Name of School

Learning Activity Sheet (LAS)

English 9

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________
_________________________________________________________________________________________________

Quarter 3 (Week 1&2)

Activity No: 1
Activity Title: Identify Biases and Prejudice
Learning Target: Differentiate biases from prejudices.
Reference:
● https://www.verywellmind.com/what-is-a-cognitive-bias-2794963
● https://www.verywellmind.com/what-is-prejudice-2795476
____________________________________________________________________________
Background:
This lesson begins with an activity of thought skills aimed at exposing students' own prejudicial and
stereotypical views to introduce the concepts.
What is Bias?
Biases is a systematic error in thinking that occurs when people are processing and interpreting information in
the world around them and affects the decisions and judgments that they make.
The human brain is powerful but subject to limitations. Cognitive biases are often a result of your brain's
attempt to simplify information processing. Biases often work as rules of thumb that help you make sense of
the world and reach decisions with relative speed.

● Some of these biases are related to memory. The way you remember an event may be biased for a
number of reasons and that, in turn, can lead to biased thinking and decision-making.
● Other cognitive biases might be related to problems with attention. Since attention is a limited
resource, people have to be selective about what they pay attention to in the world around them.

Because of this, subtle biases can creep in and influence the way you see and think about the world.
The concept of cognitive bias was first introduced by researchers Amos Tversky and Daniel Kahneman in
1972. Since then, researchers have described a number of different types of biases that affect decision-making
in a wide range of areas including social behavior, cognition, behavioral economics, education, management,
healthcare, business, and finance.

EXAMPLE

● Female teachers give more attention to girls.

● Maureen won the contest because one of the judges is her father.

What is Prejudice?
Prejudice is a baseless and often negative preconception or attitude toward members of a group.
Prejudice can have a strong influence on how people behave and interact with others, particularly with those
who are different from them, even unconsciously or without the person realizing they are under the influence of
their internalized prejudices.
Common features of prejudice include negative feelings, stereotyped beliefs, and a tendency to discriminate
against members of a group. In society, we often see prejudices toward a group based on race, sex, religion,

1
culture, and more. While specific definitions of prejudice given by social scientists often differ, most agree that
it involves prejudgments that are usually negative about members of a group.
When people hold prejudicial attitudes toward others, they tend to view everyone who fits into a certain group
as being "all the same." They paint every individual who holds particular characteristics or beliefs with a very
broad brush and fail to really look at each person as a unique individual.
EXAMPLE

● It is sometimes assumed that someone who is physically disabled is also mentally disabled.
● Not serving someone in a restaurant or retail store because of their color of skin or race.

2
 Name of School
Learning Activity Sheet (LAS)
English 9

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

ACTIVITY/IES
(Please return this page only)

Quarter 3 (Week 1&2)

Activity No: 1
Activity Title: Identify Biases and Prejudice

Activity 1. Differentiate biases from prejudices

Directions: Write Bias if the statement is bias, Prejudice if the statement is prejudice.
____________1. Trump can be found in certain instances of reporting. An editorial published in The
Washington Post on December 1, 2015 was titled, "Donald Trump is a bigot and a racist."
____________2. Abraham Lincoln accused newspapers in border states of being biased against the South. He
ordered many of them to be shut down.
____________3. millions of people around the world consider Tom Cruise to be a very talented actor. He's
also labeled as one of Hollywood's nicest guys, purportedly treating his cast and crew with the utmost kindness
and respect. However, his affiliation with Scientology prompts all kinds of negative press, as many people are
___________against Scientology.
____________4. After the bombing of Pearl Harbor, any person of Japanese descent living in America was
considered suspect. As ________against them grew, simply because they had a genetic link to an enemy
country, President Roosevelt had them rounded up and held in internment camps.
____________5. Apartheid in South Africa involved racial segregation where non-whites were viewed as unfit
to partake in the voting process and had to live in separate communities because they were viewed as "lesser
than" or "inferior" to their white counterparts.

3
 Name of School

Learning Activity Sheet (LAS)

ENGLISH 9

Name: _____________________________ Score: ________________

Grade & Section: ____________________ Date: _________________
____________________________________________________________________________
Quarter 3 (Week 3&4)
Activity No: 2
Activity Title: Determining relevance and the truthfulness of the story.
Learning Target: Determine the relevance and the truthfulness of the ideas presented in the material viewed.
Reference: https://www.classicshorts.com/stories/Storyteller.html
____________________________________________________________________________
Background:
Relevance is the concept of one topic being connected to another topic in a way that makes it useful to
consider the second topic when considering the first. The concept of relevance is studied in many different
fields, including cognitive sciences, logic, and library and information science. An example of relevant is a
candidate's social viewpoints to his bid for presidency.
Truthfulness is the quality of being honest and not containing or telling any lies: I believe I have earned a
reputation for truthfulness and fairness.
Truth matters, both to us as individuals and to society as a whole. As individuals, being truthful means that we
can grow and mature, learning from our mistakes. For society, truthfulness makes social bonds, and lying and
hypocrisy break them. In this activity we will learn the truthfulness and relevance of this story. Read the story
entitled ‘The storyteller’ by Saki. H.H. Munro.

The Storyteller (Saki)

by H. H. Munro (Saki) (1870-1916)
It was a hot afternoon, and the railway carriage was correspondingly sultry, and the next stop was at
Templecombe, nearly an hour ahead. The occupants of the carriage were a small girl, and a smaller girl, and a
small boy. An aunt belonging to the children occupied one corner seat, and the further corner seat on the
opposite side was occupied by a bachelor who was a stranger to their party, but the small girls and the small
boy emphatically occupied the compartment. Both the aunt and the children were conversational in a limited,
persistent way, reminding one of the attentions of a housefly that refuses to be discouraged. Most of the aunt's
remarks seemed to begin with "Don't," and nearly all of the children's remarks began with "Why?" The bachelor
said nothing out loud. "Don't, Cyril, don't," exclaimed the aunt, as the small boy began smacking the cushions
of the seat, producing a cloud of dust at each blow.
"Come and look out of the window," she added.
The child moved reluctantly to the window. "Why are those sheep being driven out of that field?" he asked.
"I expect they are being driven to another field where there is more grass," said the aunt weakly.
"But there is lots of grass in that field," protested the boy; "there's nothing else but grass there. Aunt, there's
lots of grass in that field."
"Perhaps the grass in the other field is better," suggested the aunt fatuously.
4
"Why is it better?" came the swift, inevitable question.
"Oh, look at those cows!" exclaimed the aunt. Nearly every field along the line had contained cows or bullocks,
but she spoke as though she were drawing attention to a rarity.
"Why is the grass in the other field better?" persisted Cyril.
The frown on the bachelor's face was deepening to a scowl. He was a hard, unsympathetic man, the aunt
decided in her mind. She was utterly unable to come to any satisfactory decision about the grass in the other
field.
The smaller girl created a diversion by beginning to recite "On the Road to Mandalay." She only knew the first
line, but she put her limited knowledge to the fullest possible use. She repeated the line over and over again in
a dreamy but resolute and very audible voice; it seemed to the bachelor as though some one had had a bet
with her that she could not repeat the line aloud two thousand times without stopping. Whoever it was who had
made the wager was likely to lose his bet.
"Come over here and listen to a story," said the aunt, when the bachelor had looked twice at her and once at
the communication cord.
The children moved listlessly towards the aunt's end of the carriage. Evidently her reputation as a story- teller
did not rank high in their estimation.
In a low, confidential voice, interrupted at frequent intervals by loud, petulant questionings from her listeners,
she began an unenterprising and deplorably uninteresting story about a little girl who was good, and made
friends with every one on account of her goodness, and was finally saved from a mad bull by a number of
rescuers who admired her moral character.
"Wouldn't they have saved her if she hadn't been good?" demanded the bigger of the small girls. It was exactly
the question that the bachelor had wanted to ask.
"Well, yes," admitted the aunt lamely, "but I don't think they would have run quite so fast to her help if they had
not liked her so much."
"It's the stupidest story I've ever heard," said the bigger of the small girls, with immense conviction.
"I didn't listen after the first bit, it was so stupid," said Cyril.
The smaller girl made no actual comment on the story, but she had long ago recommenced a murmured
repetition of her favourite line.
"You don't seem to be a success as a story-teller," said the bachelor suddenly from his corner.
The aunt bristled in instant defence at this unexpected attack.
"It's a very difficult thing to tell stories that children can both understand and appreciate," she said stiffly.
"I don't agree with you," said the bachelor.
"Perhaps you would like to tell them a story," was the aunt's retort.
"Tell us a story," demanded the bigger of the small girls.
"Once upon a time," began the bachelor, "there was a little girl called Bertha, who was extra-ordinarily good."
The children's momentarily-aroused interest began at once to flicker; all stories seemed dreadfully alike, no
matter who told them.
"She did all that she was told, she was always truthful, she kept her clothes clean, ate milk puddings as though
they were jam tarts, learned her lessons perfectly, and was polite in her manners."
"Was she pretty?" asked the bigger of the small girls.
"Not as pretty as any of you," said the bachelor, "but she was horribly good."

5
There was a wave of reaction in favour of the story; the word horrible in connection with goodness was a
novelty that commended itself. It seemed to introduce a ring of truth that was absent from the aunt's tales of
infant life.
"She was so good," continued the bachelor, "that she won several medals for goodness, which she always
wore, pinned on to her dress. There was a medal for obedience, another medal for punctuality, and a third for
good behaviour. They were large metal medals and they clicked against one another as she walked. No other
child in the town where she lived had as many as three medals, so everybody knew that she must be an extra
good child."
"Horribly good," quoted Cyril.
"Everybody talked about her goodness, and the Prince of the country got to hear about it, and he said that as
she was so very good she might be allowed once a week to walk in his park, which was just outside the town.
It was a beautiful park, and no children were ever allowed in it, so it was a great honour for Bertha to be
allowed to go there."
"Were there any sheep in the park?" demanded Cyril.
"No;" said the bachelor, "there were no sheep."
"Why weren't there any sheep?" came the inevitable question arising out of that answer.
The aunt permitted herself a smile, which might almost have been described as a grin.
"There were no sheep in the park," said the bachelor, "because the Prince's mother had once had a dream that
her son would either be killed by a sheep or else by a clock falling on him. For that reason the Prince never
kept a sheep in his park or a clock in his palace."
The aunt suppressed a gasp of admiration.
"Was the Prince killed by a sheep or by a clock?" asked Cyril.
"He is still alive, so we can't tell whether the dream will come true," said the bachelor unconcernedly; "anyway,
there were no sheep in the park, but there were lots of little pigs running all over the place."
"What colour were they?"
"Black with white faces, white with black spots, black all over, grey with white patches, and some were white all
over."
The storyteller paused to let a full idea of the park's treasures sink into the children's imaginations; then he
resumed:
"Bertha was rather sorry to find that there were no flowers in the park. She had promised her aunts, with tears
in her eyes, that she would not pick any of the kind Prince's flowers, and she had meant to keep her promise,
so of course it made her feel silly to find that there were no flowers to pick."
"Why weren't there any flowers?"
"Because the pigs had eaten them all," said the bachelor promptly. "The gardeners had told the Prince that you
couldn't have pigs and flowers, so he decided to have pigs and no flowers."
There was a murmur of approval at the excellence of the Prince's decision; so many people would have
decided the other way.
"There were lots of other delightful things in the park. There were ponds with gold and blue and green fish in
them, and trees with beautiful parrots that said clever things at a moment's notice, and humming birds that
hummed all the popular tunes of the day. Bertha walked up and down and enjoyed herself immensely, and
thought to herself: 'If I were not so extraordinarily good I should not have been allowed to come into this
beautiful park and enjoy all that there is to be seen in it,' and her three medals clinked against one another as
she walked and helped to remind her how very good she really was. Just then an enormous wolf came
prowling into the park to see if it could catch a fat little pig for its supper."
"What colour was it?" asked the children, amid an immediate quickening of interest.

6
"Mud-colour all over, with a black tongue and pale grey eyes that gleamed with unspeakable ferocity. The first
thing that it saw in the park was Bertha; her pinafore was so spotlessly white and clean that it could be seen
from a great distance. Bertha saw the wolf and saw that it was stealing towards her, and she began to wish
that she had never been allowed to come into the park. She ran as hard as she could, and the wolf came after
her with huge leaps and bounds. She managed to reach a shrubbery of myrtle bushes and she hid herself in
one of the thickest of the bushes. The wolf came sniffing among the branches, its black tongue lolling out of its
mouth and its pale grey eyes glaring with rage. Bertha was terribly frightened, and thought to herself: 'If I had
not been so extraordinarily good I should have been safe in the town at this moment.' However, the scent of
the myrtle was so strong that the wolf could not sniff out where Bertha was hiding, and the bushes were so
thick that he might have hunted about in them for a long time without catching sight of her, so he thought he
might as well go off and catch a little pig instead. Bertha was trembling very much at having the wolf prowling
and sniffing so near her, and as she trembled the medal for obedience clinked against the medals for good
conduct and punctuality. The wolf was just moving away when he heard the sound of the medals clinking and
stopped to listen; they clinked again in a bush quite near him. He dashed into the bush, his pale grey eyes
gleaming with ferocity and triumph, and dragged Bertha out and devoured her to the last morsel. All that was
left of her were her shoes, bits of clothing, and the three medals for goodness."
"Were any of the little pigs killed?"
"No, they all escaped."
"The story began badly," said the smaller of the small girls, "but it had a beautiful ending."
"It is the most beautiful story that I ever heard," said the bigger of the small girls, with immense decision.
"It is the only beautiful story I have ever heard," said Cyril.
A dissentient opinion came from the aunt.
"A most improper story to tell to young children! You have undermined the effect of years of careful teaching."
"At any rate," said the bachelor, collecting his belongings preparatory to leaving the carriage, "I kept them quiet
for ten minutes, which was more than you were able to do."
"Unhappy woman!" he observed to himself as he walked down the platform of Templecombe station; "for the
next six months or so those children will assail her in public with demands for an improper story!"

7
 Name of School
Learning Activity Sheet (LAS)
English 9

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

ACTIVITY/IES
(Please return this page only)
Quarter 3 (Week 3&4)
Activity No: 2
Activity Title: Determining relevance and the truthfulness of the story.

Activity 2. Determining the relevance and the truthfulness of the story.

Directions: Answer the following questions to determine the relevance and truthfulness
of the story.

1. Who might be the storyteller in this story?

_____________________________________________________________________________________
________________________________________________
0. What kind of a storyteller could he/she be?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________
0. What ideas and feelings come to you about aunt and the stranger in the story?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________

0. Does the story ‘storyteller’ share a moral for its reader? Why or why not?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________
0. What ideas or opinions did you get from 'The Storyteller' in life that you can apply in your life? About
why? And how are you going to implement them?
________________________________________________________________________________________
________________________________________________________________________________________
________________

8
 Name of School

Learning Activity Sheet (LAS)

ENGLISH 9
____________________________________________________________________________
Name: _____________________________ Score: ________________
Grade & Section: ____________________ Date: _________________
____________________________________________________________________________
Quarter 3 (Week 5&6)
Activity No: 3
Activity Title: Judge and Analyze the validity of the evidence listened to
Learning Target: Judge and Analyze the validity of the evidence listened to a particular reading materials.
Reference:
____________________________________________________________________________
Background:
Judging to form, give, or have as an opinion, or to decide about something or someone, especially after
thinking carefully: ... to express a bad opinion of someone's behaviour, often because you think you are better
than them: You have no right to judge other people because of what they look like or what they believe.
Analyze means to study or examine something carefully in a methodical way. If you analyze your child's
report card, you may determine his strength and weaknesses (and how many times he cut class). This
verb analyze comes from the noun analysis.
Validity evidence requires that the test outline be appropriate, given the construct and test purpose. Finally,
experts who work directly in clinical settings would evaluate the test outline to determine its quality, and their
evaluation would provide evidence supporting the content validity of test for this purpose.
Once you’ve been to the library and checked out books, copied articles, and printed information from
Web sites, you have to decide which sources to use. Your teacher might require that you use a certain number
of sources of a certain type (for example, one book, two articles, and one Web site). Regardless, it is important
that you use a variety of sources to avoid relying too much on one source. You might wonder why using one
good source would be a problem, especially if it is the best one to support your study. If you just use one
source or rely too heavily on one source, then your paper will turn into a summary of that author’s ideas about
the subject instead of containing your own ideas.
This lesson will help you decide what sources are valid and reliable for supporting a activity.

Directions: Read the Ernest Hemingway’s work. Answer the activity that follows.
“A Day’s Wait”
by Ernest Hemingway
He came into the room to shut the windows while we were still in bed and I saw he looked ill. He was
shivering, his face was white, and he walked slowly as though it ached to move. ‘What’s the matter, Schatz?’
‘I’ve got a headache.’ ‘You better go back to bed.’ ‘No, I’m all right.’ ‘You go to bed. I’ll see you when I’m
dressed.’ But when I came downstairs he was dressed, sitting by the fire, looking a very sick and miserable
boy of nine years. When I put my hand on his forehead I knew he had a fever. ‘You go up to bed,’ I said,
9
‘you’re sick.’ ‘I’m all right,’ he said. When the doctor came he took the boy’s temperature. ‘What is it?’ I asked
him. ‘One hundred and two.’ Downstairs, the doctor left three different medicines in different colored capsules
with instructions for giving them. One was to bring down the fever, another a purgative, the third to overcome
an acid condition. The germs of influenza can only exist in an acid condition, he explained. He seemed to know
all about influenza and said there was nothing to worry about if the fever did not go above one hundred and
four degrees.
This was a light epidemic of flu and there was no danger if you avoided pneumonia. Back in the room I
wrote the boy’s temperature down and made a note of the time to give the various capsules. ‘Do you want me
to read to you?’ ‘All right. If you want to,’ said the boy. His face was very white and there were dark areas
under his eyes. He lay still in bed and seemed very detached from what was going on. I read aloud from
Howard Pyle’sBook of Pirates; but I could see he was not following what I was reading. ‘How do you feel,
Schatz?’ I asked him. ‘Just the same, so far,’ he said. I sat at the foot of the bed and read to myself while I
waited for it to be time to give another capsule.
It would have been natural for him to go to sleep, but when I looked up he was looking at the foot of the
bed, looking very strangely. ‘Why don’t you try to go to sleep? I’ll wake you up for the medicine.’ ‘I’d rather stay
awake.’ After a while he said to me, ‘You don’t have to stay here with me, Papa, if it bothers you.’ ‘It doesn’t
bother me.’ ‘No, I mean you don’t have to stay if it’s going to bother you.’ I thought perhaps he was a little light-
headed and after giving him the prescribed capsule at eleven o’clock I went out for a while. It was a bright, cold
day, the ground covered with a sleet that had frozen so that it seemed as if all the bare trees, the bushes, the
cut brush and all the grass and the bare ground had been varnished with ice.
I took the young Irish setter for a little walk up the road and along a frozen creek, but it was difficult to
stand or walk on the glassy surface and the red dog slipped and slithered and fell twice, hard, once dropping
my gun and having it slide over the ice. We flushed a covey of quail under a high clay bank with overhanging
brush and killed two as they went out of sight over the top of the bank. Some of the covey lit the trees, but most
of them scattered into brush piles and it was necessary to jump on the icecoated mounds of brush several
times before they would flush.
Coming out while you were poised unsteadily on the icy, springy brush they made difficult shooting and
killed two, missed five, and started back pleased to have found a covey close to the house and happy there
were so many left to find on another day. At the house they said the boy had refused to let anyone come into
the room. ‘You can’t come in,’ he said. ‘You mustn’t get what I have.’ I went up to him and found him in exactly
the position I had left him, whitefaced, but with the tops of his cheeks flushed by the fever, staring still, as he
had stared, at the foot of the bed. I took his temperature. ‘What is it?’ ‘Something like a hundred,’ I said. It was
one hundred and two and four tenth. ‘It was a hundred and two,’ he said. ‘Who said so?’ ‘The doctor.’ ‘Your
temperature is all right,’ I said. It’s nothing to worry about.’ ‘I don’t worry,’ he said, ‘but I can’t keep from
thinking.’ ‘Don’t think,’ I said. ‘Just take it easy.’ ‘I’m taking it easy,’ he said and looked straight ahead. He was
evidently holding tight onto himself about something. ‘Take this with water.’ ‘Do you think it will do any good?’
‘Of course it will.’ I sat down and opened the Pirate book and commenced to read, but I could see he was not
following, so I stopped. ‘About what time do you think I’m going to die?’ he asked. ‘What?’ ‘About how long will
it be before I die?’ ‘You aren’t going to die. What’s the matter with you?’ Oh, yes, I am. I heard him say a
hundred and two.’ ‘People don’t die with a fever of one hundred and two.
That’s a silly way to talk.’ ‘I know they do. At school in France the boys told me you can’t live with
fortyfour degrees. I’ve got a hundred and two.’ He had been waiting to die all day, ever since nine o’clock in the
morning. ‘You poor Schatz,’ I said. ‘Poor old Schatz. It’s like miles and kilometers. You aren’t going to die.
That’s a different thermometer. On that thermometer thirtyseven is normal. On this kind it’s ninety-eight.’ ‘Are
you sure?’ ‘Absolutely,’ I said. ‘It’s like miles and kilometers. You know, like how many kilometers we make
when we do seventy in the car?’ ‘Oh,’ he said. But his gaze at the foot of his bed relaxed slowly.
The hold over himself relaxed too, finally, and the next day it was very slack and he cried very easily at
little things that were of no importance.

10
 Part A

‘Why don’t you try to go to sleep? I’ll wake you up for the medicine.’
‘I’d rather stay awake.’
After a while he said to me, ‘You don’t have to stay here with me, Papa, if it bothers
you.’
‘It doesn’t bother me.’
‘No, I mean you don’t have to stay if it’s going to bother you.’

Part B

I went up to him and found him in exactly the position I had left him, white faced, but with the tops of his cheeks
flushed by the fever, staring still, as he had stared, at the foot of the bed. I took his temperature. ‘What is it?’
‘Something like a hundred,’ I said. It was one hundred and two and four tenth. ‘It was a hundred and two,’ he
said. ‘Who said so?’ ‘The doctor.’ ‘Your temperature is all right,’ I said. It’s nothing to worry about.’ ‘I don’t
worry,’ he said, ‘but I can’t keep from thinking.’ ‘Don’t think,’ I said. ‘Just take it easy.’ ‘I’m taking it easy,’ he
said and looked straight ahead. He was evidently holding tight onto himself about something.

11
 Name of School
Learning Activity Sheet (LAS)
English 9

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

ACTIVITY/IES
(Please return this page only)

Quarter 3 (Week 5&6)

Activity No: 3
Activity Title: Judge and Analyze the validity of the evidence listened to

Activity 3.1Listening skills

Directions: Listen to parts of argumentative essay. Then write what is asked in each
section. Get important information from the argumentative or persuasive
text. Listen and summarize information from the text.

1. Get important information from it.

PART A PART B

0. Summarize it.
Part A

Part B

12
 Name of School
Learning Activity Sheet (LAS)
English 9

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

ACTIVITY/IES
(Please return this page only)

Quarter 3 (Week 5&6)

Activity No: 3
Activity Title: Judge and Analyze the validity of the evidence listened to

Activity 3.2 Judge the validity of the evidence listened to. Over all Text
Directions: Answer the following questions.
1. What is the writer’s argument?

0. What is your stand on the text?

0. What are your reactions?

0. What certain evidence that utilizes your statement or stand from the text?

13
 ___________________________________________
Name of School

Learning Activity Sheet (LAS)

English 9

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

Quarter 4 Week 1 and 2

Activity No: 4
Activity Title: Relevance of One’s Idea
MELCs: Judge the relevance and worth of ideas, soundness of author’s reasoning, and the effectiveness of
the presentation EN9RC-IVf-2.22
Learning Target: Determine the relevance and worth of ideas presented in a text
Reference: https://znnhs.zdnorte.net/wp-content/uploads/2021/06/ENGLISH9-Q4-W1-MOD1.pdf
____________________________________________________________________________
Background:
What is Reading?

● Reading is a goal-directed activity such that a reader seeks to reach a particular outcome as a result of
reading.
● Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation.

● Reading is the recognition of words. From simple recognition of the individual letters and how these
letters form a particular word, to what each word means – not just on an individual level, but also as
part of a text.

Importance of Reading

● Reading makes a big difference to children’s educational performance.

● Reading expands the mind. It allows creative thinking.

● Reading helps improve concentration.

● Reading develops vocabulary.

There are different reasons why people read which includes:

● Pleasure and enjoyment

● Practical application

● Obtain an overview

● Locate specific information

● Identify the central idea or theme

● Develop a detailed and critical understanding

Text relevance refers to the match between a reader’s goal and information related to that goal. Relevance
differs from importance. Importance is author defined and is cued by various characteristics internal to the text
(e.g., first mention, text signals, elaboration).
14
Determining importance is a strategy that readers use to distinguish between what information in a text is
most important versus what information is interesting but not necessary for understanding. This practical
reading strategy will help you distinguish between the most and least important information presented in
textbooks and nonfiction reading. Headings, subheadings, chapter titles, highlighted vocabulary—all of these
features guide readers to find and remember the most important information. Graphic organizers help students
keep only the most important information.

Determining importance is more than just remembering the important details to summarize the text. To
understand the concept of determining important details, we need to determine other important pieces of
information such as:
● determine when and why a character begins to change

● determine the importance of something a character says or does

● determine the importance of a story’s setting

● determine the significance of an event in a story and how it will impact the rest of the story

● determine the most important theme in a story

● determine the most important lesson learned in a story

● determine important vocabulary introduced in a text

15
 ___________________________________________
Name of School

Learning Activity Sheet (LAS)

English 9

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

ACTIVITY/IES
(Please return this page only)

Quarter 4: Week 1 and 2

Activity: 4
Directions: Read the paragraph below and identify which statements are not related to the text. Do this by
underlining the sentences in the paragraph.

Desperate, Willy tries to relate an anecdote about Dave Singleman, an eighty-fouryear-old salesman
who phoned his buyers and made his sales without ever leaving his hotel room. After he died the noble “death
of a salesman” that eludes Willy, hundreds of salesmen and buyers attended his funeral. Willy reveals that his
acquaintance with this venerable paragon of salesmanship convinced him to become a salesman himself
rather than join his brother, Ben, on his newly purchased plot of timberland in Alaska. Willy decided to transfer
to New York together with his family. Howard fired Willy when he insisted on being transferred to a place where
he didn’t have to travel.
Activity 4.1:
Directions: With your answer in Activity 4.1, provide your reasons why the statements are not relevant in the
general idea of the text.

__________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

_____

16
 ___________________________________________
Name of School

Learning Activity Sheet (LAS)

English 9

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

Quarter 4: Week 3 and 4

Activity No: 5
Activity Title: Analyzing Critical Issues
MELCs: React to lay value judgment on critical issues that demand sound analysis and call for prompt actions
Learning Objective: Analyze critical issues from the material read.
Reference: https://znnhs.zdnorte.net/wp-content/uploads/2021/06/ENGLISH9-Q4-W5-MOD5.pdf
_____________________________________________________________________________________________
Background:

What is Critical Reading?

Reading critically does not necessarily mean being critical of what you read. Critical reading means
engaging in what you read by asking yourself questions such as, ‘what is the author trying to say?’ or ‘what is
the main idea being presented?’

Here are the suggested steps in critical reading:

1. Before you read. Scan the reading text to get an idea of what it is about and what the main argument
is. This may include reading an introduction if there is one, or the subheadings.
2. While you read. Keep a running dialogue with the author through annotation by recording your
thoughts, ideas, and questions. Underline, highlight, or circle important parts and points, and write
comments in the margins.
3. After you have read. Look over your annotations to get an overall idea of the text. You may also
choose to write a summary to solidify your understanding.
4. Responding to the text. After you have developed a clear sense of the author’s argument and line of
reasoning, you are able to analyze the author’s argument and methods. Then, you can develop your
own ideas—perhaps into an essay of your own.

Critical reading involves presenting a reasoned argument that evaluates and analyses what you have read.
Being critical, therefore - in an academic sense - means advancing your understanding.

As a critical reader you should reflect on:

17
 ● What the text says: after critically reading a piece you should be able to take notes and
paraphrase the key points in your own words.
● What the text describes: you should be confident that you have understood the text sufficiently to
be able to use your own examples and compare and contrast with other writing on the subject in
hand.
● Interpretation of the text: this means that you should be able to fully analyze the text and state a
meaning for the text as a whole.

Critical reading means being able to reflect on what a text says, what it describes and what it means by
scrutinizing the style and structure of the writing, the language used as well as the content.

To sum up, critical reading is a form of language analysis that does not take the given text at face
value, but involves a deeper examination of the claims put forth as well as the supporting points and possible
counterarguments.

___________________________________________
Name of School

Learning Activity Sheet (LAS)

English 9

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

ACTIVITY/IES
(Please return this page only)
Quarter 4: Week 3 and 4
Activity No: 5
Directions: Read the poem then answer the questions that follow.

18
 If
by Rudyard Kipling

If you can keep your head when all about you

Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise:

If you can dream—and not make dreams your master;

If you can think—and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build ’em up with worn-out tools:
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‘Hold on!’

If you can talk with crowds and keep your virtue,

Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my son!

1. What does the poem say?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________________________________________

2. What does it describe?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________________________________________

19
20
 Learning Activity Sheet (LAS)
English 10

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

Quarter 1
Activity No: 3
Activity Title: Elements of a Story (Plot, Setting, and Characterization)
MELCs: Appraise the unity of plot, setting and characterization in a material viewed to achieve the
writer’s purpose-EN10VC-IVc-29
Learning Objectives: a. Identify the setting, plot and characterization of the story; and,
b. discover the purpose of the writer based on the story element.
Reference: Elements of a Short Story (teacherv.net)
________________________________________________________________________________
Background:
Elements of a Story
• Setting – The time and place a story takes place.
Setting Details can describe:

Time of day Time of year Time in History Scenery Weather Location

• The setting describes where and when the story takes place.
• It helps build background and create images in the mind.
• It helps set the tone or mood of the story.
• Characters – the people, animals or creatures in a story.
Every story needs Characters… People Animals or Creatures

The protagonist is the “good guy”

The antagonist is the “bad guy” or force

Characterization is the way in which an author shows the personality of a character Characterization is
a technique writers use to make characters “come to life.”
• Plot – the series of events that make up a story.
Plot Components

Climax: the turning point, the most intense moment—either mentally

Rising Action: the series of events and conflicts in the story that lead to the climax
Exposition: the start of the story, before the action starts or in action
Falling Action: all of the action which follows the climax
Resolution: the conclusion, the tying together of all of the threads
The climax is the most exciting part!!
• Conflict – a problem or struggle between two people, things or ideas.
Conflict is the “battle” between two forces.
Conflict isn’t always bad. Sometimes it helps to create change

Types Of Conflict
1. Man vs. Self
The main character battles himself/herself. The key here is that the battle occurs within the character,
though it may involve and affect other characters.

21
 Example: In the movie “Tangled Rapunzel”, she cannot decide if she wants to stay in the tower or defy
her “mother's” wishes and leave the tower.

Conflict: Rapunzel vs. Herself

Solution: Rapunzel pursue her dream of exploring the outside world.

2. Man vs. Character

In this type of conflict, the central character clashes with another character.

Example:
Cinderella wants to go to the ball, but her wicked step-mother prevented her from going so that she
would not meet the prince.

Conflict: Cinderella vs. Step-mother

Solution: She fell in love with the prince and they got married.

3. Man vs. Society

With this type of conflict, the main character challenges a law, tradition, or institution. Example:
Ponyboy genuinely likes Cherry, but their blossoming relationship is strained by the difference in their
social circles.

Conflict: Ponyboy and Cherry vs. Their social circles

Solution: Ponyboy respect Cherry and understands the difficult situation she is in.

4. Man vs. Nature

The main character fights to endure or overcome forces of nature. He or she may struggle to survive
harsh elements, navigate through disaster, or meet his or her basic needs.

Example: The fishermen of Barrio Alfonso have hopes of catching plenty of fishes, but then after few
hours of fishing in the middle of the sea, they were tormented with a strong storm.

Conflict: Fishermen vs. Storm

Solution: The fishermen manage to hide the boat at the safer side of an island.
.
5. Man vs. Supernatural
In stories with this type of conflict, the main character resists forces that are not in the world. The key to
this conflict is that forces that are not of this world threaten the main character.

Example: Calpurnia has a dream where she imagines Caesar’s blood running like a fountain, and she
does not want him to go to the capital on the Ides of March. Caesar almost listens to her, until Decius
Brutus convinces him to reinterpret the dream as a positive sign. Of course, it wasn't. Caesar was
assassinated on the Ides of March.

Conflict: Calpurnia vs. Bad omen of her dream

Solution: She had taken her dream to portent danger for Caesar.

6. Man vs. Technology

In a story with this type of conflict, the main character resists technological forces. He or she may just
struggle to accept or use the technology of a changing world.

Example: Frankenstein brings a being to life by sewing together body parts from a graveyard. Despite
having good intentions, the monster he created frightens all he encounters and comes after Dr.
Frankenstein, blaming the doctor for his miserable existence.

Conflict: Dr. Frankenstein vs His Creation

Solution: Dr. Frankenstein run away from the monster he created.

Learning Activity Sheet (LAS)

22
 English 10

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

ACTIVITY/IES
(Please return this page only)
Week 5
Activity No: 3
Directions: Read the story below and answer the following questions.

ORPHEUS
Alice Low

There were nine goddesses called Muses. Born out of Zeus and a Titan 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 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’ song, he began to weep. Cold Persephone was so moved that, for
the first time in all her months in the underworld, her heart melted.
“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.

23
 “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 longed for the time when he, too, would die and be reunited with his beloved Eurydice in the underworld.

1. What can you say about the plot, setting and characterization of the story “Orpheus”? Are they
connected? Explain your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
2. Do you think the writer was able to achieve her purpose in writing the story? How?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
3. If you were the author, how would you end the story?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________

24
 Learning Activity Sheet (LAS)
English 10

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

Quarter 1
Activity No: 4
Activity Title: Compare and Contrast
MELCs: Compare and contrast the contents of the materials viewed with outside sources of information
in terms of accessibility and effectiveness- EN10VC-IVa-15
Learning Targets: a. Identify important features/points in the materials viewed,
b. compare and contrast the contents of the materials viewed with outside sources of
information, and
c. display self-reliance and high sense of responsibility in coping with the assigned tasks
Reference: http://bnvhsmodules.com/wp-content/uploads/2020/10/E10Q1_Module4_Lauronal.pdf
________________________________________________________________________________
Background:
What is comparison and contrast?

Compare is when you tell how things are alike and contrast is when you tell how things are different. It
also explains how two subjects are similar or different.
▪ H1N1 in 1918 is just the same with COVID-19. They are both contagious. (Similar)
▪ Although both are contagious, they differ in origin. (Contrast)
• Why do we compare and contrast things?

Why do we compare and contrast things?

▪ to determine the superiority of one thing over the other

▪ to explain something that is unknown by comparing it to something that is known

▪ to show that two apparently similar things are in fact quite different or to show that two apparently
dissimilar things are quite similar
▪ to show how something or someone has changed

25
 Learning Activity Sheet (LAS)
English 10

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

ACTIVITY/IES
(Please return this page only)
Week 6
Activity No: 4
Directions: Read the article, What will schools look like under the New Normal, and give similarities and
differences.

As governments ease out of lockdowns, we will begin to see schools adopting the
blended learning approach. Those who are necessitated to move to online learning during the
Covid-19 crisis will start to realize the full benefits of virtual education as teachers and students
return to their physical classrooms. The conscious and careful blending of face-to-face instruction
and online methods can draw the best of both worlds and create the best teaching and learning
experience.
Some schools will also start combining blended learning with a flipped classroom
approach. In a flipped classroom, the typical classroom lecture and homework elements are
reversed. At home, the students watch short video lectures and other asynchronous content,
while activities traditionally assigned as homework are now done in-class with the teacher
answering student questions and helping them apply course concepts during class time.

1. What is common between the two approaches?

_____________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________

2. How does each approach differ as far as learning instructions are concerned?
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________

3. Between the two approaches, which do you find better? Why?

__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________

26
 Learning Activity Sheet (LAS)
English 10

Name: _____________________________ Score: ________________

Grade & Section: ____________________ Date: _________________
_____________________________________________________________________________
Quarter 1
Activity No: 5
Activity Title: Analytical listening in problem solving
MELCs: Employ analytical listening in problem solving- EN10LC-IIe-13.2
Learning Objectives: a. Listen analytically to messages from audio materials.
b. use analytical listening in problem solving.
Reference: https://www.bing.com/search?q=analytical+listening+in+problem+solving&cvid
https://znnhs.zdnorte.net/wpcontent/uploads/2021/10/
ADM_Eng10_Q1_M6_analyticallisteninginproblemsolving_final.pdf
______________________________________________________________________________

Background:
Analytical Listening & Problem Solving
Analytical Listening - is about the ability and the capacity to properly analyze what is being said. This not
only means understanding what the other person is saying and what they mean to say, but also being able to
divide difficult questions into separate parts in order to get to the core.
Analytical Listening sounds easier than it is. Distinguishing between central and peripheral issues is a
prerequisite. Apart from that, common listening techniques help. The objective of Analytical Listening is to
quickly see logical connections, as well as detecting possible gaps in all the information.
Stages of Analytical listening

1. Receiving Stage - actual hearing process

2. Understanding Stage - get the general meaning
3. Evaluating Stage - critically examine the information
4. Responding stage - provide feedback and responses
5. Remembering Stage - record the information listened to for future use

Steps in Analytical listening in problem solving

1. Define the problem

2. Generate alternative solutions

3. Evaluate and select an alternative

4. Implement and follow-up on the solution

Learning Activity Sheet (LAS)

27
 English 10

Name: _____________________________________ Score: _________________

Section: ____________________________________ Date: __________________

ACTIVITY/IES
(Please return this page only)
Week 7
Activity No: 5
Directions: Listen/watch the video clip “We are the World” and answer the questions that follow.

https://www.youtube.com/watch?v=0MWNW_a35oY

1. What do the singers wanted to impart through the song amidst the corona virus pandemic?
A. to call togetherness during the pandemic
B. to inspire front liners in fulfilling their duties
C. to show how people feel being at home during the lockdown
D. to promote shared responsibility and collective efforts to save humanity.

2. If you are going to rate what you feel while listening to the song, what will your rating be? Choose two
answers and check your rating that corresponds to what you feel then give your reasons why. (4 points)

Feeling Rating Reasons

4 3 2 1
(very (much) (slightly) (not)
much)
Amazed

Inspired

Hopeful

Emphatic

Worried

disgusted

28
 Learning Activity Sheet
English 10

Name: ___________________________________ Score: ________________

Grade & Section: ___________________________ Date: _________________
_______________________________________________________________________
Quarter 1
Activity No: 6
Activity Title: Making Judgements about a Range of Texts
MELCs: Evaluate and make judgements about a range of texts using a set of criteria e.g. comparing
arguments on the same topic, critiquing a short story
Learning Objectives: a. Determine the elements that add value to a text,
b. compare arguments in persuasive essays, and
c. evaluate and make judgments about a range of texts using a set of criteria.
Reference:https://znnhs.zdnorte.net/wpcontent/uploads/2021/10/
ADM_Eng10_Q1_M7_makingjudgementsaboutrangeoftexts_final.pdf
________________________________________________________________________________
Background:

A. Short Story
✓ There is a powerful setting that transports the reader into the tale by appealing to all of the
senses. It also plays an important role in advancing the plot as well as in character development.
✓ The characters, including characterization, are well-drawn and welldeveloped. The readers
should find them relatable in terms of the values they embody and the principles they live by. ✓
The plot of the story is original and not predictable. It should be interesting enough for the reader to
find himself drawn to it. Also, the plot is best enhanced by literary techniques such as suspense,
foreshadowing (using hints or signs that a threat may lie ahead in the story), flashback, cliffhanger
(abruptly ending the story without a clear resolution for the characters)and plot twist.
✓ There should also be an interesting conflict that will move the plot. It should clearly show how the
opposing forces (such as man versus himself, man versus society, etc.) confront one another and
how it can be resolved.
✓ The story should have a relevant theme — one that provides profound insights about life. The
theme is generally timeless, which means that it will remain true for different generation of readers
and across different backgrounds.

B. Myth -generally share the same characteristics with short stories, but they differ in terms of the added
features such as having gods and goddesses as characters, heroes possessing special abilities, and
humans transforming into a different creature. Specifically, these are the characteristics to look for in a
myth:
✓ The characters are comprised of a hero with special skills, monsters who play the villain, and
gods and goddesses who may help, reward, or punish the hero. The hero must be a well-drawn
character, showing relatable traits while displaying great feats.
✓ The plot and conflict usually revolve around the hero’s adventure or quest, and his success or
failure will determine whether he really is a true hero. One of the common twists in the plot of a
myth is metamorphosis, or the transformation of a character into a different creature such as a bird,
a monster, or a plant. These transformations are, of course, the gods’ doing. On the sidelines, the
plot may also present a tradition or local belief of the community where the myth originated.
✓ The setting plays a very important role in helping the readers visualize the hero’s environment
especially during his quest. It should be very vivid for the reader to picture places such as the
Underworld, the forest, or the abode of the gods.
✓ The myth should leave the readers with a life lesson. Anchored on the general theme that good
deeds are rewarded and evil is punished, the lessons are usually about moral conduct.
Well, are you now convinced that there are certain qualities to look for in a good literary text? But what does it
take to convince you to believe, or to do or not do something? You would probably ask for evidences such as
29
facts, experts’ opinions, testimonies and effective persuasive techniques. All these are components of a
persuasive text.
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.
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:

Learning Activity Sheet

English 10

Name: ___________________________________ Score: ________________

30
Grade & Section: ___________________________ Date: _________________
_______________________________________________________________________

ACTIVITY/IES
(Please return this page only)
Week 8
Activity No: 6
Directions: Read the following statements and determine whether they are good characteristics of a narrative
or an opinion (persuasive/argumentative) article. Shade thumbs up if it is, and thumbs down if
otherwise.

B.Choose a persuasive essay, or an editorial article from a local or national newspaper (or the essays given in
this module), and then rate its content using the rubric below. Justify your rating by writing a two to three-
sentence feedback about the essay, particularly on the arguments presented. (Note: If the total score is below
12 points, suggest ways on how the persuasive essay can be improved.)

Criteria Excellent (5) Good (3) Needs Improvement

(1)

Focus/ Content The writer’s stand about The writer’s stand about The writer doesn’t have
the issue is very clear. the issue is clear; a clear stand about the
Problems, solutions and however, he failed to issue. Likewise, he
call for action are clearly present and failed to discuss the
presented discuss the problems problems and possible
and solutions, hence the solutions, and didn’t
conclusion is rath make a call for action.

Clarity of Ideas The text presents clear Most of the arguments The arguments are not
and sound arguments, are clear and sound, but quite related to the
as well as authentic there are some issue, and the facts and
evidences that support evidences that do not evidences provided do
the arguments support them, or are not not support the
related to the topic. arguments.

Development/ There is logical There is logical The content of the

Organization arrangement of arrangement of essay/article is not
statements, and the statements, but the topic organized, from the
topic is developed is not very well thesis to the arguments
thoroughly with developed because of and evidences; hence
examples and supports. lack of examples and the text is not
support. comprehensible to the
readers

Language Use and The writer used The writer used The language used and
Mechanics language that is appropriate language, word choice are not
appropriate for the and word choice is appropriate for the
target audience, and generally suited for the audience and the topic.
has good choice of audience and the topic. There are also too many
words and expressions. However, there are errors on the text,
The text displays very quite a few glaring making reading and
minimal errors in errors in spelling, comprehension difficult.
spelling, punctuation punctuation and
and grammar. grammar.

31
 Score

Learning Activity Sheet

English 10

Name: ___________________________________ Score: ________________

Grade & Section: ___________________________ Date: _________________
_______________________________________________________________________
Quarter 1
Activity No: 7
Activity Title: Evaluating Spoken Texts
MELCs: Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion, correctness
Learning Objectives: a. Define spoken texts, and
b. evaluating spoken texts in terms of fluency, tone, cohesion, and correctness.
Reference:https://znnhs.zdnorte.net/wpcontent/uploads/2021/11/ADM_Eng10_Q1_M8_evaluatingspoke
ntexts_final.pdf
________________________________________________________________________________
Background:

32
Spoken texts include oral stories, interviews, dialogues, monologues (e.g. a welcome to country speech, a
presentation to the class), phone conversations, discussions, role plays, or any other piece of spoken
language.
Enhancing one’s listening skill is a must. It takes a lot of practice concentrating on the details spoken by a
speaker. When a person’s listening skill is excellent, it will not be difficult to evaluate whether the text heard
conveys fluency, tone, cohesion, and correctness.

● Fluency in speaking starts with fluency in reading. Reading fluency has three elements, namely;
accuracy, rate, and prosody.

● Bear in mind that there is a difference between coherence and cohesion. Cohesion is the linking of
words and sentences by using correct transitional/cohesive devices, such as conjunctions (e.g.,
FANBOYS), and adverbial conjunctions (e.g., even, although, and instead). By using proper cohesive
devices, coherence is achieved. Coherence is centered on the general sense and organization/logical
sequence of thoughts/ideas in a text – meaning, whether or not the text makes sense.

● Tone is the attitude of the writer/speaker regarding a subject. In a speaking situation or engagement,
the tone of a speaker is dependent on the purpose of the talk and who the audience are. For instance,
a formal tone will resonate from a resource speaker in a seminar for professionals. While a light or
humorous tone will emanate from a stand-up comedian in a comedy bar. It is vital that the audience use
their higher order thinking skills to be able to identify the tone employed by the speaker.

● Correctness in a spoken text is focused on grammar, vocabulary, and pronunciation. It is important

that the speaker follows grammatical rules accurately, uses relevant and appropriate vocabulary, and
demonstrates clear pronunciation.

Learning Activity Sheet

English 10

Name: ___________________________________ Score: ________________

Grade & Section: ___________________________ Date: _________________
_______________________________________________________________________

ACTIVITY/IES
(Please return this page only)
Week 9
Activity No: 7
Directions: For this activity, you will evaluate a portion of Karen Davila’s interview with Sec. Harry Roque (You
can access the full interview in this link: https://pcoo.gov.ph/media-interview/interview-with-presidential-
spokespersonharry-roque-by-karen-davila-anc-headstart-9/ you can listen to the audio file by clicking Audio on

33
the left side of the transcript.) Use the rubric below and explain why you have given that rating/score in two-
three sentences.

DAVILA: All right. Now, one thing that’s made the news is the President actually saying in one of his meetings
that it’s possible to file maybe murder charges and then it goes as far as reckless imprudence which is two
charges that are so far apart from each other frankly against quarantine violators. And the one who gave this
idea as Secretary Sal Panelo during one of the meetings. You are a lawyer yourself, Secretary Roque, let’s be
honest, can it actually be done in the Philippines?

SEC. ROQUE: Well I think—I cannot speak for Secretary Sal Panelo. But as lawyers, you know we do have a
thousand interpretation of the same law. But I am with the opinion that perhaps reckless imprudence would be
more in point rather than murder. Because murder number one, you need definitely an intent to kill; and
number two, you need to have qualifying circumstances such as you know treachery abuse of strength and all
of that, which you can’t actually prove when you infect someone with a disease.

Now reckless imprudence could be, but my point of view there is although there is a penalty attached to it
because of our laws in probation and parole, wala rin kulong. And that is why I have reiterated that we still
need a quarantine law. To be moved once and for all the legal basis for holding individuals liable, criminally
liable for breaches of minimum health requirements.

Again, I stress the ideal is to have a separate quarantine law, but I think we do have functional equivalent, we
do have existing statutes for instance, there is a provision on the RPC also on disobedience to lawful orders
given by persons and authorities. That could also be a basis in addition to reckless imprudence. And moreover
as far as the use and sale of drugs is concerned which should not be sold, we do have a provision in the FDA
law which prohibits and penalizes individuals who will sell, distribute drugs which have not been given
commercial use by the FDA.
5 4 3 2
FLUENCY Smooth and fluid Smooth and fluid Speech is Speech is slow,
speech; few to no speech; few frequently hesitant hesitant &
hesitations; no hesitations; a slight with some strained; difficult
attempts to search search for words. sentences left to perceive
for words; volume inaudible word or uncompleted; continuity in
is excellent. two. volume very soft. speech; inaudible
Explanation:

COHESION Shows cohesion Shows cohesion Uses a range of Uses limited and
with fully with appropriate cohesive devices inappropriate
appropriate cohesive devices. but not always cohesive devices.
cohesive devices. appropriately.
Explanation:

TONE Tone is mature, Tone is Tone shows Tone is unclear.

consistent, appropriate inconsistencies
appropriate for for purpose and and/or lack
34
 purpose and audience. appropriateness
audience. for purpose and
audience.
Explanation:

CORRECTNESS a. Accuracy & Some errors in Frequent Frequent

a. Grammar variety of grammatical grammatical grammatical
b. Pronunciation grammatical structures errors even in errors even in
c. Vocabulary structures possibly simple simple
caused by structures that at structures;
attempt times obscure meaning is
to include a meaning. obscured.
variety.
b. Pronunciation Pronunciation is Pronunciation is Pronunciation is
is excellent. good. okay. lacking and hard
to understand.
c. Excellent Good language Weak language Weak language
control of control; good control; basic control;
language range of relatively vocabulary vocabulary that is
features; a wide well-chosen choice used does not
range of well- vocabulary. with some words match the topic.
chosen clearly lacking.
vocabulary.
Explanation:

___________________________________
(Name of School)

Learning Activity Sheet (LAS)

ENGLISH 10

Name: _____________________________ Score: ________________

Grade & Section: ____________________ Date: _________________
___________________________________________________________________________________
Quarter: 2
Activity No: 8
Activity Title: Language of Research
MELCs: Observe the language of research, campaigns, and advocacies. EN10G-IVa-32
Learning Objectives: a. Identify main features of language of research
b. Observe the language of research; and
c. Distinguish the main features according to its relevance.
35
 Reference: 1-lecture-observing-the-language-of-research-campaigns-and-advocacies_compress.pdf
Background:
Research
● Is a systematic and scientific way of investigating and gathering information to answer a certain
problem, established facts, and reach conclusions. Conducting research can be done in various fields
such as arts and humanities, social sciences, technology, and health sciences. (Barrot & Sipacio,
2016).Academic writing or the language used in research is LINEAR, which means it has one central
point or theme with every part contributing to the main line of argument, without digressions or
repetitions. Its objective is to inform rather than entertain. As well as, this is in THE STANDARD
WRITTEN FORM OF THE LANGUAGE.

Several Main Features of Academic Writing

● COMPLEXITY
Written language is relatively more complex than spoken language. Written language has longer
words, it is lexically denser and it has a more varied vocabulary.
● FORMALITY
Academic writing is relatively formal. In general, this means that in an essay you should avoid
colloquial words and expressions.
● PRECISION
In academic writing, facts and figures are given precisely. You need to be precise when
you use information, dates or figures. Do not use "a lot of people" when you can say "50 million
people"
● OBJECTIVITY
In general, avoid words like "I", "me", "myself". A reader will normally assume that any idea not
referenced is your own. It is therefore unnecessary to make this explicit.
● EXPLICITNESS
Academic writing is explicit about the relationships in the text. Furthermore, it is the responsibility
of the writer in English to make it clear to the reader how the various parts of the text are related.
These connections can be made explicit by the use of different signal words.
● ACCURACY

⮚ In academic writing you need to be accurate in your use of vocabulary.

⮚ Do not confuse, for example, "phonetics" and "phonology" or "grammar" with "syntax".

⮚ Choose the correct word, for example, "meeting", "assembly" , "gathering" or "conference".

● ORGANIZATION
Academic writing is well organized. It flows easily from one section to the next in a logical fashion.
A good place to start is the genre of your text. Once you have decided on the genre, the structure
is easily determined.
● BEING PLANNED
Academic writing is well planned. It usually takes place after research and evaluation, according to a
specific purpose and plan.
Definition of Terms
Lexically- is defined as the meaning of a base or root word without considering any prefix or suffix
which may be attached. An example of lexical meaning is the meaning of the word "port" in the words
import or portable.
Colloquial- used in or characteristic of familiar and informal conversation.
Signal words-.words and phrases that indicate relationships between ideas, like also, however, as a
result, in addition, for example, and in contrast.
36
__________________________________________
(Name of School)

Learning Activity Sheet (LAS)

ENGLISH 10
37
Name: _____________________________ Score: ________________
Grade & Section: ____________________ Date: _________________
___________________________________________________________________________________
ACTIVITY
(Please return this page only)
Week 10
Activity No: 8
Main Features of the Language of Research Significance

Complexity in the language of research gives the

1. Complexity
students the idea in gathering the information
logically, creatively, and efficiently in academic
writing.

2.

3.

4.

5.

6.

7.

Directions: Give at least 5 main features of the language of research and give its significance. Write your
answer on the table provided below. Number 1 is already given to you.

___________________________________
(Name of School)

38
 Learning Activity Sheet (LAS)
ENGLISH 10

Name: _____________________________ Score: ________________

Grade & Section: ____________________ Date: _________________
___________________________________________________________________________________
Quarter: 2
Activity No: 8.1
Activity Title: Campaigns: Waste Management Segregations
MELCs: Observe the language of research, campaigns, and advocacies. EN10G-IVa-32
Learning Objectives: a. Identify the types of campaign
b. Observe the language of campaign; and
c. conduct a campaign survey about Waste Management Segregations within
School Campus.
Reference: 1-lecture-observing-the-language-of-research-campaigns-and-advocacies_compress.pdf
Background:

Campaign
● Any series of actions or events that are meant to achieve a particular result. All campaigns despite
varying purposes are created using similar structures as well as through the use of language and
persuasive techniques in order to convince audiences to perform a certain action.

Types of Campaigns

• Civil society campaign- a project intended to mobilize public support in order to instigate social
change.
Examples:
o Philippine Association of Agriculturist, Inc.,
o Federation of Free Farmers Cooperative
o Biotechnology Coalition of the Philippines, Inc.
o Gardenia Kapit-Bisig Multi-Purpose and Transport Service

• Political campaign- an organized effort which seeks to influence the decision making process within a
specific group.
Examples:
o National Election
o Local Election

• Advertising campaign- a series of advertisement messages that share a single idea and theme.
Examples: Jollibee Company
o Social media
o TV Advertising
o Poster and flyers

Definition of Terms
Biotechnology- the area of biology that uses living processes, organisms or systems to manufacture
products or technology intended to improve the quality of human life.
Coalition- a temporary alliance of distinct parties, persons, or states for joint action
Agriculturists- farmer, tea-planter, agronomist, farm expert, agriculturalist, cultivator, grower or raiser.
39
 _____________________________________________
(Name of School)

Learning Activity Sheet (LAS)

English 10

Name: ____________________________________________________ Score: __________________

Grade Level Section: _________________________________________ Date: __________________
__________________________________________________________________________________

ACTIVITY/IES
(Please return this page only)
Week 11
Activity No.: 8.1
Directions: Conduct a campaign survey about Waste Management Segregations within School Campus
and interpret the data gathered from the survey form material.

40
 ___________________________________
(Name of School)

Learning Activity Sheet (LAS)

ENGLISH 10

Name: _____________________________ Score: ________________

Grade & Section: ____________________ Date: _________________
___________________________________________________________________________________
Quarter: 2
Activity No: 8.2
Activity Title: Advocacies: Communicable Diseases and Sanitation
MELCs: Observe the language of research, campaigns, and advocacies. EN10G-IVa-32
Learning Objectives: a. Identify the types of advocacy;
b. Observe the language of advocacy; and
c. Create a slogan or poster about “Communicable Diseases and Sanitation”.
Reference: 1-lecture-observing-the-language-of-research-campaigns-and-advocacies_compress.pdf

Background:
● The word “advocacy” comes from the Latin ‘advocare’ and literally means ‘to call out for support’.
Advocacy involves promoting the interests or cause of someone or a group of people. It generally
involves speaking or acting with the intention of affecting or changing specific policies, systems, or
ideas. This change can occur in an array of settings: governmental, health, social, economic and legal,
among others.

Types of Advocacy
● Mass Advocacy – Organized and orchestrated through large groups
Examples:
o polls
o protests

● Media Advocacy – Using media as the primary means to promote a specific cause.
Examples:

o Mass media
o Social media

● Health Advocacy – Supporting the rights of patients and improving the community of people
who care about patients.
Examples:

o Healthy lifestyle
o Addressing health inequities

● Self-Advocacy – Motions taken by individuals to support their own rights in the workplace,
Schools, etc.
Examples:

o Good public relation

o Life coach or adviser

Definition of Terms
41
Governmental- relating to or denoting the government of a country or state.

Economic- the wealth and resources of a country or region, especially in terms of the production and
consumption of goods and services.
 _____________________________________________
(Name of School)

Learning Activity Sheet (LAS)

English 10

Name: ____________________________________________________ Score: __________________

Grade Level Section: ________________________________________ Date: __________________
___________________________________________________________________________________

ACTIVITY/IES
(Please return this page only)
Week 12
Activity No.: 8.2
A. Directions: Read each item carefully. Choose the letter of the best answer and write it on
the space provided before each number.

____1. “Eight years ago, together with the handful of friends, I started a Love Yourself. It was basically a group
of friends who wanted to help out by providing free HIV testing and counselling because through one
way or another, their lives were affected by HIV. “ – Garcia, Ronivin, Love Yourself advocate. What
type of advocacy is the given example?
a. Media advocacy b. Health Advocacy c. Self-Advocacy d. Mass Advocacy
____2. A school conducted a seminar regarding awareness of mental health issues focusing on teenagers.
What type of advocacy is the given example?
a. Media advocacy b. Health Advocacy c. Self-Advocacy d. Mass Advocacy
____3. Contact and encourage elected official to fight global poverty.
a. Media advocacy b. Health Advocacy c. Self-Advocacy d. Mass Advocacy
____4. Volunteering to help fight global poverty locally and/or abroad.
a. Media advocacy b. Health Advocacy c. Self-Advocacy d. Mass Advocacy
____5. Educate people at work or on campus about global poverty.
a. Media advocacy b. Health Advocacy c. Self-Advocacy d. Mass Advocacy

B. Directions: Create a slogan or poster about “Communicable Diseases and Sanitation”.

Materials: White cartolina, charcoal/oil pastel/water colour/ crayons, etc.

42
 ___________________________________
(Name of School)

Learning Activity Sheet (LAS)

ENGLISH 10

Name: _____________________________ Score: ________________

Grade & Section: ____________________ Date: _________________
___________________________________________________________________________________
Quarter: 2
Activity No: 9
Activity Title: Opinion or Assertion.
MELCs: Formulate a statement of opinion or assertion.
Learning Objectives: a. Differentiate opinion from assertion;
b. evaluate the statement if its opinion or assertion and
c. defend the statement whether opinion or assertion.
References: a. https://znnhs.zdnorte.net
b. https://www.dictionary.com
c. https://en.m.wikipedia.org
___________________________________________________________________________________
Background:

Opinion
● is a judgement, viewpoint, or statement that is not conclusive, rather than facts, which are true
statement. It is usually start with signal phrases such as I think or I believe and have words like best,
worst, beautiful, outstanding, or should. It also has to do with one’s preferences or emotions.
For example:
1. Chocolate ice cream is the best flavor of ice cream sold.
2. Ice cream sundaes should always come with a cherry on top.
3. I think my outlook in life was changed by the pandemic.

Assertion
● is a declaration that’s made emphatically, especially as part of an argument or as if is to be
understood as a statement of fact. Assertion do not start with a phrase I think or I believe. It is
considered as declarations, as if they were true even though they may not be.
For example:
1. Doctors are the smartest people on Earth.
2. Milk is good for your body.
3. Taking vitamins everyday makes you healthy and strong.

If an opinion cannot be proven as true and a fact is true, a statement that is somewhat true and somewhat
false is called assertion. An assertion may be somewhat similar to opinion (that is, a belief of someone) but it
can be proven as true of false. It is declaration of the person’s belief and may be proven as true or false.

Definition of Terms

Conclusive - (of evidence or argument) serving to prove a case; decisive or convincing. 43

Emphatically - in a forceful way.

 _____________________________________________
(Name of School)

Learning Activity Sheet (LAS)

English 10

Name: ____________________________________________________ Score: __________________

Grade Level Section: ________________________________________ Date: __________________
___________________________________________________________________________________

ACTIVITY/IES
(Please return this page only)
Week 13
Activity No.: 9
Directions: Distinguish the statements as to OPINION OR ASSERTION. Write your answer on
the space provided.

____________1. My last summer is the best summer ever.

____________2. I think my car payments are too expensive.
____________3. Art lifts a human spirit.
____________4. An apple a day keeps the doctors away.
____________5. The legal age for drinking should be lowered to sixteen.

B.Directions: Formulate your statement of opinion and assertion based from the article below.

Zamboanga Sibugay province confirmed its first COVID-19 case on Wednesday.

Zamboanga Sibugay Governor Wilter Palma first reported that the patient is a student from the town
of Imelda, but his office later clarified that the province’s first case was a worker from Cebu City.
“For the past three months we have no [confirmed] COVID-19 cases. We remained cautious by
tightening our border control and quarantining everyone entering our province and targeted testing
[through] the rapid test, “Palma said in a statement.
He said the provincial government, along with the Department of Health – Region 9 and municipal
government will monitor the student and all who have been in contact with her. Palma appealed to his
constituents for cooperation in preventing further spread of the disease, asking them to practice minimum
health protocols such as wearing face masks and maintaining physical distance.

Source: CNN Philippines Staff, Zamboanga

Sibugay Records First COVID-19
Case, CNN Philippines, 2020
Example:
Opinion: The Provincial Governor is cautious enough to control the border for the safety of his
people over the breakthrough of COVID-19.

Opinion:
44
___________________________________________________________________
___________________________________________________________________

Example:
Assertion: Palma appealed to his constituents for cooperation in preventing further spread of
the disease, asking them to practice minimum health protocols such as wearing face masks and
maintaining physical distance.

Assertion:
___________________________________________________________________
___________________________________________________________________

___________________________________
(Name of School)

Learning Activity Sheet (LAS)

ENGLISH 10

Name: _____________________________ Score: ________________

Grade & Section: ____________________ Date: _________________
___________________________________________________________________________________
Quarter: 2
Activity No: 10
Activity Title: Claims of Fact, Policy and Value
MELCs: Formulate claims of fact, policy, and value EN10WC-IIb-13.2
Learning Objectives: a. Determine claims of fact, policy and value in sentences;
b. Provide evidences to support the claim; and,
c. Formulate claims of fact, policy and value about an issue.
References: Eng-10-Wk-4.pdf
___________________________________________________________________________________
Background:
A CLAIM is supported by evidence, which can be debated or challenged. However, opinion is a view or
judgment that is not necessarily based on fact or knowledge.
Remember that not all claims are created equal, and though a claim may be arguable, the best claims are
focused, specific, complex, and relevant.

CLAIMS OF FACT, POLICY AND VALUE

CLAIMS are statements about what is true or good or about what should be done or believed. It has different
characteristics and it is based on its types.

1. Claims of Fact are grounded with factual evidence that is sufficient, reliable, and appropriate. These are
statements about how things were in the past, how they are in the present, or how they will be in the future.
Claims of fact also can be factual or historical, relational or predictive.
Examples:
a) Teens who engage in unprotected sex will develop STDs, become pregnant, and/or contract AIDS.
b) Cancer is a common disease but it is not contagious.
c) The Philippine Eagle is a critically endangered species.
d) Social distancing is important during the coronavirus pandemic.
2. Claims of Value are focused on relative judgment such as goodness or badness, and these are usually
addressed based on standards. It expresses approval or disapproval about something and attempts to show
that something is wrong or right
Examples:
a) Homosexuality is immoral because it violates religious, societal, and biological standards.
b) Requiring community service in high school will produce more community-aware graduates.
c) Honesty is the best policy.
d) Monet’s art is more beautiful than Picasso’s because of its use of soft color, uplifting subject matter,
and unique technique.
45
 3. Claims of Policy are specific statements on procedures or laws that need to be modified based on certain
issues or conditions. Most of the time, claims of policy ask for plans of action to solve current problems.
Examples:
a) Uniforms should be required at all public high schools.
b) There should be criminal charges brought against people who use social media to bully others.
c) We should stop spending so much on prisons and start spending more on education.
d) Texting while driving should be an offense punishable by jail time.

Definition of Terms
Predictive- relating to or having the effect of predicting an event or result.
Homosexuality- the quality or characteristic of being sexually attracted solely to people of one's own sex.

_____________________________________________
(Name of School)

Learning Activity Sheet (LAS)

English 10

Name: ____________________________________________________ Score: __________________

Grade Level Section: ________________________________________ Date: __________________
___________________________________________________________________________________]

ACTIVITY/IES
(Please return this page only)
Week 14
Activity No.: 10
A. Directions: Read and understand. Identify which type of claim the statement is making. Write your answer
on the space provided.

____________1. Vaping can lead to increase blood pressure, lung disease, and insulin resistance.
____________2. The basic keys to success are perseverance and discipline
____________3. Studies have shown that exposure to violent media is a risk factor for violent
behaviours.
____________4. The Career Support Network is an excellent resource for people who are considering
a mid-life career change.
____________5. In order to ensure that graduates are competitive for top jobs in their fields, the
college must put additional resources into its career services office and internship
programs.
____________6. Although the International Astronomical Union announced that Pluto is not actually a
planet, experts disagree on what characteristics define a planet.
____________7. Increased investments in solar power will benefit national security by reducing
dependence on fossil fuels.
____________8. 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
____________9. Advances in computer modeling have made it possible to create completely new
types of architectural structures.
___________10. 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.

B. Directions: Read and give your point of view in the statement below.

Statement:
“Vaccines are safe. They are carefully developed and studied by experts before they are
distributed to the market for public use. This is the only way people find peace of mind against this
COVID-19”.

46
 Claims of Fact Evidence

___________________________________
(Name of School)

Learning Activity Sheet (LAS)

ENGLISH 10

Name: _____________________________ Score: ________________

Grade & Section: ____________________ Date: _________________
___________________________________________________________________________________
Quarter: 2
Activity No: 11
Activity Title: Extemporaneous and Impromptu Speech
MELCs: Deliver a prepared or impromptu talk on an issue employing the techniques in public speaking.
Learning Objectives: a. Identify the features of an extemporaneous and impromptu speech;
b. reflect on the learning on organizing and delivering an extemporaneous and
impromptu speech; and
c. develop and deliver an effective extemporaneous speech and impromptu
speech;
References: https://znnhs.zdnorte.net/wp-content/uploads/2022/01/Eng-10-Wk-6.pdf
Background

EXTEMPORANEOUS SPEECH
● An extemporaneous speech is a planned and prepared speech. Unlike memorized or manuscript
speeches which are delivered word-for-word, an extemporaneous speech is delivered with the help
of short notes and a clear outline. Most people who speak in public often prefer the extemporaneous
method of delivery. Although it might look more challenging than the manuscript or memorized
speeches, it is more spontaneous and personal.

Steps in Preparing for a Successful Extemporaneous Speech

1. Reinforce!
You may explore other main points, but always refer back to your thesis. This will greatly
help your audience remember your message.
2. Capture!
State the central idea of your extemporaneous speech in one declarative sentence. Keep
your sentence specific. Ask yourself what you want your audience to know exactly.
3. Develop!
Now that you have a clear central idea, you are ready to map out the supporting points in an
outline.
4. Introduce!
In the introduction, make sure you:
• grab the attention of the audience with a striking one-liner.
47
 • give a short background by explaining why they have to listen.
• state your thesis.
5. Check!
Develop at least three main points and check each of them with these questions:
• Does each point have one single idea?
• Does each point reiterate the thesis statement?
• Does each point prepare the discussion of the next main point?
6. Supply!
Make sure that each main point has enough examples, testimonies, statistics, or cases. In
doing this, you give the audience new information or views to learn from.

IMPROMPTU SPEECH
Impromptu speeches are delivered with little or no time for preparation. In most instances, you are
called to speak at the spur of the moment because you are expected to be knowledgeable about the subject.
For example, your teacher assigned you to read an article before the class starts. Then, during the class you
were asked to deliver an impromptu speech about what you have learned from the article. Another instance to
illustrate an impromptu situation is when you are campaigning for a position in school and you are asked by
your fellow students to respond to their questions.

Some Useful Tips in Effective Impromptu Speech Delivery

1. Smile.
2. Relax by thinking about positive things. Keep telling yourself, “I am a brilliant
speaker. I will nail this presentation.”
3. Identify your purpose. Is it to inform, to entertain, to welcome, to congratulate,
Before the Speech to apologize, or to give birthday greetings? Ideally make your talk duration not
less than 10 minutes or 8 minutes.
4. Think of one big word that can serve as your main point. If you think you have
enough, think of the rule of three.
5. Start outlining in your head. Focus on what to say first. Be reminded that your
first few words are crucial, so make them strong, powerful and catchy.
1. When you are called, keep composed. Walk slowly to the lectern or the center
stage.
During the Speech 2. Shake hands with the one who introduced you.
3. As you stand to deliver, establish eye contact, and begin right away with your
opening statements. Part of your opening is greeting your audience.
4. From your initial idea to the next, use appropriate transitional devices.
5. Observe appropriate and effective nonverbal cues.
6. Observe time limit. Remember, you barely have five minutes to say something.
After the Speech 1. Say thank you.
2. Return to your place comfortably.

48
Definition of Terms
Manuscript - a book that is written for submission to a publisher, or a book, play or other creative work that
is written by hand instead of typed.
Reiterate - say something again or a number of times, typically for emphasis or clarity.
Transitional - involving, providing, or consisting of a passage, movement, or change from one state,
condition, subject, place, etc., to another

_____________________________________________
(Name of School)

Learning Activity Sheet (LAS)

English 10

Name: ____________________________________________________ Score: __________________

Grade Level Section: ________________________________________ Date: __________________
___________________________________________________________________________________]

ACTIVITY/IES
(Please return this page only)
Week 15
Activity No.: 11
A. Directions: Follow good grooming and proper posture - 20%

B. Directions: With your seatmate, make a short essay and check if it fits to the allotted time between 60
seconds or 1 minute.

C. Directions: Choose a topic below for your impromptu speech.

a. Speech to Inspire
b. Speech to Inform
c. Welcome Speech

49
 ___________________________________
(Name of School)

Learning Activity Sheet (LAS)

ENGLISH 10

Name: _____________________________ Score: ________________

Grade & Section: ____________________ Date: _________________
___________________________________________________________________________________
Quarter: 2
Activity No: 12
Activity Title: Composing Texts with Multimodal Elements
MELCs: Compose texts which include multimodal elements
Learning Objectives: a. Identify the types of multimodal texts;
b. appreciate the use of multi-modal text; and
c. create texts which include multimodal elements.
References: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/
multimodal/Pages/createmultimodal.aspx#:~:text=Multimodal%20texts%20combine%20two%20or,Cope
%20and%20Kalantzis%2C%202009).
https://znnhs.zdnorte.net/wp-content/uploads/2022/01/Eng-10-Wk-8.pdf

Background

Multimodal Texts
Combine two or more modes such as written language, spoken language, visual (still and moving
image), audio, gestural, and spatial meaning (The New London Group, 2000; Cope and Kalantzis,
2009).
Creating multimodal texts is an increasingly common practice in contemporary classrooms. Easy to
produce multimodal texts including posters, storyboards, oral presentations, picture books, brochures,
slide shows (PowerPoint), blogs, and podcasts. More complex digital multimodal text productions
include web pages, digital stories, interactive stories, animation, and film.

Types of Multimodal Text

1. Written language and spoken language [linguistics]

This includes the vocabulary, structure, grammar or oral language. Examples are quotes and
speeches.
2. Visual-
This is the color, vectors and viewpoint in stable and moving images. This is common in shot framing,
subject distance and angle, camera movement and subject movement such as a video films, film
promotions, cartoons, advertisements and etc.
3. Audio-
50
 This is the music and sound effects such as the volume, pitch and rhythm.
Examples of these are the noises, both ambient and silence.
4. Gestural-
The non-verbal expressions such as movement, facial expression and body language.
5. Spatial
These are the proximity, direction, and organization of objects in space or environment.

Definition of Terms
Modes - a way or manner in which something occurs or is experienced, expressed, or done.
Contemporary- marked by characteristics of the present period
Vectors - a mathematical object that has a size, called the magnitude, and a direction. It is often
represented by boldface letters (such as , , ), or as a line segment from one point to another (as in ).

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(Name of School)

Learning Activity Sheet (LAS)

English 10

Name: ____________________________________________________ Score: __________________

Grade Level Section: ________________________________________ Date: __________________
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ACTIVITY/IES
(Please return this page only)
Week 16
Activity No.: 12
Directions: Create a photo collage about nature and write an interpretation in each photo.

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