ENG10 ( Pivot) Module in Grade 10 English PDF

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10EnglishQuarter 1####### LEARNER’S MATERIALRepublic Act 8293, section 176 states that: No copyright shallsubsist in any work of the Government of the Philippines. However,prior approval of the government agency or office wherein the work iscreated shall be necessary for exploitation of such work fo...

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10

English Quarter 1

LEARNER’S MATERIAL

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

This module was carefully examined and revised in accordance with the standards prescribed by DepEd Region 4A and Curriculum and Learning Management Division CALABARZON. All parts and sections of the module are assured not to have violated any rules stated in the Intellectual Property Rights for learning standards. The Editors

PIVOT 4A CALABARZON

English Grade 10

Regional Office Management and Development Team: Job. S. Zape, Jr., Jhonathan S. Cadavido, Romyr L. Lazo, Fe M. Ong-Ongowan, Lhovie A. Cauilan, Ephraim Gibas

Schools Division Office Development Team: Lorna R. Medrano, Glenda DS. Catadman, Marife T. Morcilla, Edita T. Olan, Leticia A. Rogacion, Ivan Honorpette A. Mijares, Marites R. Peñaredonda, Kimberly Anne G. Albarillo, Jennelyn C. Pacanza, Maria Aprille Gem M. Inciong, Ariel L. Abel, Mark Joseph Tupas, Mary Grace L. Asa, Marvin E. Clutario, Rowena O. Esquita, Melanie A. Magat, Vergel S. Perdon, Marie Grace S. Buenaventura, Jael Faith Ledesma, Fernando Mamauag Jr., Don Kirby M. Alvarez

English Grade 10 PIVOT IV-A Learner’s Material Quarter 1 First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON Regional Director: Wilfredo E. Cabral Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON

Gu Guide ide in Us Using ing PIV PIVOT OT Le Learn arn arne er’s M Mat at ateria eria eriall For the Parents/Guardian This module aims to assist you, dear parents, guardians, or siblings of the learners, to understand how materials and activities are used in the new normal. It is designed to provide the information, activities, and new learning that learners need to work on. Activities presented in this module are based on the Most Essential Learning Competencies (MELCs) in English as prescribed by the Department of Education. Further, this learning resource hopes to engage the learners in guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. You are expected to assist the child in the tasks and ensure learner ’s mastery of the subject matter. Be reminded that learners have to answer all the activities in their own notebook.

For the Learners The module is designed to suit your needs and interests using the IDEA instructional process. This will help you attain the prescribed gradelevel knowledge, skills, attitude, and values at your own pace outside the normal classroom setting. The module is composed of different types of activities that are arranged according to graduated levels of difficulty—from simple to complex. You are expected to answer all activities on separate sheets of paper and submit the outputs to your respective teachers on the time and date agreed upon.

PIVOT 4A CALABARZON

PARTS OF PIVOT LEARNER’S MATERIAL

Introduction

Parts of the LM What I need to know

What is new

Development

What I know

What is in

What is it

Engagement

What is more What I can do

Assimilation

What else I can do What I have learned

What I can achieve

Description The teacher utilizes appropriate strategies in presenting the MELC and desired learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. This allows teachers to maximize learners awareness of their own knowledge as regards content and skills required for the lesson

The teacher presents activities, tasks , contents of value and interest to the learners. This shall expose the learners on what he/she knew, what he /she does not know and what she/he wanted to know and learn. Most of the activities and tasks must simply and directly revolved around the concepts to develop and master the skills or the MELC.

The teacher allows the learners to be engaged in various tasks and opportunities in building their KSA’s to meaningfully connect their learnings after doing the tasks in the D. This part exposes the learner to real life situations /tasks that shall ignite his/ her interests to meet the expectation, make their performance satisfactory or produce a product or performance which lead him/ her to understand fully the skills and concepts . The teacher brings the learners to a process where they shall demonstrate ideas, interpretation , mindset or values and create pieces of information that will form part of their knowledge in reflecting, relating or using it effectively in any situation or context. This part encourages learners in creating conceptual structures giving them the avenue to integrate new and old learnings.

PIVOT 4A CALABARZON

WEEK

1

I

Information from Various Sources Lesson

This lesson deals with getting information from various sources in everyday life. Information, as available data everywhere, can be found in various platforms and means such as news reports, speeches, informative talks, and panel discussions, among others. Getting information will basically expose you not only in pool of knowledge, but should also help you identify which details are factual and not. You are expected to identify certain details from different sources and use them in various contexts. Learning Task 1: In your notebook, copy the statements below. Assess yourself as to how you personally deal with information you encounter. Place a check (/) in every statement that applies to you I try to determine if the content in an article is worth knowing and relevant. I assess the content through its relatedness and importance in my future goals. I appreciate the content of a text because it fits my plans in life. I evaluate the information presented in every printed materials that I read particularly those which affect my personal views. I compare the information I read to my previous learning. I value the content in current reading articles because I have experienced that before and I have learned from it. I am affected by personal speeches and discussions as I choose my career goals. I apply what I have learned from articles and discussions in every aspect of my life making me a better individual.

D Learning Task 2: Identify if the given item is a primary, secondary, or tertiary source. Write your answers in your notebook. _____1. encyclopedia _____6. History of Tayabas _____2. interview with a politician _____7. court hearing _____3. State of the Nation Address _____8. references _____4. indices _____9. EDSA People Power picture _____5. bibliography _____10. biography

Learning Task 3: Read the news report below published by GMA News Online on July 27, 2020. In your notebook, answer the questions that follow. Roque: Duterte to deliver SONA at Batasan even as some expected attendees tested positive for COVID-19 President Rodrigo Duterte will still deliver his fifth State of the Nation Address (SONA) at the Batasang Pambansa even as some individuals expected to attend the event have contracted COVID-19, Malacañang said Monday. PIVOT 4A CALABARZON 6

“As of 2:30 [p.m.], President Duterte is expected to deliver his 5th SONA at Batasan,” presidential spokesperson Harry Roque said in a message to reporters. Roque issued the statement after House Deputy Speaker Johnny Pimentel and at least six Palace personnel who were supposed to render technical support during the SONA tested positive for COVID-19. Only those who will test negative for COVID-19 will be allowed to attend the SONA physically based on the event's safety protocols. Earlier, it was reported that Cabinet executives who tested negative are attending the SONA at the Batasan — Secretaries Menardo Guevarra (Justice), Wendel Avisado (Budget and Management) and Delfin Lorenzana (Defense) as well as presidential spokesperson Harry Roque. Secretaries Eduardo Año (Interior and Local Government) and William Dar (Agriculture) as well as Cabinet Secretary Karlo Nograles will also be present during the event, according to a separate report by dzBB’s Tuesday Niu. Duterte will deliver his SONA before a joint session of Congress at 4 p.m. — Virgil Lopez/RSJ, GMA News Source: GMA News Online

SOURCES OF INFORMATION There are various sources of information that you may use in finding significant details and data that can be used in your daily life. Sources of information may be classified as to primary, secondary, and tertiary sources. The context of information presented in a source is helpful in classifying information. Primary Sources Sources of information are classified as primary if they are authentic and have not been subjected to evaluation or assessment. These report discoveries, sharing of information and are first-hand. These are information written at a certain time or period of research. Definition of primary sources vary depending on the contexts and/or disciplines. Examples: speeches video recordings photographs government records communication newspaper/magazine portraying information from eyewitnesses

Secondary Sources Secondary sources provide information, discussion, and/or interpretation of the evidence. These are usually evaluations of primary sources. These are also information written by authors who do not personally witness the event or action. Definition of secondary sources vary depending on the contexts and/or disciplines. Examples: commentaries critiques evaluations history journals/magazines (not portraying information from eyewitnesses) PIVOT 4A CALABARZON 7

Tertiary Sources Tertiary sources serve as collection of primary and secondary sources. Examples: bibliographies directories abstracts indexes

dictionary almanac encyclopedias databases

In using the information gathered whether they are primary, secondary, or tertiary sources, take note of these six (6) characteristics that information should have. 1. Accuracy. Information should be reliable, useful, free from flaws, and of high quality. 2. Completeness. Information should provide all needed details. It should be able to answer the wh– questions (what, who, when, where, why, and how). 3. Timeliness. Information should be up-to-date. 4. Consistency. Information should be consistent for it to be considered accurate and useful. 5. Relevant. Information should suit the demand, needs and interests of the readers. 6. Uniqueness. Information should be distinct.

E Learning Task 4: Read Bliss’ version of Abraham Lincoln’s The Gettysburg Address below. Then answer the questions that follow. Write your answers in your notebook. Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth. Abraham Lincoln/November 19, 1863

1. Is the information primary, secondary or tertiary? Explain. 2. How many years do four score and seven years mean? 3. What greatest concern or emergency was mentioned by Lincoln in his speech? 4. Explain Lincoln’s message when he said that government is of the people, by the people and for the people? 5. What do you think was the occasion being celebrated when Lincoln delivered this speech? Explain your answer. PIVOT 4A CALABARZON 8

Learning Task 5: Using a dictionary entry below, discuss what information it can provide to readers. Write your answers in your notebook.

beetle1 /ˈbēdl/ noun noun: beetle; plural noun: beetles  an insect of an order distinguished by forewings typically modified in (elytra) that cover and protect the hind wings and abdomen. Sentence: I used to collect beetles from our mango tree during my childhood days.

beetle2 verb verb: beetle; 3rd person present: beetles; past tense: beetled; past participle: beetled; gerund or present participle: beetling  make one's way hurriedly or with short, quick steps. Sentence: Ethan and John beetled on their way to the office. They were almost late.

A Learning Task 6: Give examples of sources of information based on the classifications below. Write your answers in your notebook.

Primary Sources Secondary Sources

Tertiary Sources

Learning Task 7: Get a copy of any news article written in English. Write and/or paste it in your notebook. Then, provide an analysis on what significant information are provided in the said article. Also, write a 5-sentence summary of the article.

Learning Task 8: Search and watch President Rodrigo Duterte’s 5th State of the Nation delivered on July 27, 2020. Analyze and identify the important information discussed in his SONA. SONA’s transcript which is available online may also be used. Write your answers in your notebook.

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WEEK

2

I

Textual Aids in Understanding Texts Lesson

This lesson focuses on various textual aids that may be used in understanding texts. This highlights the importance and use of textual aids in making information presentation more comprehensive and understandable for readers. Some of these textual aids include graphic organizers, titles, and non-linear illustrations, among others. You are expected to identify information portrayed in graphics and other non-linear texts, and convert non-linear information to textual information and vice versa. Have you seen posters or infographics? Examine the sample below.

Learning Task 1: Using this infographic on COVID-19 Philippine Situationer issued on July 24, 2020 by the Department of Health, answer the following questions in your notebook: 1. 2. 3. 4. 5. 6.

Identify the number of active cases in the country. Determine the number of total cases as per the situationer. Enumerate the different classifications of active cases. Describe each classification of active cases. Identify the number of active cases based on their classifications. As per report, determine the number of probable and suspected cases. PIVOT 4A CALABARZON 10

I Learning Task 2: Choose the letter of your answer. Write your answers in your notebook. 1. Textual aids are educational instruments that are used in classrooms and workplaces. These ___________ comprehension of texts. A. simplify B. complicate C. create D. organize 2. Textual aids use ___________ or images that give a general idea of the topic. A. texts B. research C. graphical outlines D. reports 3. Underlining, bolding, highlighting and ___________ are examples of simple textual aids that can be used by anyone easily. A. aligning B. margining C. justifying D. italicizing 4. ___________ is an example of a textual aid that helps in identifying causes and effects of a situation/ happening. A. Cause and Effect Diagram C. Graphic Organizer B. Flow Diagram D. Venn Diagram 5. ___________ is an example of a textual aid that identifies the similarities and differences of two or more categories. A. Cause and Effect Diagram C. Graphic Organizer B. Flow Diagram D. Venn Diagram 6. ___________ is an example of a textual aid that shows sequence or step by step process of how to do something. A. Cause and Effect Diagram C. Graphic Organizer B. Flow Diagram D. Venn Diagram 7. ___________ is a textual aid that has visual displays and shows key content information. A. Concept Map C. Graphic Organizer B. Fishbone diagram D. Ishikawa Diagram 8. A ___________ helps you in creating an outline before writing an essay. A. Main Idea Organizer C. Spider Map B. Hamburger Writing Graphic Organizer D. Concept Map 9. Ishikawa diagram, also called as ___________, is an example of a cause-and -effect diagram. A. Fishbone Diagram C. Concept Map B. Flow Diagram D. Venn Diagram 10. ___________ is an example of a textual aid that can show the central thought with its matching characteristics. A. Main Idea Organizer C. Spider Map B. Hamburger Writing Graphic Organizer D. Concept Map Learning Task 3: Using the table below, transform the information presented into paragraph form. Write your answer in your notebook. Enro nt by K ey SStage tage Enrolllme lment Key

Sectt or Sec

Key Stage 1 Key Stage 2 Kinder Kind er to Grade 4 Grade 3 to 6

Key SStage tage 3 Junio Juniorr High Schooll Schoo (G710) (G7-10)

Key Stage 4 Senio Seniorr High Schooll Schoo (G11 (G11--12)

Learners Learn ers with Speciial Needs Spec (ES & JHS)

Grand Totall Tota

Private

194,185

136,897

272,157

270,022

938

874,199

Public

1,036,525

782,627

937,290

180,695

10,173

2,947,3 2,947,310 10

SUCs/LUCs

872

824

3,462

6,613

0

11,771

Gra Grand nd Tot Total al

1,23 1,231,582 1,582

920, 920,348 348

1,21 1,212,909 2,909

45 457,330 7,330

11,111

3,833,280

Source: CALABARZON Learning Continuity Plan (2020)

PIVOT 4A CALABARZON 11

LINEAR AND NON-LINEAR TEXTS The difference between a linear text and nonlinear text is the reading path. A linear text is a traditional text that needs to be read from beginning to end to make sense of the text. Examples of linear texts are short stories, novels, letters, and educational texts. A nonlinear text, on the other hand, is not required to be read from beginning to end since its reading path is non-sequential. In assisting the readers, visual aids such as graphic organizers, concept maps, diagrams, and charts are used. Transcoding Linear to Nonlinear Text and vice versa Transcoding Linear to Nonlinear text and vice versa is a skill that one has to be familiar with since it can be used in our everyday lives. There will be times when you would have ...