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English
Quarter 1 – Module 6:
Evaluative Comprehension of Texts
English– Grade 10
Alternative Delivery Mode
Quarter 1 – Module 6: Evaluating Texts
First Edition, 2019

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module

Author: Vanessa L. Abubo

Editor: Patricio Dawaton – Regional EPS-English Reviewer:
Lillian S. Pagulongan – Division EPS-English Illustrator:
Layout Artist:
Management Team: May B. Eclar, Ph.D. CESO V - Regional Director
Marie Carolyn B. Verano, CESO V, SDS, SDO-Baguio
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Ethielyn Taqued, Ed.D., Regional EPS-LRMDS
Edgar H. Madlaing, Regional EPS – AP/ADM Focal Person
Juliet H. Sannad, Ed.D., Chief Education Supervisor, CID, SDO-Baguio
Brenda M. Cariño – Principal IV, Baguio City National High School
Maylyn G. Samidan, HTIII-BCNHS-ADM Focal

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Telefax: (074) 422-4074
E-mail Address: [email protected]
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English
Quarter 1 – Module 6:
Evaluative Comprehension of
Texts

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at [email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

Hi. As the facilitator of this module, kindly orient the learner on how to go about
reading and answering this learning material. By the way, do not forget to remind
the learner to use separate sheets in answering all the activities found in the
learning module.

For the learner:

Hello learner. I hope you are ready to progress in your Grade 10 English by
accomplishing this learning module. This is designed to provide you with interactive
tasks to further develop the desired learning competencies prescribed in our
curriculum. In this module, you are expected to learn about the characteristics of
good fiction and non-fiction texts, and to apply these criteria in evaluating other
texts.

Here is a guide on the parts of the learning modules which you need to understand
as you progress in reading and analyzing its content.

ICON LABEL DETAIL

What I need to know
This contains the learning objectives
which you need to accomplish
What I know
This assesses what you know about
the lesson you are to tackle
What’s In
This connects the current lessons
with the previous lessons
What’s New
This introduces the lesson through
an activity
What Is It
This contains a brief discussion of the
lessons
What’s More
These are activities to check your
understanding of the lesson
What I have Learned
This summarizes the important ideas
presented in the lesson
What I Can Do
This is a real life application of what
you have learned
Assessment
This is a post assessment of what you
have learned
Additional Activities
This is an activity that will strengthen
your knowledge about the

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 What I Need to Know

This module was designed and written with you in mind. It is here to
help you to critically analyze the content of a range of texts in order to
appraise their value and make sense of their meaning. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the
textbook you are now using.

This module focuses on the lesson about evaluating the content of a

range of texts, both literary and informative. It presents you with some
characteristics to look for in a text, be it a short story or an essay.

After going through this module, you are expected to:

1. determine the elements that add value to a text;

2. compare arguments in persuasive essays; and
3. evaluate and make judgments about a range of texts using a set of
criteria;

Lesson
Critiquing Short Stories
1 based on Their Elements

What’s In

When you were a child, certainly you were told several stories about heroes,
prince and princesses, exciting adventures and many more. Sometimes, you
would even dream of becoming like the characters you loved and embarking
on an amazing journey like they did. But as you grow up, you become aware
that not all reading texts are alike, whether in terms of content or structure.
You realize that there are literary texts — or fictional pieces such as

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poems, epic, and short stories — and informational texts — or nonfiction
writing such as essays, newspaper articles, reference books and the like.

As you begin to expand your choices of texts to read and you also become
more critical of the content of what you are reading, noting that great
literary texts are not always about happy endings, remarkable feats,
superpowers and adventures. Likewise, in informational texts, you will learn
to evaluate arguments, evidence, and biases and you will find yourself either
agreeing with the writer or questioning his writing.

Being able to do all these means that you are on the right track towards
becoming a successful reader. According to Thomson, De Bartoli and
Buckley (2013), successful reading involves the following: retrieving,
interpreting, integrating, reflecting, and evaluating information. That
is why, to be able to really appreciate what a story or an essay offers, you
need to move beyond being a passive reader and become critical consumer
of the text. You have to read between and beyond the lines in order to mine
the treasures hidden in any piece of writing.

What’s New

Activity 1: My Ideal Text

Read each statement and decide if it is an important characteristic of a great
story. If yes, copy the statement on your answer sheet.
It has a clear and predictable plot with a happy ending.
It uses simple language and can be read in a few minutes.
It contains themes about human nature and human experience.
It conveys messages that will appeal to any generation of readers.
It is about the hottest topics that most teenagers are interested in.
It expresses meanings that are true for different groups of readers.
It gives morals or lessons that the reader may adopt to change his life.

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 What’s More

Activity 2: Quality Check

Read the myth “Orpheus” and the story “The Two Brothers”, and then
analyze whether they possess the characteristics discussed by answering
the questions that follow.
Orpheus
Alice Low
There were nine goddesses called Muses. Born out of Zeus and a Titaness named
Mnemosyne, each muse presided over a different art or science.
Calliope, one of these sisters, was the inspiration of
poets and musicians. She was the mother of
Orpheus (a mortal because his father was one) and
gave to her son a remarkable talent for music.
Orpheus played his lyre so sweetly that he charmed
all things on earth. Men and women forgot their
cares when gathered around him to listen. Wild
beasts lay down as they gathered around him as if
they were tame, entranced by his soothing notes.
Even rocks and trees followed him, and the rivers
changed their direction to hear him play.
Orpheus loved a young woman named Eurydice,
and when they were married, they looked forward to many years of happiness
together. But soon after, Eurydice stepped on a poisonous snake and died.
Orpheus roamed the earth, singing sad melodies to try to overcome his grief. But it
was no use. He longed for Eurydice so deeply that he decided to follow her to the
underworld. He said to himself, “No mortal has ever been there before, but I must
try to bring back my beloved Eurydice. I will charm Persephone and Hades with my
music and win Eurydice’s release.”
He climbed into a cave and through a dark passage that led to the underworld.
When he reached the river Styx, he plucked his lyre again, and Cerberus, the fierce
three-headed dog who guarded the gates, heard the sweet music and lay still to let
him pass.
Orpheus continued to play his lyre tenderly as he made his way through the
gloomy underworld. The ghosts cried when they heard his sad music. Sisyphus,
who had been condemned to roll a rock uphill forever, stopped his fruitless work to
listen. Tantalus, who had been sentenced to stand in a pool of receding water,
stopped trying to quench his thirst. And even the wheel to which Ixion was tied as
punishment stopped turning for one moment.
At last Orpheus came to the palace of Hades and Persephone, King and Queen of
the underworld. Before they could order him to leave, he began his gentle song,
pleading for Eurydice.
When stern Hades heard Orpheus’s song, he began to weep. Cold Persephone was
so moved that, for the first time in all her months in the underworld, he heart
melted.

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 “Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with
Orpheus.”
And Hades replied, “I, too, feel the sadness of Orpheus. I cannot refuse
him.”
They summoned Eurydice, and the two lovers clasped each other and turned to
leave.
“Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one
condition.”
“What is that?” asked Orpheus.
“She must follow you, and you must not look back at her until you are on earth
again.”
“I understand,” said Orpheus, “and I am forever grateful.”
Orpheus and Eurydice left the underworld and made their way through the dark
passage that led to the upper world. At last they reached the cave through which
Orpheus had descended.
“I can see daylight ahead,” called Orpheus to Eurydice. “We are almost there.” But
Eurydice had not heard him, and so she did not answer.
Orpheus turned to make sure that she was still following him. He caught one last
glimpse of her arms stretched out to him. And then she disappeared, swallowed by
darkness.
“Farewell,” he heard her cry as she was carried back to the underworld.
Orpheus tried to follow her, but this time the gods would not allow it. And so he
wandered the earth alone. He sang his sad songs to the trees and long for the time
when he, too, would die and be reunited with his beloved Eurydice in the
underworld.

1. Who among the characters exemplified courage and true love?

a. Hades c. Eurydice
b. Orpheus d. Persephone

2.Which of these characteristics of a myth is not present in the story?

a. The hero went on an adventure or quest.
b. A meaningful lesson was imparted to the readers.
c. One of the characters transformed into a different creature.
d. The setting is very vivid for the reader to visualize the scenes.

3. What universal belief is implied in the story?

a. Great music does wonders, even in the afterlife.
b. Life and death are not something to be trifled with.
c. Supreme beings play important roles in the lives of mortals.
d. No kind of love can transcend the boundaries of life and death.

4. Which is the best theme that can be inferred from the story?
a. Death is not an end, but the beginning of another journey.
b. True love defies all odds and makes things possible.

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 c. Life is short; hence it is meant to be treasured.
d. Disobedience to a god comes with a great cost.

5. What can the young generation learn best from the story?
a. Pray to the gods and heed their warnings.
b. Turn to music instead of engaging in any form of vice.
c. There are places that men are not supposed to set foot on.
d. The loss of a loved one does not mean the end of everything.

6. How does the plot of the story differ from typical love stories?
a. The hero failed to save his ladylove, which is why they did not
end happily together.
b. Love stories are usually never set in the Underworld, but rather
in gardens and palaces.
c. There were no disapproving parents who could have made the
love story more interesting.
d. There was no third party involved to make the characters really
weigh their feelings for each other.

7. How do you feel about the ending of the story, especially with the fate
of the lovers? Is this kind of ending appropriate for the story? Justify
your answers in no more than three sentences.

The Two Brothers

Leo Tolstoy

Two brothers set out on a journey together. At noon they lay out on a forest to rest.
When they woke up they say a stone lying next to them. There was something
written on the stone, and they tried to make out what it was.
“Whoever finds this stone, let him go straight to the forest at sunrise. In the forest,
a river will appear; let him swim across the river to the other side. There he will see
a she-bear and her cubs. Let him take the cubs from her and run up the mountain
with them, without looking back. On the top of the mountain he will see a house,
and in that house he will find happiness.”
When they had read what was written on the stone, the younger brother said: “Let
us go together. We can swim across the river, carry off the bear cubs, take them to
the house on the mountain, and together they find happiness.”
“I am not going into the forest after bear cubs,” said the elder brother, “and I advise
you not to go. In the first place, no one can know whether what is written on this
stone is the truth —perhaps it was written in jest.... In the second place, even if
what is written here is the truth — suppose we go into the forest and night comes,
and we cannot find the river. We shall be lost. And if we do find the river, how are
we going to swim across it? In the third place, even if we swim across the river, do

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you think it is an easy thing to take her cubs away from a she-bear? She will seize
us, and instead of finding happiness, we shall perish and all for nothing. And, most
of all, the stone does not tell us what kind of happiness we should find in that
house. It may be that the happiness awaiting us there is not at all the sort of
happiness we would want.”
The younger brother replied, “In my opinion, you are wrong. What is written on the
stone could not have been put there without reason. And it is all perfectly clear. In
the first place, no harm will come to us if we try. In the second place, if we do not
go, someone else will read the inscription on the stone and find happiness, and we
shall have lost it all. In the third place, if you do not make an effort and try hard,
nothing in the world will succeed. In the fourth place, I should not want it thought
that I was afraid of anything.”
And so the younger brother followed all the instructions on the stone. When he
reached the top of the mountain the people came out to take him to the city, where
they made him their king. He ruled for five years, but in the sixth year, another
king waged war against him. The city was conquered, and he was driven out.
Again the younger brother became a wandered, and he arrived one day at the
house of the elder brother. The brother was living in a village and had grown
neither rich nor poor. The two brothers rejoiced at seeing each other, and at once
began telling of all that happened to them.
“You see,” said the elder brother, “I was right. Here I have lived quietly and well,
whole you, though you may have been a king, have seen a great deal of trouble.”
“I do not regret having gone into the forest and up the mountain,” replied the
younger brother. “I may have nothing now, but I shall always have something to
remember, while you have no memories at all.”

1. What is the best description of ‘happiness’ based on the context of the

story?
a. Happiness means living a simple life without any complications.
b. Happiness is achieved by being in power and having great
wealth.
c. Happiness depends on what gives contentment and satisfaction
to an individual.
d. Happiness requires heading towards a future without knowing
what lies ahead.

2. Which of the characters regretted his decision about taking or not

taking the journey?
a. The elder brother c. Both the two brothers
b. The younger brother d. Neither of them

3. What philosophy of life does the younger brother live by?

a. Life, with all its ups and downs, must be lived and enjoyed.
b. One’s comfort zone is the safest and best place to grow.
c. One wrong decision will lead to a life full of regret.
d. Nothing is permanent in life.

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 4. What type of conflict is evident in the story?
a. Man versus man c. Man versus society
b. Man versus himself d. Man versus nature

5. What detail in the story hints the type of conflict present?

a. The title c. The dialogues
b. The setting d. The inscriptions on the stone

6. What challenge does the story want to leave to the readers?

a. Helping one’s brother
b. Looking back to one’s roots
c. Making life-changing decisions
d. Knowing the right time for everything

7. If you were one of the brothers in the story, would you also take the
journey? Why or why not? (Answer in no more than
three sentences.)

What I Have Learned

Activity 3: Journeying thru the Text

A. Take the hero’s journey towards the full appreciation of texts. In
this activity, you will fill-in the blanks by rearranging the jumbled
letters provided in the boxes. Write the complete statement on you
answer sheet.

NESSNE 1. The setting must be described vividly to appeal to the

.
TEALBELRA 2. The characters may or may not have special
abilities but they still show human
traits or qualities.
DICERTAPLBE 3. The plot is not to draw the
readers and keep them interested.
TRIGSENTEIN 4. There must be an conflict
that will test whether the character will fail or
SHUTRT succeed.
5. The theme is about the of
human experience, making it meaningful and
timeless for its readers.

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 What I Can Do

Activity 4: Critic’s Choice

Congratulations for coming this far! You took the journey, just like Orpheus
and the younger brother. Now here is another activity that will ask you to
critique further the stories you previously read.
Answer the questions and justify you response by providing details based
on the guides enclosed in parentheses. Follow the tabular format shown as
you write your answers on a separate sheet of paper.
Orpheus The Two Brothers
1. Is the main character relatable to
you? (Cite some qualities that make
you similar or different.)
2. Is the setting effective or useful
making you visualize the scenes?
(Cite some lines that appeal to your
senses)
3. Is the plot interesting? (Cite
aspects of it that make it good or
dull.)
4. Is the conflict clear and
realistic? (Indicate if it is something
that people are likely to experience
in life.)
5. Is the theme relevant to human
experiences? (Instead of an
explanation, write the theme you
inferred from each story.)

Lesson
Critiquing Short Stories
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 2 based on Their Elements

What’s In

In Lesson 1, you learned to critique two very common genres of literary

texts, namely: short story and myth. To do so, you were guided in
scrutinizing the elements of these genres —setting, characters, plot,
conflict and theme — to fully appraise the value of the texts. By now, it
should already be clear to you that great stories and myths have a setting
that is vividly described and appeals to more than one of the senses; a set of
characters that are well-rounded; an interesting plot that is original and
unpredictable; a conflict that is effective in getting the plot to move; and a
theme that reflects human nature and human experience.
These five elements, however, are not applicable in informational texts such
as essays or newspaper and magazine articles. Since an informational text is
nonfiction writing, it does not have characters that you might root for; the
setting is not imaginary but a real-life context; and the conflict is an actual
issue or problem that needs to be addressed. Here in Lesson 2, you will
learn to evaluate a particular type of informational text, a persuasive essay,
by looking into the arguments presented and their effectiveness in
persuading critical readers.

What’s New

Activity 1: Lo and Order!

Read the following paragraphs, and arrange them according to how they
should be organized in a persuasive essay. Afterwards, label each paragraph
according to the parts of a persuasive writing. Choose from the options given
below.

THESIS ARGUMENT EVIDENCE CALL FOR ACTION

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 a. “Our students do not know how to process the text,” opined Frederick
Perez, current president of the Reading Association of the Philippines.

b. The dismal performance of the Philippines in the 2018 Program for

International Student Assessment (PISA) sends the message that the
country’s educational system need to take reading instruction seriously,
particularly in upskilling teachers and developing effective materials for
reading instructions.

c. Teachers themselves are unable to cascade the concept of critical literacy

to their students. Many teachers’ training institutions still focus on the
gathering of details as opposed to the analysis of materials in order to
enable students to visualize, synthesize, and make connections to and
beyond the materials they are given.

d. The PISA report also revealed that expenditure per student in the country
is 90 percent lower than the global average, and this limited funding
results in the absence of viable teaching materials. This hampers the
ability of each student to learn and comprehend the materials presented.

e. The reading problem is a national issue, so there has to be an immediate

evaluation of the curriculum. Also, the government must consider
allocating more funds to the education sector to make possible the
training of teachers, as well as the creation and evaluation of teaching
and learning materials.

f. Moreover, the Department of Education should develop materials that

would introduce the learners to expository texts which deal with
information. Filipino learners performed poorly in the PISA because the
test is mostly made up of expository texts and calls for the processing of
information, and they are not prepared for it.
- Adapted from “What’s to blame for the low reading comprehension of the Filipino youth?”
by Marga Manlapig (CNN Philippines, April 21, 2020)

What is It

What does it take to convince you to do or not do something? You would

probably ask for evidences such as facts, experts’ opinions, testimonies and
effective persuasive techniques. All these are components of a persuasive
text.

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 Persuasive essay refers to the kind of writing, which presents reasons and
examples to effect thought and/or action. It requires the clear statement of
an opinion and reasons or specific examples to support said opinion. With
the intention to persuade or to convince the readers, the writers usually
follow this structure:

1. Statement of the thesis, or the theme/topic of an argument. It

usually presents a controversial topic and the writer’s stand
about it. A good thesis should state a truth (e.g. Divorce is not
allowed in the Philippines.) or advocate a cause of action (e.g.
English should be used as the medium of instruction in all
public and private institutions.) Likewise, the thesis should be
something that can be proven.
2. Enumeration of a set of reasons supporting the thesis. This part
elaborates on the necessity of the proposal, its advantages and
workability.
3. Presentation of evidences that substantiate the reasons and
strengthen the thesis. Evidences and arguments must be laid
down carefully for a persuasive effect. They should appeal to
reason or logic, to ethics, and to emotions. Logical appeal
involves making conclusions from a set of specific examples, or
applying a generalization to a specific case. Ethical appeal
relates to the character and credibility of the writer, which he
could establish by using only credible and reliable sources and
acknowledging the opposing side of an argument. Finally,
emotional appeal involves appealing to the audience’s values and
emotional sensibilities by using sources such as interviews or
individual stories to paint a moving picture of reality.
4. Conclusion which reinforces the thesis and calls for action.
These parts are interrelated, but the value and effectiveness of persuasive
essays rely heavily on arguments. This is why, as a critical reader, you need
to know how to evaluate arguments before you can say that the text is
convincing or not. An easy way to do this is to remember the acronym
TELLS (thesis, evidence, logic, language and style), and ask the following
questions:
Evidence
Thesis Are there varied range of
Is it specific and reasonable? evidences (such as scientific Does it
clearly present only the studies, expert testimonies, scope that
needs to be proven? statistics, and personal anecdotes)
from credible sources? Are they
verifiable? Do the evidences
strengthen the argument?

Persuasive
Argument

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 Logic
Are the analogy or comparisons, if Language and Style any,
and conclusions clear and valid? Are opposing views Is the writing
style and tone acknowledged and suited for the subject/topic and
countered/refuted to minimize the the intended audience? Are the
writer’s personal bias? word choice and language appropriate?

Let’s take a look at this example and evaluate the arguments and evidences
presented based on the TELLS component. Before you read the text, here
are some guide questions that will help you come up with a sound
judgment of the content:
1. What is the topic of the argument? Is it clearly stated?
2. What are the evidences presented? Do they strengthen the
thesis? Are they from credible sources?
3. Are the arguments and the conclusions drawn valid and
logical?
4. Who is the target audience of the essay? Will they be able to
understand the writing and word choice?

Bullies are Criminals (Abridged)

Bullying is a constant problem in schools today. We’ve seen it happen, and a lot
of us know how it feels. People might say they are just ignorant kids,

but bullies truly are criminals, stealing self-esteem and at times ending lives.

First of all, bullying is a crime because of the serious effects it can have on an
individual. Diane Dimond wrote on her blog, “And once robbed of their self -
esteem, they can suffer from mental and physical problems, drop out of school
and even com mit suicide.” No one likes the way insults feel, and this is why
bullies are criminals.
Secondly, bullying can end in a tragic death. Though it does not happen often, it
has happened. The usual even is suicide of the victim, or a violent act by the bully
that may end in murder. Bullies are criminals; they terrorize and harass their
victims, ripping apart their self -esteem and attacking their insecurities until

the unthinkable happens.

Bullying is abuse. Bullying is a criminal act. Bullying needs to stop! We

need to stand up to bullies and not let them strip us of our self-esteem. Bullies
must face the consequences of their actions with either therapy or some version of
criminal punishment.

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You probably have a lot to say about how the content and writing of this
persuasive essay, and you may be right. Here are some points evaluated:
• The thesis is clearly about bullying, and the writer is trying to
convince readers that bullies are criminals. However, this
comparison makes the scope a little hard to prove.
• There is very limited evidence, which is merely a quoted statement
from a blog. It does not clearly support the thesis, and the credibility
of the source was not established. Is Diane Dimond a psychologist, a
legal expert, or a victim of bullying?
• In terms of logic, the analogy between a bully and a criminal is
difficult to prove, especially if it is substantiated only by the writer’s
opinions which clearly shows her bias. The arguments lack legal
underpinnings to strengthen the comparison. Further, the writer
could have used emotional appeal to strengthen the points she
made.
• Language and style, on one hand, is appropriate for the target
audience who are most likely students. It is simple, direct to the
point, and somewhat aggressive.

What’s More

Activity 2: Convince Me!

Read this excerpt from an essay about homework, and evaluate the soundness
of the arguments by answering the questions that follow.

Homework Ban Yet Again

Homework is necessary, especially if it is reasonable, well-planned, and

monitored or checked properly. Students themselves agree to this,

adding that doing homework keeps them away from gadget addiction. In

fact, based on the survey of American researcher Denise Letterman about

the perception of students towards homework assignments, 80 percent of

the respondents said that the assignment is necessary to understand course

material.

Homework can also encourage the involvement of parents, especially

when they tutor or assist their children in doing the task -- a bonding time

of sorts. It also lets them see how the child is progressing and what topics

are taught in school.

In cases of class suspension due to inclement weather, or when a

student incurs many days of absence from school, homework assignments

are important in ensuring that no student will be lagging behind in

mastering the necessary competencies.

Quite obviously, whether or not teachers should give homework

assignments is not the million-dollar question. It’s about the quality of

instruction.

If policy makers only intend to allow learners to have quality time

with their families, or to help them balance academic development and

personal growth, perhaps they should look first into how homework

assignments can be regulated (not prohibited) so as not to compromise the

students’ family time. They could also organize programs that would help
educators in improving the quality of their instruction so that every
discussion, task and homework maximizes student learning.19
1. Which of the following is the most accurate thesis statement for
the passage?
a. Homework should be totally banned.
b. Home works are beneficial to students.
c. Home works promote bonding time among parents and
children.
d. Home works do not improve the quality of instruction in the
classroom.

2. Based on how the essay was written, which of the following is not
among the intended audience?
a. Students c. Teachers
b. Parents d. Education Experts

3. Which of these evidences could have further strengthened the

writer’s arguments?
a. scientific studies c. expert’s testimonies
 b. specific examples d. official documents

4. What details should have been included to make to make the

arguments more balanced?
a. The parents’ personal views about homework
b. Teachers’ feedback about the quality of the homework
submitted
c. The negative effects of homework and a counterargument
about it
d. The DepEd memorandum banning the giving of homework
on weekends

5. What is the greatest weakness of this essay if it intended to

convince readers that homework should not be banned?
a. It failed to present and refute opposing ideas.
b. There is not enough evidence to support the thesis.
c. It lacks a strong conclusion that reiterates the importance of
homework.
d. The language and writing style is not appropriate for its
intended audience.

What I Have Learned

Activity 3: Nix and Match

Exercise further your critical thinking skill in this activity. Read the given
thesis, and then choose from the table two valid and strong arguments and
three accompanying evidences that would support the thesis. Write your
answers on your answer sheet.
Thesis: In times of a pandemic, and in a place where discipline is not part of
every citizen’s vocabulary, a lockdown is still the Philippine’s best option to
keep the coronavirus disease under control.
Arguments: Evidences:
1. Limiting the movement of 1. At least 7.3 million Filipinos lost
people in public spaces their jobs because of the pandemic
minimizes the spread of the based on the record of the Philippine
virus. Statistics Authority.
2. A lockdown compels the 2. According to a study by the
leaders to prove their worth in University of the Philippines, there
extending public service. is an 83 percent decrease in
3. Staying at home allows for a Covid19 cases during the
much needed bonding time implementation of the lockdown.
 among family members. 3. Philippine National Police record
4. Imposing curfews and window shows that crime rate dropped to 55
hours help ensure public order percent during the lockdown period.
and safety among residents. 4. The ozone layer was reported to
5. A time off from public spaces have recovered, and Manila Bay is a
allows the environment to heal lot cleaner now.
itself. 5. Former health secretary and dean of
6. All countries who successfully Ateneo School of Medicine Manuel
contained the virus Dayrit said, “Not imposing
implemented a lockdown. community quarantine will risk a
Wuhan-like situation.”
6. In March alone, over 17,000
lockdown violators were arrested.

What I Can Do/

Performance Task
Reader’s Choice
A. Choose a persuasive essay or an editorial article from a local
or national newspaper or news agency about any of the following
topics/themes:
- COVID 19 Pandemic/Vaccination - Racism/Racial
Discrimination
- Reconsideration of face-to-face classes - Modern
day heroes
B. Rate its content using the rubric below.
C. If the total score you have given is below 12 points, suggest ways on
how the persuasive essay can be improved.

Needs
Criteria Excellent (5) Good (3)
Improvement (1)
Focus/ Content The writer’s stand The writer’s stand The writer doesn’t
about the issue is about the issue is have a clear stand
very clear; about the issue.
clear. Problems, however, he failed to Likewise, he failed to
solutions and call clearly present and discuss the problems
discuss the problems and possible solutions,
for action are and solutions, hence and didn’t make a call
presented. the conclusion is for action.
rather vaguely
related.
 Clarity of Ideas The text presents Most of the arguments The arguments are
clear and sound are clear and sound, not quite related to
arguments, as well but there are some the issue, and the
as authentic evidences that do not facts and evidences
evidences that support them, or provided do not
support the are not related to the support the
arguments topic. arguments.
Development/ There is logical There is logical The content of the
Organization arrangement of arrangement of essay/article is not
statements, and statements, but the organized, from the
the topic is topic is not very well thesis to the
developed developed because of arguments and
thoroughly with lack of examples and evidences; hence the
examples and support. text is not
supports. comprehensible
to the readers.
Language Use and The writer used The writer used The language
Mechanics language that is appropriate used and word
appropriate for language, and choice are not
the target word choice is appropriate for
audience, and generally suited the audience and
has good choice for the audience the topic. There
of words and and the topic. are also too many
expressions. The However, there errors on the
text displays very are quite a few text, making
minimal errors in glaring errors in reading and
spelling, spelling, comprehension
punctuation and punctuation and difficult.
grammar. grammar.
Adapted from Celebrating Diversity through World Literature (Learner’s Material)

Assessment
Choose the letter of the correct answer on a separate sheet of paper.
God Sees the Truth but Waits
Leo Tolstoy
 That night, when Aksionov was lying on his bed and just beginning to doze,
someone came quietly and sat down on his bed. He peered through the darkness and
recognized Makar, the man he vowed to take revenge on.
“What more do you want of me?” asked Aksionov. “Why have you come here?”
Makar Semyonich was silent. So Aksionov sat up and said, “What do you want? Go
away, or I will call the guard!”
Makar Semyonich bent close over Aksionov and whispered, “Ivan Dmitrich, forgive
me!”
“What for?” asked Aksionov.
“It was I who killed the merchant and hid the knife among your things. I meant to kill
you too, but I heard a noise outside, so I hid the knife in your bag and
escaped out of the window.”
Aksionov was silent, and did not know what to say. Makar Semyonich slid off the
bed and knelt upon the ground. “Ivan Dmitrich,” he said, “forgive me! For the
love of God, forgive me! I will confess that it was I who killed the merchant, and you will be
released and can go to your home.”
“It is easy for you to talk,” said Aksionov, “but I have suffered for you for twenty-six
years. Where could I go now? …My wife is dead, and my children have
forgotten me. I have nowhere to go…”
Makar Semyonich did not rise, but beat his head on the floor. “Ivan Dmitrich, forgive
me!” he cried. “When they flogged me with the knot, it was not so hard to

bear as it is to see you now…yet you had pity on me, and did not tell. For Christ’s sake
forgive me, wretch that I am!” And he began to sob.
When Aksionov heard him sobbing he, too, began to weep. “God will forgive you!” said
he. “Maybe I am a hundred times worse than you.” And at these words his heart grew
light, and the longing for home left him. He no longer had any

desire to leave the prison, but only hoped for his last hour to come.
In spite of what Aksionov had said, Makar Semyonich confessed his guilt. But when
the order for his release came, Aksionov was already dead.

1. What makes Makar and Aksionov well-rounded characters?

a. Makar and Aksionov developed faith in a supreme being as a
result of their suffering.
b. Makar spared Aksionov’s life, and Aksionov did not sell-off
Makar during the interrogation.
c. Makar and Aksionov are the exact opposite of each other, but
both of them are at the mercy of the law.
d. Makar chose to rectify his evil deeds, and Aksionov found
enlightenment despite having lost everything he had.

2. What important element symbolized the problems on absence of

true justice, as well as lack of freedom from clinging too much on
material values?
a. The prison setting
b. The act of flogging
c. The character Makar
d. The final dialogue between Makar and Aksionov

3. What is the appropriate theme of the story?

 a. Forgiveness is given only to those who ask for it.
b. Forgiveness sets free both the victim and the offender.
c. Repeatedly asking forgiveness is a sign of the offender’s
sincerity.
d. Forgiveness does not change the past, but it lets people move
on to a better future.

4. What makes the plot different from other stories?

a. Divine intervention helped the characters resolve the conflict.
b. The protagonist never succeeded in anything he did or
attempted to do.
c. The denouement seems open-ended, but the conflict was
clearly resolved.
d. The plot was developed with various literary techniques such
as foreshadowing, flashback and plot twists.

5. What is the relevance of the title to the entire story?

a. It means that justice will be served, but it may come too late
sometimes.
b. It means that trials in life are God’s way of making us
acknowledge his existence.
c. It implies that supreme beings do not intervene with the
affairs and problems of humans.
d. It suggests that, even if the whole world is against us, God
knows the truth and acts at the right time.
But first, better internet
(1) Suddenly, it’s now digital or bust; the past two months of lockdown have
highlighted the need for technology that can sustain business operations and
keep people connected and engaged.... (2) But this shift to the digital economy
will only be possible with reliable internet connectivity — and this is the challenge
as government policies and business solutions work to adapt to the new normal.
(3) In terms of mobile internet speed, the Philippines fell six notches to 121 out
of 139 countries, its 12.09 mbps far below the global average of 30.89 mbps. (4)
The Department of Information and Communications Technology (DICT) has
vowed to improve internet service after the quarantine, but it would need critical
infrastructure support to reach about 40 percent of the population that has still
no access to internet.
(5) In the necessary shift to digital, the government must not only prod the
process forward, it must also lead its own operations. The battered economy
needs fast, affordable, and stable internet to get back to its feet. (6) Society will
need to depend more on digital ways of doing things as the pandemic lingers.
Philippine Daily Inquirer/ May 23, 2020

6. Based from the given text, what is the structure of persuasive

writing? I. Make a stand or state you position.
II. State an issue and make a stand about it.
 III. End with a strong argument or an urgent call for action.
IV. Support your argument with reasons and evidence.
a. I, II, III, IV c. III, II, I, IV
b. II, I, IV, III d. IV, III, II, I

7. Which part of the essay states the writer’s stand about the
issue?
a. Sentence 1 c. Sentence 4
b. Sentence 2 d. Sentence 6

8. What did the writer use to support his argument?

a. opinions of experts or authorities
b. testimony of reliable witnesses
c. a verifiable evidence or fact
d. a valid appeal to logic

9. What is the problem with the evidence presented in the text?

a. It may be an outdated information from an unknown source.
b. It doesn’t show how internet speed relates to productivity in
business and education.
c. It is not enough to strengthen the claim that the country needs
reliable internet connection.
d. It is not presented in a language that can be understood by
non-experts such as students and parents.
10. Who is the target audience of this article?
a. online sellers
b. government officials
c. teachers and students
d. telecom company owners

For items 11-15, determine if these elements are characteristics of a great

fictional story or an effective persuasive text. Write A for fictional stories
and B for persuasive essays.
11. clear and valid arguments
12. well-developed characters
13. interesting plot and conflict
14. varied evidences from credible sources
15. meaningful themes about human experience
 Additional Activities

Choose a short story or a persuasive essay and write a critique about it.
Follow the following guide in writing your critique.
A. Short Story

CONTEXT: What genre is it? Adventure? Science fiction? Fantasy? Literary?

AUTHOR'S INTENTION: What is the author trying to accomplish with the

story? If the story is meant to be funny and isn't, or is meant to be a
morality
tale but doesn't quite pull it off, then it has failed in at least one respect.

YOUR REACTIONS: Note your reactions as you read. Do you find

something interesting about the characters and the plot?

LITERARY DEVICES/TECHNIQUES: Identify if there are figures of speech used

in the story, and infer their purpose. Ask yourself if the literary techniques

make the reading experience more enjoyable or strengthen the story.

ENDING OF THE STORY: Decide how the ending relates both to the story as a
whole and to its beginning. Does the ending resolve the plot and bring
closure to the crisis of the characters?

B. Persuasive Essay

1. Is the main point clear? Are the assertions clear? Cite the main point
and assertions and then comment on their clarity.
2. What evidence is presented? Are the sources of the evidence reliable?
Is the evidence convincing and sufficient? Justify your answers.
3. Are the inferences based on the evidence logical? Are there any
errors in logic?
4. Is the other side of the issue presented? What would be the other
side of the argument?
5. Is the language, as well as word choice, suited for the target
audience? Identify first the intended audience and comment on the
appropriateness of the language used.
References

BC Campus. n.d. “Chapter 10:Persuasion.” Retrieved June 15.

https://opentextbc.ca/writingforsuccess/chapter/chapter-10
persuasion/
Department of Education. 2015. Celebrating Diversity through World
Literature. Pasig City, Philippines: Rex Book Store, Inc.
Manlapig, Marga. 2020, April 21. “What’s to blame for low reading
comprehension of the Filipino youth?” Retrieved June 18.
https://cnnphilippines.com/
Owens-Kristenson, Jodi. n.d. “Evaluating Persuasive Arguments in Texts.”
Retrieved June 15. https://www.sophia.org/tutorials/evaluating
persuasive-arugments-in-text
Philippine Daily Inquirer. 2020, May 23. “But first, better internet.”
Retrieved June 11. https://opinion.inquirer.net
Tagay, Lorna and Maria Luisa Brutas. 2015. Journeying through Literature
and Language. Makati City, Philippines: Don Bosco Press, Inc.
The Open University. n.d. “Evaluating an Argument.” Retrieved May 27.
open.edu/openlearn/ocw/mod/oucontent/view.php?id=51387&sectio
nn=6
University of Sussex. n.d. “Critical Thinking and Reading.” Retrieved May
27. sussex.ac.uk/skillshub/?id=341
 28

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