Imee Joy A.
Dayaan BSED – English II
EDUC 107: Assessment in Learning 1: (7:30 – 9:00 AM)
RC
Reading
Comprehension
EN10RC-IIa-11: Transcode
information from linear to non-
linear texts and vice-versa
EN10RC-IIb-11.2: Explain
illustrations from linear to non-
linear texts and vice versa
EN10RC-IIc-5.4: Present
information using tables, graphs,
and maps
, October 16, 2019
CONCEPTUALIZATION
Conceptualization
Linear text is the most common type of reading. It focuses on the arrangement of the words,
both grammatically and stylistically
Examples: Story, Letter, Newspaper, Report, etc.
Non-Linear Text is combined with visual elements. The reading path is non-sequential.
Examples: Graphs, Tables, and Graphic Organizer
Charts and Graphs – a graphical representation of data that is also represented by symbols or
legends. It is used to ease the understanding of large quantities of data and show the
relationships of the data
Line Graphs – A common type of chart which displays information as a series of data points
connected by straight line segments to show trends
Bar Graphs - A common type of chart which presents data with rectangular bars that differ in
their sizes. It is usually scaled so all the data could fit on the chart
Pie Graphs – A circular chart which is divided into slices or portions to illustrate proportion
Histogram – A graphical distribution of the distribution of numerical data. It has no gaps between
bars (Almonte et al, 2015).
Sometimes it is easier to understand the text by picking up key information and transferring them
from a paragraph to a graphic or visual organizer like diagrams, charts and tables.
Task: I WANT A PIZZA
1. Read the speech of Lourdes R. Quisumbing entitled “Values Education for Human Solidarity”.
What values and qualities must people possess to attain harmony and solidarity? Write these
values on the slices of the pizza. Explain with the rest of the class why you came up with such
values.
2. Describe how our country would be like if harmony and solidarity are attained.

EN10SS-IId-1.5.2: Scan for
needed information
EN10RC-IIe-7.3: Read closely to
get the author’s purpose
EN10RC-IIf-13.1: Read closely to
(Almonte et al, 2015).
Scanning involves moving your eyes quickly across a line or down a page to locate particular
information. You scan the material to look for a specific fact or for specific information, such as a
date, a definition, a name or a number in a telephone book. Through guide questions, you can
be easily directed to the specific meaning and information you are looking for.
Task: LOVE IS EVERYWHERE
Here are photos from some romantic films. Match the description of the
characters in the movie to the photos. Whose love story do you consider
special and worth emulating? Why?
(Almonte et al, 2015).
Every written material is done to serve certain purposes. A writer has a specific purposes to
achieve for his listeners or readers. There are six author’s purposes:
1. To inform – the author intends to provide his readers facts, data or a body of knowledge or
information.
2. To entertain – the author’s purpose is to please his listeners and amuse his readers.
3. To persuade – Getting the readers or listeners to move or leading them to arrive at an
agreement by appealing to their emotions and feelings.
4. To enlighten – A clear explanation regarding an issue and enlighten the readers by citing
relationship of facts. A clear description of facts surrounding the matter helps clarify points of
difficulty.
5. To impress – It is the way to simply influence the readers by soliciting sympathy or awakening
the spirit of an individual to a new insight.
6. To give praise or to pay tribute – It is praise or a tribute to someone who has rendered some
laudable acts of accomplishments (Almonte et al, 2015).
Explicit information is an information that is clearly and directly stated in the text. Implicit
 get explicitly and implicitly stated information is not expressly stated and needs the reader or listener to infer or conclude based on
information available details (Almonte et al, 2015).
EN10RC-IIg-13.1: Read closely to
get explicitly and implicitly stated
information
EN10RC-IIh-2.22: Evaluate text Reading the story, The Three Musketeers”.
content, elements, features, and * Small group discussion – (Task 6)
properties using a set of criteria The following are some criteria in analyzing whether a material is a great literature:
EN10RC-IIi-2.22: Evaluate text 1. Explores great themes in human nature and human experience that many people can identify
content, elements, features, and with (e.g. growing-up, family life, love …)
properties using a set of criteria. 2. Expresses universal meaning (e.g. truth, hope) that people from many backgrounds and
cultures can appreciate.
3. Conveys a timeless message that remains true for many generations of readers.
4. Creates vivid impressions of characters and settings that many generations of readers can
treasure.
(Almonte et al, 2015)
LC
Listening
Comprehension
EN10LC-IIa-11:
Switch from one listening strategy
to another to extract meaning from
the listening text
EN10LC-IIb-15.1:
Assess the effectiveness of a
material listened to taking into
account the speaker’s purpose
EN10LC-IIc-15.2:
Assess whether the speaker’s
purpose is achieved or not
 EN10LC-IIe-13.2: Employ
analytical listening in problem
solving
EN10LC-IIf-13.2: Employ
analytical listening in problem
solving
EN10LC-IId-3.15: Evaluate
listening texts in terms of accuracy,
validity, adequacy, and relevance
A news report presents facts about people or events. It does not contain the writer’s opinion. A
news reporter gathers information from different sources, such as people, public records, books,
etc., and then presents these information in the most accurate way possible. It’s up to the
readers or listeners to make their conclusion based on the facts and findings presented.
News is a packaged information about current events happening somewhere else. It can be a
broadcast or a published report.
Key Components for a Good News Report
Attention - getting headline
A strong lead containing 5 w’s and H
Use of quotes
Real facts (truth and accuracy matter)
A strong summary
Organization of the news ( presenting information from most to least important)
What makes a story newsworthy?
Some key elements when considering “newsworthiness” are:
Timing: If it happened today, it’s news, if it happened last week, it’s not; with 24-hour news
access, “breaking” news is important
Significance: how many people are affected
Proximity: the closer a story hits home, the more newsworthy it is
Prominence: when famous people are affected, the story matters
Human interest: because these stories are based on emotional appeal, they are meant to be
amusing or to generate empathy.
(Almonte et al, 2015)
EN10LC-IIg-13.3: Detect biases A bias is a highly personal or unreasoned, deformed, or twisted judgment otherwise known as
and prejudices prejudice. Thus, someone who looks at people or things with bias usually tends to stick to his
own judgement, no matter how distorted it is (Almonte et al, 2015).
Unsupported generalizations and exaggerations are baseless information which can mislead
EN010LC-IIh-15.3: Determine listeners or readers. Unless additional information to support them is available, do not believe
unsupported generalizations and them immediately. Check them for accuracy and truthfulness.
exaggerations Example: All teachers wear high-grade spectacles.
EN010LC-IIi-15.3: Determine The following words are some of the signals of generalization statements: all, none, most, many,
unsupported generalizations and always, often, everyone, never, sometimes, some, usually, seldom, few, generally, and overall
exaggerations (Almonte et al, 2015).
VC
Viewing
Comprehension
EN10VC-IIa-3.8: Assess the Federigo’s Falcon builds on a theme. Theme of the story refers to the central topic of the text. Its
effectiveness of the ideas tone and mode are also felt all over the story. Tone refers to the attitude of the author towards a
presented in the material viewed subject while mood is the atmosphere of the story. It’s the feeling you get while reading the story.
taking into account its purpose
EN10VC-IIb-3.8:
Assess the effectiveness of the
ideas presented in the material
viewed taking into account its
purpose
EN10VC-IIc-3.8:
Assess the effectiveness of the
ideas presented in the material
viewed taking into account its
purpose (Almonte et al, 2015)
EN10VC-IId-26: Detect bias and Being sensitive to others means understanding their joy, their pain, their situation, and where
prejudice in the material viewed they are coming from. The test of our sensitivity is when we understand other people without
EN10VC-IIe-26: Detect bias and bias or prejudice. (Almonte et al, 2015).
prejudice in the material viewed
EN10VC-IIf-26: Detect bias and
prejudice in the material viewed
EN10VC-IIg-27: Use previous
experiences as scaffold to the
message conveyed by a material
viewed
EN10VC-IIh-27: Use previous
experiences as scaffold to the
message conveyed by a material
viewed
A bias is a highly personal or unreasoned, deformed, or twisted judgment otherwise known as
prejudice. Thus, someone who looks at people or things with bias usually tends to stick to his
own judgement, no matter how distorted it is.
Task: PICTURE TALK
Look at the photos below. What do they reveal about men, women and children? Write your
answers on the space below.
1. What does each picture reveal about men and women?
2. Should women always be pictured as doing household chores
and men as warriors? Why?
An important skill in critical reading is the ability to detect the
author’s bias and prejudice on his works.
There are several ways to detect the author’s possible bias and
prejudice, for example:
1. The author uses inflammatory languages.
2. The author makes claims whose purpose is to demean one
social, national, religious or gender group as compared to another.
3. The author presents evidence that serves to tell only one sie of the event or issue.
4. The author manufactures, falsifies or dishonesty cites evidence in order to present his case in
more positive light.
There are bias and prejudice in newspaper editorials, political cartoons, letters, and arguments
and even in signs and billboards (Almonte et al, 2015)
How do we embody solidarity in a world of diversity? In what ways can we overcome the walls of
differences and rise above disparities to achieve oneness with our fellowmen?
Solidarity is a bond that unites us with other people, with our countrymen , with the world and
with nature. Being in harmony with all of them make life meaningful and blissful. In the face of
struggles and conflicts, people reach out to his fellow in search for resolution. In the process, we
learn to value friendship, we learn to appreciate what nature offers, and we learn to preserve the
treasures the world (Almonte et al, 2015).
 EN10VC-IIi-27: Use previous
experiences as scaffold to the
message conveyed by a material
viewed
V
Vocabulary
Development
EN10V-IIa-13.9: Give technical Operational Definition- It is used to define something in terms of process needed to determine its
and operational definitions existence, duration and quantity.
EN10V-IIb-13.9: Give technical Example: Weight is the numbers that appear when the object placed on a weighing scale.
and operational definitions Technical Definition- is defining terms in a particular subject or
EN10V-IIc-13.9: Give technical special field.
and operational definitions Example: Weight of an object is usually taken to be the force on the object due to gravity ( in
EN10V-IId-13.9: Give technical science and engineering)
and operational EXERCISE A: The following terms are used in the text, “ The Three Musketeers” by
EN10V-IIe-13.9: Give technical AlexanderDumas. To better understand the selection, define these terms operationally and
and operational definitions technically.
EN10V-IIf-13.9: Give technical and EXERCISE B: Read silently the selection,” The Three Musketeers” by Alexander Dumas
operational definitions ( Note: The teacher will provide a copy of the reading selection found in LM, pp. 250-252)
EN10V-IIg-13.9: Give technical
and operational definitions
EN10V-IIh-13.9: Give technical
and operational definitions
EN10V-IIi-13.9: Give technical and
operational definitions

(Almonte et al, 2015)

LT
Literature
EN10LT-IIa-14.2: Explain how the The “Song of Roland” is an epic poem and as such, deals with the heroic deeds of great men. It
elements specific to a selection was written in Medieval Period A.D. 450 – 1300. It is considered an epic which deals with the
build its theme theme of betrayal. Within the confines of medieval society, betrayal of one’s lord or vessel was
EN10LT-IIb-14.2: Explain how the considered the greatest violation of the feudal code.
elements specific to a selection
build its theme
EN10LT-IIc-2.2: Explain how the
elements specific to a genre
contribute to the theme of a
particular literary selection
EN10LT-IId-2.2: Explain how the
elements specific to a genre
contribute to the theme of a
particular literary selection
EN10LT-IId-2.2.2: Explain the
literary devices used
EN10LT-IIe-2.2: Explain how the
elements specific to a genre
contribute to the theme of a
particular literary selection
EN10LT-IIe-2.2.3: Determine tone,
mood, technique, and purpose of
the author
EN10LT-IIf-2.2: Explain how the
elements specific to a genre
contribute to the theme of a
particular literary selection
EN10LT-IIf-2.2.3: Determine tone,
mood, technique, and purpose of
the author
 (Almonte et al, 2015)

EN10LT-IIc-2.2.1: Express (Note: Before letting the students read the text Inferno, the teacher should present and discuss
appreciation for sensory images the background of the story found in the Teacher`s Guide page 123)
used INFERNO
By: Dante Alighieri
Translated by John Ciardi
(Copy of the story is to be provided by the teacher)
(Almonte et al, 2015)
EN10LT-IIg-2.3: Draw similarities
and differences of the featured
selections in relation to the theme
EN10LT-IIh-3: Explain how a
selection may be influenced by
culture, history, environment, or
other factor
EN10LT-IIi-19: Evaluate literature
as a vehicle of expressing and
resolving conflicts between and
among individuals or groups
WC
Writing and
Composition
EN10WC-IIa-13.1: Identify parts An argumentative essay is a type of writing that requires a writer to defend a position on a topic
and features of argumentative using evidence from personal experience, literature, historical examples, and research to
essays support his or her evidence. It is highly persuasive and logical.
EN10WC-IIc-13.3: Use patterns An argumentative essay includes the following:
and techniques of developing an Presents and explains the issue or case
argumentative claim Gives reasons and supports that should prove its point
Refutes (proves wrong) opposing arguments
PARTS OF AN ARGUMENTATIVE ESSAY:
1. Introduction – introduces the problem and gives the background information needed for the
argument and the thesis statement.

EN10WC-IIh-13: Compose an
argumentative essay
EN10WC-IIi-13: Compose an
argumentative essay
EN10WC-IIb-13.2: Formulate
claims of fact, policy, and value
2. Body – contains the reasons. Each paragraph talks about one reason. The reason is included
in the topic sentence and is supported by details or materials. These supporting materials can be
examples, statistics, personal experiences, or quotations.
3. Conclusion – restates the main claim and gives one or two general statements which exactly
summarize the arguments and support the main premise.
(Almonte et al, 2015)
An argumentative piece of writing or persuasive writing aims to convince the reader about a
certain stand on a debatable issue. Argumentative essays convey opinions that are proposed as
true and justifiable. A controversial issue always lies at the heart of an argumentative essay. The
argument may be in favor of (pro), or against (con).
To persuade the readers, the following techniques may be used:
1. Analogy – assumes that two things similar in one aspect are alike in another aspect
2. Comparison-Contrast – presents similarities and or differences of two major concerns
3. Definition – gives meaning/s to a concept that forms the argument
4. Analysis – takes a part from the whole and scrutinizes it to prove the point
(Almonte et al, 2015)
Questions of Fact are those which ask you to whether or not something is. These questions are
always answered with “Yes” or “No” and then you must construct paragraphs to support the
facts.
Example: Is the wall blue? (Yes or No, and then your evidence)
Questions of Value address the relative merit (goodness or badness) of something. Here, you
are usually asked to choose between two things, ideas, beliefs, or actions and explain why you
did so.
Example: Which is more valuable, love, or money? (Which and then why?)
Questions of Policy ask the writer to explain what they would do. The key word in these topics
usually “should” as in “what should we do…?” The question asks the writer to make a plan of
action to solve some sort of problem. The answer is the breakdown of the plan and a justification
that it fixes the problem.
Example: What should be done to combat the drug problem? (Plan and justify.)
(Almonte et al, 2015)
EN10SS-IId-1.6.3: Acknowledge
citations by preparing a
bibliography
EN10SS-IIe-1.6.4: Use writing
conventions to indicate
acknowledgement of resources
EN10SS-IIe-1.6.4: Use writing
conventions to indicate
acknowledgement of resources
EN10SS-IIg-1.6.5: Use in-text
citations
F
Oral Language and
Fluency
EN10OL-IIa5: Employ appropriate
pitch, stress, juncture, intonation,
etc.
EN10OL-IIb-5:Employ appropriate
pitch, stress, juncture,
Whether in speaking or writing, you need to cite your source when stating facts. At the end of the
quarter, present an argumentative speech and it is important that you build your argument with
facts and support all your claims with accurate, reliable, valid, and adequate facts.
________________________ ________________________ __________
Title of the topic website address or URL date
Here are some reminders in constructing simple bibliography for different types of materials.
 Each entry should end with a period.
 Italics may be substituted by underlining
 The final document should be double spaced and in alphabetical order by the first word
of the entry
 There are several formats for a paper particularly for the bibliography. Formats differ
depending on the purpose. Go over the sample types of bibliography and be able to
distinguish one from the other.
(Almonte et al, 2015)
Intonation – the sound changes produced by the rise and fall of the voice when speaking,
especially when this has an effect on the meaning of what is said
Juncture – the manner in which words come together and a connection is made
Stress – accent, the relative prominence of a syllable or musical note
Pitch – the property of sound with variation in frequency of vibration
Here are some tips on presenting your news:
 Use an introduction. Make sure these sentences are easy to understand and should be
delivered no longer than 20 seconds.
 Check that you are saying the names of people and places correctly.
 When you read your introduction, speak clearly and be enthusiastic.
 You can emphasize important words by pausing before you say them or saying them a
little louder. Make these words on script so you won’t forget.
 Speak in normal voice. You don’t have to shout and you shouldn’t whisper.
 Stand or sit up straight. Be natural. Try not to move too much or it will distract your

EN10OL-IIc-3.11:
Use the correct sound of English
when delivering impromptu and
extemporaneous speech
EN10OL-IId-3.11: Use the correct
sound of English when delivering
impromptu and extemporaneous
speech
EN10OL-IIe-3.8: Observe the
correct stance and proper stage
behavior as deemed necessary
EN10OL-IIe-2.6.2: Establish eye
contact
EN10OL-IIf-3.8: Observe the
correct stance and proper stage
behavior as deemed necessary
EN10OL-IIf-2.6.2: Establish eye
contact
audience.
 Practice with the camera and microphone and to get used to what it feels like to present
a news.
 Have fun and enjoy yourself.
(Almonte et al, 2015)
Impromptu , derived from a Latin phrase meaning “in readiness” is applied to a speech given, a
poem recited, or a song sung without advance notice or warning.
An extemporaneous speech is a limited – preparation speech event based on research and
original analysis. It is especially applied to an unmemorized speech given from notes or an
outline.
Here are some tips when delivering an extemporaneous speech:
1. Decide quickly what your one message will be.
2. Do not try and memorize what you will say.
3. Start off strong and with confidence.
4. Decide on your transitions from one point to the other.
5. Maintain eye contact with the audience.
6. Occasionally throw in an off – the- cuff remark.
7. Finally, have a good conclusion.
EXERCISE A: Based on the situation given below, prepare your speech using the PREP
strategy you have learned
in previous lessons. Keep
it short and simple by
writing a maximum of 10
sentences only.
PREP PATTERN:
State your point about the
topic:________________
_____________________
___
Give your reasons for
your point or stand on the
issue. Back it up with your
 source.____________________________________________________
Provide example or personal experiences to support your point or stand on an issue
_________________________________________________________
Go back to the point or stand on an issue. ___________________________________

EXERCISE B: Following the speech you have written, be ready to share it in class. Keep in mind
message you want to convey to your audience and don’t forget to observe the proper stage
behavior when delivering a speech.
(Almonte et al, 2015)
EN10F-IIg-3.7: Demonstrate
confidence and ease of delivery
EN10F-IIh-3.7: Demonstrate
confidence and ease of delivery
EN10F-IIi-1.15: Make and deliver
impromptu and extemporaneous
speeches with ease and
confidence
G
Grammar
Awareness
EN10G-IIa-29: Observe correct
grammar in making definitions
EN10G-IIb-29: Observe correct
grammar in making definitions
EN10G-IIc-29: Observe correct
grammar in making definitions
EN10G-IId-29: Observe correct
grammar in making definitions
EN10G-IIe-28: Use words and Here are Frequently used Adverbs of Affirmation:
expressions that affirm or negate Adverb of Affirmation:
EN10G-IIf-28: Use words and It is an adverb which is used in the sentence to affirm it was true. Generally these adverbs are
 expressions that affirm or negate
EN10G-IIg-28: Use words and
expressions that affirm or negate
EN10G-II-h-28: Use words and
expressions that affirm or negate
EN10G-IIi-28:Use words and
expressions that affirm or negate
Reference/s:
Almonte L., Flandez L., Hermosa A., et al, (2015). Celebrating Diversity through World Literature – Grade 10 English:
Learner’s Material First Edition. ISBN. Department of Education-Instructional Materials Council Secratariat(DepEd-IMCS).
REX Book Store, Inc, Philippines
used to answer the questions raised by others.
They are : absolutely, affirmatively, all right, alright, assertedly, certainly, clearly, definitely,
doubtlessly, exactly, obviously, positively, really, surely, truly, undoubtedly.
Adverb of Negation:
It is an adverb which is used in the sentence to deny it as true. Generally these adverbs are
used to answer the questions raised by others like almost, contradictory, invalidly, never, no, not,
rarely.
A person is entitled to his own opinion. In his interaction with others, one affirms or negates to
ideas expressed for a certain motion or issue.
Affirming expressions:
That’s right! * No doubt about it. * Certainly.
That’s great. * Yes, you’re correct. * Definitely.
Negating Expressions:
I respect you for that, but. . .
I have nothing against your point, however. . .
I know what you are trying to imply, but. . .
Pardon me, but. . .
(Almonte et al, 2015)