Self-instructed In English 10

1-A Lasip Chico, De Venecia Highway Dagupan City

Selfinstructed Module in English 10 Name: Control No.: Address: Parent’s Signature: Contact No.: ___________________

Learning Module in English 10

INTRODUCTION

This module is specially designed to provide you with the roads to cooperative, collaborative, and independent learning of the target themes, concepts, and competencies that will develop your 21st century real life-based skills. This module provides you with meaningful tasks to develop your skills for academic success and the world of work. It is anchored on the general principles, goals, and objectives of the K to 12 Basic Education program for Grade 10 that will enable you to become self-actualizing, productive and effective participant of the society and the world at large. This module provides a variety of texts particularly world literary pieces that are both relevant and meaningful to your life. It offers opportunities for you to be engaged in varied, interesting, motivating, challenging, meaningful, and worthwhile tasks to further develop and improve your listening, speaking, viewing, vocabulary, literary, grammar, and reading skills. These tasks are generated as communicative and real life-based activities anchored on the integration of literature and language skills. Positively, this material will help deepen your understanding on how you can enrich, enhance, and lead a meaningful life. 

How to join the VSMART? 1) Install VSMART application or visit the website : school.vsmart.ph 2) Log in your given username and password 3) Go to your scheduled lesson

Learning Module in English 10

Date

Most Essential Learning Competencies Observe the language of research, campaigns, and advocacies EN10G-Iva-32 Identify key structural elements, eg.:  Exposition – Statement of position  Arguments,  Restatement of Positions

Pre-Test

Let’s Check What You Know! MULTIPLE CHOICE: Read each of the following short passages carefully and encircle the letter of the best answer. 1) Before conducting a research, which should you consider the MOST as a researcher? a) Problem b) Statement of the Problem c) Related Literature and Studies d) Analysis and Interpretation of Data 2) In writing an advocacy campaign, which will you like to consider the MOST? a) The objective of the advocacy b) The facts that supports the advocacy c) The persuasive techniques can be used in the campaign d) The creative presentation of the advocacy campaign. 3) Which of the following best describes a research? a) It is a systematic study of a certain phenomena that requires investigations, analysis and interpretation of data. b) It contains solely the problem and the resolution of the problem. c) It follows a step by step process but one is allowed to deviate from the process. d) It must be long and thick. 4) The following statement is TRUE about research title EXCEPT _____. a) It should have a dependent and independent variable. b) It should narrowed down c) It should be creative like the title of a novel, short story and poetry. d) It should answer the what, who, and why questions. 5) Which is NOT true about a self – made advocacy campaign speech? a) It is solely based on opinion. b) It is an opinion supported by facts. c) It is based on research. d) It has persuasive techniques.

Quarter II:

Week 1—Day 1

Lesson 1: THE LANGUAGE OF RESEARCH RESEARCH literally means “to seek out” or “to search again. ALL WRITING REQUIRES RESEARCH. Research means READING, READING, and READING some more. Only through reading other studies concerning your topic will be able to identify what it is you want to write about. In a way to do research is LOOK for QUESTIONS that are raised after a study of the references. Writing a research paper involves the same process that you used in writing essay. The difference is that each stage or dimension of the process takes longer. TECHNIQUES IN WRITING A RESEACH PAPER 1) Using purpose, audience, and form as your guides for writing. Your research paper will follow a form that fits your purpose and meets the expectations and needs of your audience. 2) Finding the best that has been written or said about your subject. Learn to evaluate your sources especially critical of internet or Web sources. 3) Using sources to make your point accessing information from both published and unpublished sources is central to all research. 4) Documenting your sources, both in the text and at the end of the paper. You need to know what relevant information you need to record in your notes. 1)

2) STEPS IN DOING A RESEARCH 3) Choosing a Topic for Research. Researchers are often at a lost as to what topic are going to explore in their research. 4) TIPS IN CHOOSING A TOPIC a) Select a topic closely related to your interest and experiences. b) Be sure that you have sufficient materials and resources on your chosen topic. c) Set timetable for your research. d) Set length of your report. e) Consider your audience – their age level, occupation and interest. 5) Narrowing and Focusing on a Topic. The best way to focus your research is to reflect on your purpose. You may also use the question analysis using the wh – questions. 6) Topic Definition and Delimitation. Major terms and concepts in your research should be defined. 7) Collecting Data for Research. Collecting pertinent data for your research will require identifying and locating published and unpublished sources, evaluating your sources and choosing only those that are most appropriate for your needs, and the n taking notes on n your selected sources. TYPES OF SOURCES a) Primary and Secondary Sources. Primary sources consist of accounts of scientific experiments, transcript of speeches or lectures, questionnaires, interviews and private documents. Secondary sources include secondhand reports, analyses and descriptions based on primary sources. b) Library Sources c) Background Information and General Reference d) Online Catalog e) ______ Internet Sources Activity No. Research Frame

Directions: Do what is asked. 1) Sit down with a family member, friend, or classmate. On a sheet of paper, write down the subject in school that you like best. Hand the sheet of paper to that person and ask him or her to write down questions for an interview designed to find out why you like this subjects and what you like best about it. Then have that person interview you and record your responses. At the end of the interview, discuss your responses. What ideas could your research in order to explain to your interviews what is interesting about this subject? 2) The following topics are broad. Narrow down each topic by using clear and specific words limit each. Write the answers on the lines. Then, write one or two reliable sources for each topic. a) Marine Resources _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ b) Pollution _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ c) Communicable Diseases _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ d) Indigenous Groups _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3) Write on the lines provided one or two reliable sources for each topic. a) People Power in the Philippines _____________________________________________________________________ _____________________________________________________________________ b) Cosmetic Surgery in the Philippines _____________________________________________________________________ _____________________________________________________________________ c) Origin of Basketball _____________________________________________________________________ _____________________________________________________________________ d) Rainforest of Southeast Asia _____________________________________________________________________ _____________________________________________________________________

Quarter II: Lesson 2: CAMPAIGN SPEECHES

Week 1—Day 2

A CAMPAIGN SPEECH is one delivered by a candidate who is running in local or national election or by spokesperson of a candidate. A writer of a campaign speech should write one that is brief but concise. STEPS IN WRITING/DELIVERING A CAMPAIGN SPEECH a) Make an outline of the important points to tackle. b) Consider the audience to whom the campaign c) The speaker should look and sound sincere and should carry appositive attitude. d) The speaker should not be rude to his/her opponent as will ruin the speaker’s reputation. e) Smile at the audience before and after delivering the campaign speech. 8)

9) FIVE THINGS TO ACCOMPLISH IN A CAMPAIGN SPEECH a) Introduce yourself by telling your name and information; b) Briefly tell the audience what you are there for; c) Make your uniqueness known to your audience d) Have different styles in driving your major points; e) Leave a lasting impact to the audience.

other

important

10) Your objective as a speaker of a campaign speech is to be your

principles. You, the speaker, must leave a positive lasting impression to the audience. Activity No. _______ Directions: Surf the Internet for sample campaign speech of a local official. Deliver the campaign speech in class showing courtesy and politeness.   Eye Contact

2 pts Student reads their speech and never looks at the audience or hides behind their speech.

Voice volume and clarity

It is difficult the audience to make out important details because the speaker speaks to quietly or mumbles.

Pace

The speaker's pace makes it difficult to understand the speech because it is too fast.

Poise

The speaker seems unprepared and unpracticed because he or she stumbles over many words, cannot read the words, or has a conversation with him or herself in front of the class. The speaker's gestures are distracting. The speaker looks depressed or apathetic.

Body Language

Voice Intonation

The speech is delivered in a monotone or apathetic voice.

3 pts Student looks up from their speech a few times, generally making contact with only one area of the room. Once or twice, the audience cannot understand an insignificant detail because the speaker speaks too quietly or mumbles. The speaker maintains a good pace that may be a tad too slow or too fast, but may not vary understandable to the audience. The student makes pronunciation errors or become befuddled at one point. May use words like "um" or "like."

4 pts The student makes eye contact with all sides of the room and looks up repeatedly.

The speaker's appearance may lack formality because he or she is fidgeting, not standing up straight, or seems insecure. The speaker sounds uninterested in what he or she is presenting.

The audience can always hear the speaker clearly.

5 pts The student uses eye contact to communicate a clearer message by looking at audience members directly to highlight a point. The speaker uses the volume of his or her voice to emphasize points and to add meaning to the presentation.

The pace of the speech is easy to follow, but may not vary.

The speaker varies the pace in order to emphasize points and add meaning.

While the student may stumble, he or she continues on in a professional manner.

Due to practice and familiarity with the speech, the speaker makes only the smallestnof errors like an uneccesary hesitation.

The speaker's appearance is professional in dress, stance, and gestures.

The speaker's appearance is professional in dress, stance, and gestures. The student uses their body to emphasize points or add meaning. The speech is delivered with enthusiasm and the speaker uses intonation in order to emphasize points and add meaning.

The speech is delivered with enthusiasm.

Week 1—Day 3 Quarter II: Lesson 3: CAMPAIGN

CAMPAIGN Is an organized coursed of action to achieve a goal. Organized actions around a specific issue seeking to bring about changes in the policy and behaviours of institutions and or specific public groups … the mobilising of forces by organizations and individuals to influence others in order to effect an identified and desired social, economic, environmental or political change. – The Good Guide to Campaigning and Influence (NCVO, 2011) KINDS OF CAMPAIGNS 

Campaigns directed toward themes or social issues (like human rights and poverty) Target campaigns (battered women and the physically challenged) Tactics campaign (protest and advocacy) Campaigns for desired outcomes (behavioural change and policy implementation

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TWO METHODS OF CAMPAIGNING

1) Insider Campaigning is a systematic process –based and collaborative undertaking by campaigners who work together with those in power and decision makers to achieve a specific purpose. 2) Outsider Campaign is a method of campaigning that makes used of inventive and innovative undertakings by the campaigners who struggle to make to the public their points of views with the end view of changing opinions. 12)

Activity No. _______ Directions: Read the following situations. Write on the lines which campaign method would be appropriate for each situation. ____________ 1) A high school students who is a victim of bullying ____________ 2) Buying of votes in local election ____________ 3) Water supply problem of residents in an exclusive subdivision ____________ 4) The deplorable conditions of the homes for the elderly ____________ 5) High collection of stall rentals of market vendors by city hall ____________ 6) Use of technology to amplify development in a remote area ____________ 7) Understaffed public hospitals and clinics. ____________ 8) Improvements of children’s institutions like orphanages ____________ 9) Promoting the usage of generic drugs ____________ 10) Free high school education for the needy Activity No. _______ Directions: Surf the Internet and watch a video of the latest presidential campaign in the Philippines. Observe the language of campaigns as you view the video. Deliver the speech in class using the correct prosodic features of speech.

Week 1—Day 4 Quarter II: Lesson 4: THE LANGUAGE OF ADVOCACY

An ADVOCACY is a pleading in support of a cause. It is not performing for the best interest of a person or a group, but remaining loyal to or defending the views, opinions, and concerns of a person or group on a certain issue. An ADVOCATE is a supporter of a person or group whom he / they trust. Advocacy is all about the relationship between the advocate and his or her partner (the person or group being supported). Advocacy is needed when there are problems with family and friends, people are being unfairly treated because of prejudices, and when people feel alone or hopeless in the community. Each kind of advocacy is interrelated. KINDS OF ADVOCACY   

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Self-Advocacy. The most ideal form perceived by advocates. Family and Friend Advocacy. Group Advocacy. When people gather to symbolize common interests objectives and work together to offer mutual support, skill development and be agent of change. Peer Advocacy happens when advocates support people who are experiencing the services they had already. Legal Advocacy. Those who are legally qualified like lawyers, barristers or solicitors. Citizen Advocacy. A one – to one relationship between two partners – a citizen advocate and his / her partner – based on trust, commitment, and loyalty. Issue – Based or Independent Advocacy involves a short term and less emotional relationship between advocate and his / her partner, but adheres to the principles of a citizen advocacy. Professional Advocacy. The form of advocacy represented by health or social workers or by members of services involved in a person’s life. Statutory Advocacy is undertaken by advocates who are lawfully connected with government agencies.

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BASIC COMPONENTS OFADVOCACY

 Survival Skills for Advocates. An advocate should always sound sincere and carry himself well in public.  Understanding the Issue. Advocating an issue means understanding it fully and clearly.  Recognizing Allies. “Allies” would refer to those powerful groups and agencies that can give your advocacy a big push.  Identifying Opponents and Resistance. Opponents of your advocacy may range from a well – known person to established companies.  Encouraging Involvement of Potential Opponents as Well as Allies. Your plan for the advocacy must be clear, feasible, and reasonable.  Developing a Plan for Advocacy. Your advocacy plan should evolve on your knowledge of who your opponents are and who can be your allies. 15)

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EIGHT STEPS IN UNDERTAKING AN ADVOCACY CAMPAIGN

1) Define your objectives – both short term and long term. 2) Know your primary and secondary audiences and know what strategies to use on them. 3) State your messages in a clear, simple, focused, positive and powerful language 4) Identify who your messenger will be. 5) Decide hat methods to use – awareness campaigns, advertising, editorials, local events and others. 6) Build up your resources and develop your resources that are lacking. 7) Plan for the next steps of your advocacy campaign. Identify the achievable goal, your priority areas, targets, actions to be taken, time frame partners and allies and your possible. 8) Evaluate the effectiveness of your advocacy campaign.

Activity No. _________ Directions: Write on the lines what kind of advocacy is suitable for the following situations. _________________ 1) Privatization of government hospitals _________________ 2) Physical abuse of a 15 – year – old rural girl _________________ 3) Charging of high fees by placement agencies _________________ 4) Disastrous effects of cosmetics surgery _________________ 5) Tuition fee hikes in colleges _________________ 6) Victims of hikes in colleges _________________ 7) Victims of super typhoons _________________ 8) demands of public school teachers for a wage increase. _________________ 9) Abuses committed by teachers on elementary pupils _________________ 10) Increase in price of commodities for the holiday season. Week 2—Day 1 Quarter II: Lesson 5: EXPOSITION TEXTS Structure and features of exposition texts An exposition persuades a reader or listener by presenting one side of an argument. By taking a point of view and justifying it, we aim to convince others to see only that side of an issue. Some expositions speculate as to what might be and persuade others as to what should be. Exposition texts vary according to whether they analyse, interpret or evaluate the environment surrounding us. They may also inform or persuade and explain how and why. Exposition texts can be personal and emotive in tone and selectively explain and analyse events, issues and phenomena. The writer wants the reader to empathise with the emotions and reasons and to support the action. Students need to develop the ability to recognise that something is one sided or biased and presents only one point of view, especially if they are being convinced to behave in a certain way, to buy something or to do something. It is important that for the text to be persuasive the tenor must be at the appropriate level for the audience. Generally an impersonal style is used and the passive voice creates an authoritative tone. Conjunctions give the text coherence, while the vocabulary, which can be metaphorical, describes feelings and attitudes. The modality expresses the writer’s attitude and reflects whether the discussion is open or authoritative and definite. Responding to persuasive writing helps develop a student’s critical thinking and clarity of expression. It encourages students to question, research and respond to an argument in a clear and logical way. There are different types of exposition texts: • Expository writing can change the attitude people have or their point of view, by expressing an argument about a specific issue. This persuasive writing appears as newspaper editorials, political or campaign speeches, print, visual and oral media, information texts in books, letters to the editor, legal defences or sermons. Hopefully as students develop their skills they will become aware that facts can be interpreted in different ways and that a variety of opinions on an issue may be valid.

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Persuasive writing can promote and sell goods, services and activities; for example in advertisements and posters persuasive language convinces people to do or believe particular things. It has a positive emphasis or bias and is directed at a specific audience. Media advertisements are generally

An important language feature is the use of connectives and conjunctions as they show the relationship between parts of the text. These conjunctions can link ideas, contrast concepts, sequence thoughts, add to ideas and connect cause and effect. Examples of these words are firstly, finally, in addition, because, as a result of, on the other hand.

• The beginning focus of clauses is changed from active to passive. e.g. We must recycle...Recycling has been ... ; I am afraid...Fear has been expressed that... • New information at the end of one sentence is often picked up as the focus of the following one.

Written in present tense, e.g. are, have Author speaks persuasively, e.g. we, human beings, our Use of word families of general nouns, e.g. environment, irreplaceable rainforests, polluted land and water

Use of passive voice to keep focus, e.g. It saddens me to think…

Use of emotive language, e.g. destroyed, annihilated Use of nominalisation, e.g. destruction High degree of modality, e.g. must, can Use of action verbs, e.g. are polluting Use of conjunctions to show cause and effect, e.g. that, and Use of complex sentences

Use of technical language, e.g. toxic waste, food chain, sewage

Use of saying verbs, e.g. urge Use of evaluative language, e.g. to take responsibility Use of modality in conclusion, e.g. can

Activity No. _______________ Directions: List down the different types of advance organizers according to purpose.

Use of nominalisation, e.g. destruction

Week 2—Day 2 – 4 Quarter I: Lesson 5: DAEDALUS AND ICARUS

It is said that Daedalus was the first to conceive masts and sails for ships for the navy of Minos, helping Crete become a naval power. The statues he carved were so exquisite, they looked as if they were alive. It is said that they would have escaped were it not for the chain that bound them to the palace wall. Daedelus also constructed a wooden cow for the queen to hide in to satisfy her amorous longings for a white bull sent by Poseidon. When the dreadful Minotaur was born, Daedalus built the Labyrinth to contain the monstrous half-man, half-bull. For years, Minos demanded a tribute of youths from Athens to feed the creature as punishment for the accidental killing of his son while he was visiting Athens. Eventually, the Athenian hero Theseus came to Crete to attempt to slay the Minotaur. Princess Ariadne, daughter of King Minos and Queen Pasiphae, fell in love with Theseus and asked Daedalus to help him. Daedalus gave her a flaxen thread for Theseus to tie to the door of the Labyrinth as he entered, and by which he could find his way out after killing the monster. Theseus succeeded, and escaped Crete with Ariadne. Daedalus gave her a flaxen thread for Theseus to tie to the door of the Labyrinth as he entered, and by which he could find his way out after killing the monster. Theseus succeeded, and escaped Crete with Ariadne. Minos, enraged at the loss of his daughter, not to mention the killing of his pet Minotaur, shut Daedalus and his son Icarus into the Labyrinth, knowing that Theseus could not have accomplished the deed without inside help. Daedalus managed to get out of the Labyrinth - after all, he had built it and knew his way around. Daedalus decided that he and his son Icarus had to leave Crete and get away from Minos, before he brought them harm. However, Minos controlled the sea around Crete. The King kept strict watch on all vessels, permitting none to sail without being carefully searched by his soldiers. Since Minos controlled the land and sea routes, and there was no route of escape there; Daedalus realized that the only way out was by air. But only the gods could fly! To escape, Daedalus built wings for himself and Icarus, fashioned with feathers held together with wax. Daedalus tried the wings on himself first and was satisfied that his plan would work. Before taking off from the island, Daedalus warned his son to follow closely behind him. He sternly cautioned Icarus not to fly too close to the sun, as it would melt his wings, and not too close to the sea, as it would dampen them and make it hard to fly. They successfully flew from Crete, but Icarus grew exhilarated by the thrill

The wax holding together his wings softened and melted from the heat and, try as he might, Icarus could not prevent the feathers from falling off his body. Furiously he flapped his arms, but soon no feathers at all were left and he fell to his death, drowning in the sea, as his helpless father watched his son perish with anguish. His father cried, bitterly lamenting his own arts, and called the land near the place where Icarus fell into the ocean Icaria in memory of his child. The Icarian Sea, where he fell, was forever named after him and it is said that the great hero Heracles (Hercules), who was passing by, gave him proper burial. Daedalus grieved for his dead son and then continued to Sicily, where he came to stay at the court of Cocalus in a place called Camicus. On the island’s south coast, Daedalus built a temple for Apollo, and hung up his wings, as an offering to the Olympian god. But vengeful King Minos wasn’t quite done — he then went in pursuit of Daedalus, hoping to locate and trick the great inventor into revealing himself. At each city he visited, Minos offered a reward to whoever could thread a spiral seashell, a seemingly impossible task. Eventually, Minos came to Camicus in Sicily and presented the contest at Cocalus’ court. Cocalus knew of Daedalus’ talents, and gave the shell to him. The clever Daedalus tied the string to an ant, placed the ant at one end of the shell, and allowed the ant to walk through the spiral chambers until it came out the other end. When Minos saw that someone had solved the puzzle, he demanded that Cocalus surrender Daedalus, for he insisted that only he would have been inventive enough to solve the task. King Cocalus promised to do so, but he persuaded Minos to first take a bath and stay for some entertainment. Minos agreed, and was consequently murdered by Cocalus’ daughters, who had been totally impressed by the toys and gifts which Daedalus had bestowed upon them. Daedalus eventually left Camicus, much to the dismay of King Cocalus and his daughters, and ended up in Sardinia with a group led by Iolaus, who was a nephew of Heracles. Source: http://thanasis.com/icarus02.html

Activity No. ________ Comprehension Check Directions: Answer the following questions below.

1) Who hires Daedalus? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________ 2)

What does Daedalus design to hold the Minotaur?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________

3) What does Daedalus invent to help him and Icarus escape from the Labyrinth? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________ 4)

What does he warn Icarus not to do?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________ 5)

What happens to Icarus?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________ 6)

Why did Minos imprison Daedalus in the Labyrinth?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________ 7) Why did Minos think that, if Daedalus can’t find his way out, “so much the better”? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________ 8) Minos tells Icarus that the plan is dangerous. Why does he want them to take this risk? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________ 9) Why did Daedalus leave his wings on the altar of Apollo? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________ 10)

Why wouldn’t he want to fly some more?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________

Activity No. _______ Venn diagram Directions: Using a venn diagram compare and contrast your ideas about wings and the wings that Daedalus made in the story.

Activity No. ________ Story Mapping Directions: Summarize the story “Daedalus and Icarus” using the story map.

References: A. Books Navarro, Michaela L. Eloquence St. Agustine Publications, Inc. 2015 B. Online and Other Sources 1) file:///C:/Users/acer/Downloads/exposition_text_information_and_over view-fp-222c3d8f.pdf 2) https://assets.readingeggsassets.com/teacher_resources/rex/writing/p dfs/upper/exposition_text_information_and_overview-fp-222c3d8f.pdf