I understand.

2. That’s great! 7. Oh, sure I will.
3. You must be kidding! 8. Really? That’s good!
4. You shouldn’t have. 9. I think I will.
5. Keep it up. 10. It’s okay.

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IV. ASSESSMENT
Activity 5: GRASPS – Based Activity
REAL TALK

G Deliver an extemporaneous speech

Goal

R A contestant in an extemporaneous speech making contest

Role

A Grade 10 Teacher-Coaches and Fellow Grade 10 Contestants

Audience

S You are representing your school in the Regional Level of the Search for the Most Eloquent
Grade 10 Speaker.
Situation
You are tasked to deliver a seven-minute extemporaneous speech in any of the following
P * 21st Century Youth
topics:
* My Idea of Leadership
Product / Performance
* The Greatest Influence in My Life * The Filipino Resilience

Rubric for Extemporaneous Speech

SCORE Organization and Content (50%) Language and Delivery (50%)
5 Introduction, body, and conclusion -Student integrated posture, gestures, and other nonverbal
are very clear. The flow and behaviors so that they completed and enhanced the speech.
S transitions between the sections is -Delivery was wholly extemporaneous
smooth and enhances the audience -Meets criteria for good, while incorporating creative use of
Standards and Criteria understanding language such as metaphors, similes, analogies, etc.
4 Has a clear transition between -Student had good posture and use of gestures.
for Success introduction, body, and conclusion. -Student maintained good eye contact with the audience during
the speech.
-Delivery was mostly extemporaneous
-Student spoke clearly and articulately with consistent use of
vocal variety.
3 Has an introduction, body, and -Student spent the majority of the speech with feet planted,
conclusion, but the boundaries natural gestures, and adequate eye contact, but there were
between them are unclear. noticeable periods where these were lacking.
-Student spoke with only occasional stumbling or lost places and
used some vocal variety
2 Some elements are missing in an -Student slumped over the podium or leaned on table, had lots of
introduction, body, or conclusion. unnecessary movement, etc...
-Eye contact with the audience was very limited.
-Student spoke without vocal variety and/or with difficulty
keeping an appropriate rate of speech.
1 Is missing at least two of the -Student did not make eye contact with the audience, had a lot of
following: introduction, body, extra movement, slouched, held hands behind back, etc...
conclusion. -Stumbling, lost places, and similar issues detracted from the
quality of the speech.

23 | Page
POST TEST
Directions: Read the text from the beautiful words of Ecclesiastes to yourself aloud. Stress the important words and
observe proper phrasing. Then answer the questions that follow. Write your answers on your paper.

To

everything there is a reason

And a time for every purpose under heaven;
A time to be born and a time to die
A time to plant, and a time to pluck up that which is planted;
A time to kill and a time to heal;
A time to break down and a time to build up:
A time to weep, and a time to laugh;
A time to mourn, and a time to dance
A time to get, and a time to lose;
A time to keep, and a time to cast away;
A time to mend a time to sew;
A time to keep silent a time to speak
There is nothing better, than that a man should rejoice in his works.
Source: The Power of Speech IV, Llarena, et.a

QUESTIONS:
1. Which word/s from the text should be stressed in the first syllable?
a. reason b. heaven c. away d. a & b
2. What do you call the proper phrasing when reading a text?
a. pitch b. juncture c. intonation d. stress
3. What do you call the process involved when reading the words purpose, silent and rejoice?
a. stressing b. phrasing c. stopping d. pausing
4. What kind of speech is delivered spontaneously without preparation?
a. memorized b. extempo c. impromptu d. manuscript
5. What type of speech can this text be cited as a good reference?
a. manuscript b. memorized c. impromptu d. extempo

24 | Page
 MELC 7
COMPOSING TEXTS USING MULTIMODAL ELEMENTS

I. OBJECTIVES
As you go through this lesson, you are expected to:
1. identify the elements of multimodal texts.
2. use multimodal elements to compose texts.

II. ACTIVATION
Activity 1
In our past lessons, you were asked to produce different essays like exposition and argumentative which are forms
of persuasive writing. This broadcast lesson will help you enhance those linguistic competencies you have gained
because communication is not only relaying messages through voice and letters. It does not limit its purpose to written
and verbal texts. Communication uses multi-modals. When technology came into this world, different modes
of communication came to existence. They are called multimodal. In this lesson you will be given pointers on how you
will enhance your writing skills using a combination of two or more modes.

Let us try solving the following puzzles by guessing the correct words the pictures want to convey:

1. 2.

____ L ____ ____ G ____ ____ ____

3. 4.

____ O____ ____ ____ O ____ ____

Yes! This game is called Four Pics One Word and this game uses a combination of pictures that convey four-
letter words. They don’t have texts but by simply analyzing those pictures, you came up with the right
words.

How did you guess the correct words?

25 | Page
III. ACQUISITION
Activity 2: Read and Understand
A. Types of multi-modal texts
Many texts are multimodal where meaning is communicated through combinations of two or more modes.
Modes include written language, spoken language, and patterns of meaning that are visual, audio, gestural, tactile
and spatial.
Multimodal texts include picture books, textbooks, graphic novels, comics, and posters, where
meaning is conveyed to the reader through varying combinations of visual (still image), written language,
and spatial modes.
Digital multimodal texts, such as film, animation, slide shows, e-posters, digital stories, and web
pages, convey meaning through combinations of written and spoken language, visual (still and moving
image), audio, gestural and spatial modes.
Live multimodal texts, for example, dance, performance, and oral storytelling, convey meaning through
combinations of modes such as gestural, spatial, spoken language, and audio.

B. Elements of Multimodal Texts

A text may be defined as multimodal when it combines two or more semiotic systems.
1. Linguistic: vocabulary, structure, grammar of oral/written language • Visual: color,
vectors and viewpoint in still and moving images • Audio or Aural: volume, pitch
and rhythm of music and sound effects • Gestural: movement, facial expression
and body language
2. Spatial: proximity, direction, position of layout, organization of objects in space.

C. Examples of Multimodal Texts

D. Modes used to produce multimodal texts

1. The visual mode refers to the images and characters that people see.

2. The aural mode is focused on sound including, but not limited to, music, sound effects, ambient
noises, silence, tone of voice in spoken language, volume of sound, emphasis, and accent.
3. The gestural mode “refers to the way movement is interpreted. Facial expressions, hand gestures,
body language, and interaction between people are all gestural modes. This has always been
important in face-to-face conversations and in theater, but it has become more apparent on the web
lately with the wide use of YouTube and other video players. The gestural mode works with linguistic,
26 | Page
 visual, aural, and sometimes even spatial modes in order to create more details and convey it better
to the consumer.”
4. The linguistic mode refers to written or spoken words. The mode includes word choice, the delivery
of written or spoken text, the organization of words into sentences and paragraphs, and the
development and coherence of words and ideas. Linguistic is not always the most important mode;
this depends on the other modes at play in the text, the type of text, and other factors. Linguistic is
probably the most widely used mode because it can be both read and heard on both paper or audio.
The linguistic mode is the best way to express details and list.
5. The spatial mode, as the name implies, refers to the arrangement of elements in space. It involves the
organization of items and the physical closeness between people and objects.

Activity 3:
Answer the following questions by choosing the letter of the correct answer among the options:
1. What is the other term for pictures?
A. illustration B. still image C. image
2. Facial expressions are examples of __________________.
A. spatial B. gestural C. audio
3. Line, shape, size and symbols are resources of __.
A. digital multimodal text B. live multimodal text C. visual multimodal text
4. This element of multimodal text observes the vocabulary and grammar.
A. Linguistic B. Visual C. Spatial
5. This element of multimodal text uses color, images, and vector.
A. Aural B. Spatial C. Visual
6. It is the movement of the body, the facial expression.
A. Gestural B. Spatial C. Aural
7. Animation, Infographics, Screencast and eBooks are examples of __________________.
A. Digital Multimodal B. Print Multimodal C. Physical Multimodal
8. Multimodal can be print, ________ or digital.
9. Language modes (listening, speaking, reading, writing, viewing and video recording are often integrated in
composing multimodal texts.
A. True B. False
10. Emojis are considered as gestural and visual.
A. True B. False

APPLICATION
Activity 4:
Compose a text using a combination of three or more of the modes that we have discussed now. Your texts
should focus on the topic: “Effective study habits for Distance Learning,” You can always refer to your English teachers
for some clarifications about the task.

IV. ASSESSMENT
Activity 6: GRASPS – Based Activity
INSIGHTFUL PHOTOS

G Combine ideas with multimodal elements

Goal

R A participant in a photo essay exhibit

Role

A Group of young artists and urban professionals

Audience

S You are tasked to prepare a photo essay for an art gallery exhibit for a cause
Situation
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 P Produce a persuasive photo essay that encourages every audience to support the DepEd
Product / Learning Continuity Plan by adapting a school as stakeholders
Performance

Rubrics for Photo Essay

SCORE Visual Text (50%) Topography and Semantics Organization (20%)
(30%)
Exemplary All of the images are Presentation includes student name
S (5 points) appropriate to the topic,
evocative, visually
Title and captions compliment
the images and work together
and the photo story title. Each slide
includes an image and accompanying
Standards and captivating, and show harmoniously to reinforce the text. Photos are carefully sequenced
unique perspectives of the theme consistently. to build emotion and communicate
Criteria for Success theme. thematically.
Proficient Most of the images are Presentation includes student name
(4 points) appropriate to the topic, and the photo story title. Each slide
Title and captions compliment
evocative, visually includes an image and accompanying
the images and often work
captivating, and show text. Photos create emotion and
together to reinforce the theme.
unique perspectives of the communicate thematically.
theme.
Emerging Some of the images are Presentation includes student name
(3 points) appropriate to the topic, Title and captions sometimes and the photo story title. Each slide
evocative, visually compliment the images but includes an image and accompanying
captivating, and show inconsistently work together to text. Photos create emotion and
unique perspectives of the reinforce the theme. represent subject matter.
theme.
Developing Few of the images are Title and captions seldom Presentation includes student name
(2 point) appropriate to the topic, compliment the images and do and the photo story title. Each slide
evocative, visually not work together to reinforce includes an image and accompanying
captivating, and show the theme. text. Photos inconsistently create
unique perspectives of the emotion and may veer from subject
theme. matter.

REFERENCES
Grammar (no date). Conjunctions. Capital Community College Foundation, Hartford, CT. Retrieved from
http://guidetogrammar.org/grammar/conjunctions.htm
De Boer J. (1982). Basic Language: Messages and Meaning. Harper & Row Publishers Inc. USA. SBN 06-537011-2
Grammar. (no date). Modals verbs and their meaning. Retrieved from
https://www.myenglishpages.com/site_php_files/grammar-exercise-modals-meaning.php

Grammar. (no date). Grammar Exercise – Modals. Retrieved from

https://www.myenglishpages.com/site_php_files/grammar-exercise- modals.php

Grammar. (no date). Grammar Exercise -Meaning of Modals. Retrieved from

https://www.myenglishpages.com/site_php_files/grammar-exercise-modals-meaning.php

Language Feature and Structure of Exposition. (2015). Australian Securities and Investments Commission. Retrieved
from https://static.moneysmart.gov.au/teaching/resources/smart-consumers-4-a-smart

Kemper D., Sebranek P., &Meyer V. (2012). Write Source: Writing Grammar. Orlando, FL: Houghton Mifflin Harcourt
Publishing Company. ISBN 978-0-547-48502-7

University of Hawaii –WO Writing Center (1998). Writing a Position Paper. Retrieved from
https://www.cs.rutgers.edu/~rmartin/teaching/fall17/Writing_a_Position_Paper.pdf

Barry J., Kermode F., Berry J., Rodriguez R., Desai A. (2010). Literature: The British Edition. Upper Saddle River, NJ:
Pearson Education Inc. ISBN 978-0-13-366681

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