English- Grade 10
Alternative Delivery Mode
Quarter 1 - Module 1: Features of Persuasive Text
First Edition, 2020
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10
ENGLISH
Quarter 1 - Module 1
Features of Persuasive Text
Table of Contents
Page
COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS
WHAT THIS MODULE IS ABOUT
i
Note to the Teacher/Facilitator
Note to the Learner
Note to the Parents/Guardian
Module Icons
ii
ii
ii
iii
What I Need To Know
iv
What I Know (Pretest)
iv
Lesson 1: Persuasive Text
1
What I Need to Know
What I Know
Task 1: I Believe
What’s In
Task 2: I Think
What’s New
Task 3: True or False
What Is It
What is a Persuasive Text?
What’s More
Task 4: The Write Time
What I Have Learned
Task 5: Which is Which?
What I Can Do
Task 6: Persuasion Time
Assessment
Task 7: I Learned
Additional Activity
Task 8: I Write
Lesson 2: Features of Persuasive Text
What I Need to Know
What I Know
Task 1: True or False
What’s In
Task 2: I Remember
What’s New
1
1
1
2
2
3
3
3
5
5
6
6
6
7
7
9
Task 3: Let’s Write
What Is It
Elements of a Persuasive Text
What’s More
Task 4: List It
What I Have Learned
Task 5: Unleash My Analysis
What I Can Do
Task 6: My Time to Write
Assessment
Task 7: Agree or Disagree
Additional Activity
Lesson 3: Opinion and Assertion
What I Need to Know
What I Know
Task 1: My Opinion about Opinion
What’s In
Task 2: Fact or Opinion
What’s New
Task 3: My Say
What Is It
Opinions and Assertions
What’s More
Task 4: I Believe
What I Have Learned
Task 5: I Assert
What I Can Do
Task 6: My Hero
Assessment
Additional Activity
Lesson 4: Making an Assertion
What I Need to Know
What I Know
Task 1: What’s the Difference
What’s In
Task 2: Let’s Identify
What’s New
Task 3: Essential Question
What Is It
Factual Claim, Opinion, and Commonplace Assertion
What’s More
Task 4: My Turn
What I Have Learned
Task 5: I Think
What I Can Do
Task 6: If I Were
7
9
9
10
11
13
14
14
14
14
15
15
17
17
17
18
18
19
19
19
19
20
20
21
22
27
Assessment
Task 7: My Assertion
Additional Activity
Summary
Assessment
Key to Answers
References
27
26
27
28
33
28
31
34
32
34
33
34
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What This Module is About
In this module, you will learn more about persuasive text and its features. You
will also learn about persuasive techniques and devices, factual claim, opinion, and
commonplace assertion. This module will help you formulate specific reasons for
your opinions and will provide you an opportunity to research facts related to your
opinions. As you develop an understanding of how writing can influence or change
another thoughts or actions, you can begin to understand the persuasive nature of
the marketing you are exposed to through televisions, the internet and the other
media.
This learning material is especially crafted to provide you with independent
and self-directed learning experiences and to have more autonomy and control over
your learning. This will help you improve your academic performance, increase
motivation and confidence, make choices and decisions about how to meet your
learning needs, take responsibility for constructing and carrying out your own
learning.
The competencies included in this module are considered as the most
essential competencies which need to be mastered by a Grade 10 student like you.
These competencies are anchored on the general principles, goals, and objectives of
the K to 12 Basic Education program for Grade 10 student like you to become
productive and effective participant in the society you are in.
There are two learning competencies that mean four lessons in this module.
Each lesson builds around a particular text for you to explore meaningfully through a
variety of integrated, challenging, and interesting tasks.
Module I is consist of four lessons, wherein each lesson is developed through the
following phases:








What I Need to Know-This part contains learning objectives that are set for
you
to learn as you go along the Module each day/lesson.
What I know- This is a pre-test assessment as to your level of knowledge to
the
subject matter at hand, meant specifically to gauge prior related
knowledge.
What’s In- This part connects previous lesson with that of the current one.
What’s New- An introduction of the new lesson through various activities,
before it will be presented to you.
What is It- These are discussions of the activities to deepen your discovery
and understanding of the concept.
What’s More- These are follow-up activities that are intended for you to
practice
further in order to master the competencies.
What I Have Learned- Activities designed to process what you have learned
from the lesson.
What I can do- These are tasks that are designed to showcase your skills and
knowledge gained, and applied into real-life concerns and situations.
i
Notes to the Teacher:
Welcome to the new normal way of teaching!
You play an important role in enabling your students to develop independent
learning skills. You must be aware of your students’ available learning materials at
home such as electronic gadgets e.g. cell phones, smart televisions or personal
computers and internet connection, so you would know the appropriate learning
activities for your students. You need to have a far greater level or access to skills
and knowledge in order to respond the inevitably broader curriculum covered by your
learners with diverse strengths and interests.
You also need to be flexible in order to help facilitate wide range of learning
opportunities. Most importantly, you need to hone the challenging skills of teaching
learners to learn- this is a lot harder than simply teaching facts and figures, but it is
also considerably valuable for learners.
Notes to the Learner:
Welcome to the new normal way of learning!
This self-directed module is designed for you to be equipped with the most
essential competencies you need to learn for your grade level. For you to become
successful independent learner, you must have a good time management so that
you would be able to complete this course. In reading, you need to pay close
attention to the words you are reading and their meanings. In times that you need to
do some research, try to draw from a variety of different courses and if things are
getting difficult, do not give up. Please ask assistance from your teacher or anyone
whom you know that can help you. Love and enjoy this beautiful and meaningful
learning experience!
Note to Parents:
Greetings!
The world is currently in a very challenging situation due to the corona virus
2019 pandemic. All are affected including the education system. In this time of crisis,
learning must continue. That is why the Department of Education initiates this
Alternative Delivery Mode for the students to continue learning even at home.
You, as the parents, play an important role in this new way of learning. Kindly
give your child enough lesson time. Check their modules if they seriously do the
activities. Your support would mean so much for them. Help them to become a
productive learner even at home. This is just a temporary situation. Everything would
go back to normal when this corona virus is over. Thank you for the 100% support
for your child’s education. Let’s join, hand in hand, for your child’s future.
ii
How to Learn from this Module
To achieve the objectives cited in the previous page, you are to do the following:
•
Take your time reading the lessons carefully.
•
Follow the directions and/or instructions in the activities and exercises
diligently.
•
Answer all the given tests and exercises.
Icons of this Module
What I Need to
Know
What I know
What’s In
This part contains learning objectives that
are set for you to learn as you go along the
Module each day/lesson.
This is a pre-test assessment as to your
level of knowledge to the subject matter
at hand, meant specifically to gauge prior
Related knowledge.
This part connects previous lesson with that
of the current one.
What’s New
An introduction of the new lesson through
various activities, before it will be presented
to you.
What is It
These are discussions of the activities as a
ways to deepen your discovery and understanding of the concept.
What’s More
These are follow-up activities that are intended for you to practice further in order to
master the competencies.
What I Have
Learned
Activities designed to process what you
have learned from the lesson
What I can do
These are tasks that are designed to showcase your skills and knowledge gained, and
applied into real-life concerns and situations.
iii
What I Need To Know
In charting the course of your journey in this module, you are expected to:









define persuasive texts;
identify the uses of persuasive text.
identify features of persuasive text;
write a persuasive essay
define opinion or assertion
formulate a statement of opinion or assertion
make an assertion of a superhero
distinguish factual claims, opinions, and
assertion;and
make an assertion from the content of the text.
commonplace
What I Know
Pre-Test
As part of your initial activities, you need to answer this pre-assessment to
check your prior knowledge on the topics of this module. Try to assess yourself
about your previous knowledge on persuasive text and assertions.
Directions: Read each question below and choose the letter of the correct answer.
1. What is the purpose of persuasive writing?
A. to entertain a reader
B. to convince a reader
C. to inform the reader
D. to describe a series of events
2. Which is not a characteristic of a good persuasive writing piece?
A. The writer provides strong arguments as support.
B. The writer provides information based from opinions only.
C. The writer entertains the reader with engaging dialogue between
characters.
D. The writer uses illustrations, photographs, and diagrams to convince the
reader.
3. What is a rhetorical question?
A. a statement of fact
B. a question that is part of a quotation
C. a question requiring response from the audience
D. a question designed to make the audience think
4. How do the authors share their opinion about an issue through persuasive writing?
A. share their personal opinion
iv
B. support their opinion through evidences
C. make up fictional information to trick the reader
D. share the opinions of others that are similar to theirs
5. Which a not an example of a persuasive text?
A. a television advertisement
B. a political speech
C. a political cartoon
D. a photograph of political figure
6. Which is not a feature of persuasive text?
A. fictional ideas
B. supporting ideas and arguments
C. clear organization or structure
D. thesis statement
7. What is the primary purpose of a document that is written to convince readers to
change their opinions?
A. to answer question
B. to build goodwill
C. to persuade
D. to inform
8. Which persuasive technique use words like we, you, our and us to make the
audience think the speaker is talking to them?
A. repetition
B. alliteration
C. exaggeration
D. personal pronouns
9. What are the roles of an author of a persuasive text?
A. The author is telling a story.
B. The author is informing the reader.
C. The author is convincing the reader to agree with him/her.
D. all of the above
10. How should an author of a persuasive text back up his/her claim or argument?
A. support
B. claim
C. text
D. argument
11. How does persuasive text begin?
A. with a clear statement or thesis about the purpose of the text.
B. with the reasons about the claim
C. with the summary of the claim
D. with a question
12. What is the purpose of the persuasive text below?
“Please support our children players by buying these raffle tickets.”
A. create interest
B. make a change
C. prove something wrong
v
D. support a cause.
13. Which of the following is an example of assertion?
A. “I believe that fate cannot be altered because it is fixed.”
B. “Fate is an outcome of one’s actions.”
C. “I think that anyone can change his own fate.”
D. “For me fate is only what a fortune teller says.”
14. Which of the following do not serve as a guide in writing an assertion?
A. being artistic
B. being knowledgeable
C. backing up with evidence
D. being clear and concise
15. Which of the following best defines an assertion?
A. It is a statement used to make a declaration or to make strong belief on a
particular topic.
B. It refers to the view somebody takes about an issue, especially when it is
based solely on personal judgment.
C. It is known to be consistent with objective reality and can be proven true.
D. It is liking one idea over other ideas.
vi
Lesson
Persuasive Text
1
What I Need to Know
Welcome to your first lesson of this school year! To start with, let us try to find
out the learning competencies in which you are going to master at the end of this
lesson.
Skills and Competencies/Objectives:
At the end of this lesson, you are expected to:


define persuasive text; and
identify the purpose of persuasive texts.
Materials Needed:



Electronic gadgets (cell phones/computers/LED TV)
Internet access
Activity notebook
What I Know
Task 1: I Believe
Directions: Think of something that you believe in and explain why. It could be
your belief about life, love, education, or religion. State reasons to support your belief
in three to five sentences.
I believe that…_____________________________________
____________________________________________________________
____________________________________________________________
What’s In
Task 2: I Think
Directions: You have successfully shared your belief about a certain topic in
Task 1. This time you are going to write a sentence about your idea on persuasive
texts. Write your answer on your activity notebook.
1
What’s New
Before you start the lesson on features of persuasive text, you need to
answer the following activity below.
Task 3: True of False
Directions: Identify each statement as true or false. Write T on the blank if the
statement is true and F if it’s not.
______1. The purpose of persuasive writing is to tell a story.
______2. It is important for students to write for authentic purposes and real
audiences.
______3. Using graphic organizers is an effective way to learn about
persuasive writing.
What Is It
What is a persuasive text?
A persuasive text is a text that comes in a form of an argument, exposition,
discussion, review, or an advertisement, the main purpose of which is to present a
point of view and to persuade the readers.
Persuasive texts can be used to…
Purpose
 Make a change
 Prove something wrong
 Support a cause
 Urge people to act
 Get people to agree with you
 Create interest
 Stir up sympathy
Persuasive Statement
 “Everyone should follow the law.”
 “Our mayor is the best leader.”
 “Please donate for the
orphanage.”
 “Stop disobeying quarantine
rules!”
 “I am sure you’ll agree with me
that the teachers are frontliners,
too.”
 “Gardening is a great hobby.”
 “If we don’t extend our financial
help, many people might starve.”
2
What’s More
Task 4 : The Write Time
Directions: Answer the questions below on your activity notebook.
1. What is a persuasive text?
2. Choose at least three uses of persuasive texts and write a persuasive
statement to each of them.
What I Have Learned
Task 5: Which is Which?
Directions: Analyse each persuasive statement below and identify its purpose.
Choose your answer from the box and write it on the space provided before each
number.
Create interest
Support a cause
Stir up sympathy
Urge people to action
Get people to agree with you
Prove something wrong
_______________1. Please join the run for a cause so we can help the
cancer patients.
_______________2. If you don’t adopt the dog, it might be killed on the street.
_______________3. Don’t throw your garbage anywhere.
_______________4. Choosing friends wisely makes you happy.
_______________5. I’m sure that you won’t disagree if I would say that cats
are better pets than dogs.
What I Can Do
Task 6: Persuasion Time
Directions: What do you think about this idea? Write a persuasive text on your
activity notebook. Refer to the rubrics for the scoring.
Junk food – Should it be banned at school?
3
Persuasive Text Rubric
6
Takes a clear
position and
supports it
consistently
with wellchosen
reasons or
examples;
may use a
persuasive
strategy to
convey an
argument.
5
Takes a clear
position and
supports it
with relevant
reasons or
examples
through much
of the essay.
4
Takes a clear
position and
supports it
with some
relevant
reasons or
examples;
there is some
development
of the essay.
3
Takes a
position and
provides
uneven
support; may
lack
development
in parts or be
repetitive, or
the essay is
no more than
a well-written
beginning.
2
Takes a
position, but the
essay is
underdeveloped
The essay is
focused and
well
organized,
with effective
use of
transitions.
Consistently y
exhibits variety
in sentence
structure and
word choice.
The essay well
organized but
may lack
some
transitions.
The essay s
well organized
but may lack
some
transitions.
Exhibits some
variety in
sentence
structure and
uses the right
word choice;
occasionally,
words may be
used
inaccurately.
Errors in
grammar,
spelling, and
punctuation do
not interfere
with
understanding.
Exhibits some
variety in
sentence
structure and
uses the right
word choice;
occasionally,
words may be
used
inaccurately.
Errors in
grammar,
spelling, and
punctuation do
not interfere
with
understanding.
The essay is
generally
organized but
has few or no
transitions
among
sections.
Most
sentences are
well
constructed
but have a
similar
structure; word
choice lacks
variety or flair.
The essay is
disorganized or
unfocused in
much or of the
essay R is
clear, but too
brief.
Sentences lack
formal
structure; word
choice may
often be
inaccurate.
More frequent
errors in
grammar,
spelling, and
punctuation,
but they do not
interfere with
understanding.
Errors in
grammar,
spelling, and
punctuation
interfere with
understanding
in much of the
essay.
Errors in
grammar,
spelling, and
punctuation
are few and do
not interfere
with
understanding.
1
Attempts to
take a
position
(addresses
topic), but the
position is
very unclear
OR takes a
position, but
provides
minimal or no
support; may
only
paraphrase
the prompt.
The essay
exhibits little
or no
apparent
organization.
Sentences
run-on and
appear
incomplete or
rambling;
word choice
may be
inaccurate in
much or the
entire essay.
Errors in
grammar,
spelling, and
punctuation
prevent the
reader from
fully
understanding
the essay.
Comments/
Suggestions
Source: https://rb.gy/uwqn8g
4
Assessment
Task 7: I Learned
Directions: Read the each question carefully and choose the letter of the
correct answer in your activity notebook.
1. What is the main intention of the author when writing a persuasive paper?
A. to convince the reader to write their counter-argument
B. to raise awareness about issues in the world
C. to convince the reader to agree with the author about an issue through the
use of facts
D. to encourage the reader to have the same opinion with the author about an
issue through fictional facts
2. Which of the following sentences best explains persuasive writing?
A. It is a non-fiction writing used to convince the reader to agree with the
author about an issue.
B. It is a fictional writing used to convince the reader to agree with the author
about an issue or topic.
C. It is used strictly for commercial scripts to convince the audience to buy a
company’s product.
D. Persuasive writing is used to inform the reader about an issue and will
provide no facts favoring either side.
3. How does the author share his/her opinion about an issue through persuasive
writing?
A. Share his/her personal opinion.
B. Support his/her opinion through the uses.
C. Create fictional information to trick the reader.
D. Share the opinions of others that are similar to his/hers.
4. The following are things you need to remember in persuasive writing EXCEPT:
A. plan your writing before you begin
B. check your spelling and punctuation
C. the length of your persuasive essay
D. check and edit your writing when you are finished
5. The primary purpose of a document that is written to convince readers to change
their opinions is to
A. answer a question
B. build goodwill
C. persuade
D. inform
Additional Activity
Task 8: I Write
Directions: Complete the sentence below in your activity notebook.
I learned that a persuasive text is
___________________________________________________________________
___________________________________________________________________
___________________________________________.
Congratulations! Now you are ready for Lesson 2.
5
Lesson
2
Features of Persuasive Text
What I Need to Know
Congratulations! You are done with Lesson 1. Lesson 2 is a continuation of
the previous lesson. To start with, let us try to find out the learning competencies in
which you are going to master at the end of this lesson.
Skills and Competencies/Objectives:
At the end of this lesson, you are expected to:


identify the features of persuasive texts; and
write a persuasive essay.
Materials Needed:



Electronic gadgets (cell phones/computers/LED TV)
Internet access
Activity notebook
What I Know
Task 1: True or False
Directions: Read each statement below. On the space provided, write T if the
statement is true and F if it is false.
___1. The components of a persuasive text are arranged logically from
one part to the next which eventually leads to a specific
conclusion.
___2. The conclusion of the persuasive text is not necessary.
___3. A persuasive text usually uses transition words or phrases that
show how ideas are connected.
___4. The main purpose of persuasive writing is to entertain the
reader.
___5. The thesis statement is important in persuasive writing.
6
What’s In
Task 2: I Remember
How are your answers in Task 1? Just continue in working out this lesson,
then, you will find out if your answers are correct or not. In lesson 1, you learned
about persuasive texts, right? Let’s review what you know about the topic.
Directions: Answer the questions below in your activity notebook.
1. What is persuasive writing?
2. Write what you know about the features of persuasive writing.
What’s New
Task 3: Let’s Write
Directions: Write your answer to the essential question in your activity
notebook.
1. Why do you need to know how to write a persuasive paper?
What Is It
For this task, you are given two options.
Option A. If you have internet access, open the link below and watch a video
about the elements of persuasive texts.
https://www.youtube.com/watch?v=LIQzUa2Poj8&pbjreload=1
7
Option B. If you do not have access to the internet, study the features of
persuasive texts below.
Features of Persuasive Text
1. It begins with a clear thesis statement.
2. It includes supporting ideas and arguments. Statistics, facts, examples,
or quotations are needed to support the main argument.
3. It uses a clear organization or structure that builds logically from one point
to the next, leading to a definite conclusion.
4. It is usually composed of three parts: introduction, body, and conclusion.
5. It usually uses transition words or phrases that show how ideas are
connected.
6. The conclusion of the persuasive text should repeat the main purpose of
the text.
Example of a Persuasive Essay
High School Sports
Introduction
High school sports have a powerful influence to every
student in different ways. Sports are considered an effective way for
students to maintain health. The students who are active in sports can
get the most out of their high school years. There are many reasons
why sports influence students. Some of the reasons are health,
teamwork, and self-discipline.
The first reason is health. Sports and health are heavily
connected. Exercises help burn calories in the body, reducing the
chances of obesity. The stress caused by exercise on the muscles,
bones, ligaments, and tendons makes the students strong and healthy.
The performance and endurance of the heart muscles will improve
thus improving its efficiency and decreasing the risk of heart diseases.
Exercise triggers the use of sugar in the blood. The glucose is
converted into energy hence, balancing the blood sugar. Sports also
fight against cancer and other lifestyle diseases.
Body
The second reason is teamwork. Teamwork is key to success.
In sports, a student should have to collaborate with other team
members to win—the same with academic success. A student needs to
work hand in hand with teachers and fellow students for him/her to
succeed. Moreover, employers are interested in hiring employees who
can work together with other employees to achieve a common goal.
Teamwork skills are among the other requirements to secure a job.
8
Thesis
Statement
The third reason is self-discipline. In sports, the student has to
follow the rules. He/She has to obey his/her coach. While other
students are idle thinking of drugs and alcohol, a student who is active
in sports is training, and he/she has no time for illegal drugs and some
destructive addictions. A student can reach his or her potentials with
discipline. Time management is learned in sports too.
Body
Conclusion
High school sports have a significant influence on students.
Sports would help the students become healthy and fit. The students
who are active in sports would also develop teamwork skills and selfdiscipline, which are both essentials for life’s success.
What’s More
Task 4: List It
Directions: List the features of persuasive texts on your activity notebook.
What I Have Learned
Task 5: Unleash My Analysis
Directions: Read the short passage below and identify the features of
persuasive texts. Write your answers in your activity notebook.
The Importance of Family
You can choose your friends, but you can’t choose your relatives. This may
be true, but does it mean that friends are more important just because you choose
who they are? I don’t think so, but not everyone will agree.
To many people, friends (in particular best friends) are the most important
relationships in their lives. They spend more time chatting with friends over the
phone, by e-mail or text messages than they do with their families. There are
different reasons for this. One reason is that people share so many special
memories with friends as they grow up together. Friends are often similar in age, so
they find themselves doing the same things at the same time, and this gives
enjoyment. Often families have only one child or children many years apart, so they
don’t share these special moments. Another reason in favor of friends is that people
spend their free time, their fun time, with friends. Often, parents are working on
weekends or in the school holidays, so, who do you spend time relaxing with? Good
friends, of course!
9
Yet families are also essential. Within families, people have a special bond of
culture, beliefs, and of course, love. Friends do not always share these. The best
thing about families is that they are still there for you. They look after you when you
are sick, they help you learn all about life, and they love you no matter what – even
when you might sometimes be a bit naughty.
So, even though it is great to have friends, it is much better to have a family. You
might not be able to choose who they are, but you certainly can rely on them to be
there and help you out whenever you need it.
Adapted from the following sources: https://rb.gy/2egh32, https://rb.gy/mcuubg, https://rb.gy/hskxq5,
https://rb.gy/kaklxi, https://rb.gy/c8yat9, https://rb.gy/obcodm, https://rb.gy/o2kcn0, and
https://rb.gy/xzoccm
What I Can Do
Task 6: My Time to Write
Directions: Write a 300-word persuasive essay about the importance of
education. Apply the features of a persuasive text that you’ve learned in this lesson.
Your paper will be graded through the rubric below.
Persuasive Text Rubric
6
Takes a clear
position and
supports it
consistently
with wellchosen
reasons or
examples; may
use a
persuasive
strategy to
convey an
argument.
5
Takes a clear
position and
supports it
with relevant
reasons or
examples
through much
of the essay.
4
Takes a clear
position and
supports it
with some
relevant
reasons or
examples;
there is some
development
of the essay.
3
Takes a
position and
provides
uneven
support; may
lack
development
in parts or be
repetitive, or
the essay is
no more than
a well-written
beginning.
2
Takes a
position, but
the essay is
underdevelop
ed
The essay is
focused and
well organized,
with effective
use of
transitions.
The essay well
organized but
may lack
some
transitions.
The essay s
well organized
but may lack
some
transitions.
The essay is
generally
organized but
has few or no
transitions
among
The essay is
disorganized
or unfocused
in much or of
the essay R is
clear, but too
10
1
Attempts to
take a
position
(addresses
topic), but
the
position is
very
unclear OR
takes a
position,
but
provides
minimal or
no support;
may only
paraphrase
the prompt.
The essay
exhibits
little or no
apparent
organizatio
n.
Consistently y
exhibits variety
in sentence
structure and
word choice.
Exhibits some
variety in
sentence
structure and
uses the right
word choice;
occasionally,
words may be
used
inaccurately.
Exhibits some
variety in
sentence
structure and
uses the right
word choice;
occasionally,
words may be
used
inaccurately.
Errors in
grammar,
spelling, and
punctuation
are few and do
not interfere
with
understanding.
Errors in
grammar,
spelling, and
punctuation do
not interfere
with
understanding.
Errors in
grammar,
spelling, and
punctuation do
not interfere
with
understanding.
sections.
Most
sentences are
well
constructed
but have a
similar
structure; word
choice lacks
variety or flair.
brief.
Sentences
lack formal
structure;
word choice
may often be
inaccurate.
More frequent
errors in
grammar,
spelling, and
punctuation,
but they do not
interfere with
understanding.
Errors in
grammar,
spelling, and
punctuation
interfere with
understanding
in much of the
essay.
Sentences
run-on and
appear
incomplete
or
rambling;
word
choice may
be
inaccurate
in much or
the entire
essay.
Errors in
grammar,
spelling,
and
punctuatio
n prevent
the reader
from fully
understand
ing the
essay.
Comments/Su
ggestions
Source: https://rb.gy/uwqn8g
Assessment
Task 7: Agree or Disagree
You will be given two options for this task.
Option A. If you have access to the internet, watch a YouTube video with the
link below and watch the video clip of the story Daedalus and Icarus. Note the details
in the video.
https://www.youtube.com/watch?v=24DLV605sOA
11
Option B. If you do not have internet access, read the summary of the story
below.
Daedalus and Icarus
An Ancient Greek Myth
Source: https://rb.gy/pvo5kj
Daedalus is an Athenian craftsman, famous for his ability to invent and build
things. Think Leonardo da Vinci, but with more powers.
Unfortunately, he also has a jealous streak. When his nephew Talos invents
the saw, Daedalus realizes that the boy might be more talented than he is. In a fit of
jealousy, Daedalus throws Talos off the Acropolis, a tall monument in Athens.
Some versions of the story say that Athena saw the boy falling, and
transformed him into a partridge. But others argue that Talos died and that Daedalus
tried to hide the murder by burying him. Either because he was feeling guilty or
because he was banished, Daedalus leaves Athens and heads to the island of
Crete.
While he's hanging out there, Daedalus befriends King Minos, the island's
ruler. Daedalus still has the touch in Crete and he continues his building streak. First,
he builds a cow suit so that Crete's Queen Pasiphae can get it on with a bull.
Pasiphae's union with the bull results in a horrible half-man, half-beast called the
Minotaur.
King Minos asks Daedalus to design a maze called the Labyrinth in which to
put the terrible Minotaur. The Minotaur demands human sacrifices, and every nine
years, King Minos sends seven young men and women into the Labyrinth to meet
their doom. One of these victims sent to his death is the hero Theseus and he
decides to fight back and try to kill the Minotaur.
King Minos' daughter, Ariadne, falls madly in love with Theseus. And since
Daedalus built the Labyrinth, she asks him to help Theseus safely navigate it.
Always the helpful one, Daedalus gives Theseus a ball of yarn and tells the
hero to trail it behind him, creating a roadmap for how to get back out. Genius, we
say! And sure enough, after Theseus kills the Minotaur, he is able to escape. He and
Ariadne leave Crete together.
King Minos is not happy with Daedalus for helping Theseus, so he locks
Daedalus and his son, Icarus, in the Labyrinth. Knowing that the land and water are
guarded by King Minos' army, Daedalus decides to escape by air. Daedalus uses
twine, feathers, and wax to build large wings for himself and his son.
Finally, the wings are finished. Before putting wings on Icarus, Daedalus gives
his son some warnings: he should follow him closely and fly at a middle height. If he
12
flies too low, the seawater will dampen the wings, and if he flies too high, the sun will
melt them.
And off they go! Daedalus looks back at his son, cheering him on. In all the
excitement, Icarus forgets his father's warning and starts to fly higher.
Sure enough, he gets too close to the sun: the heat softens the wax, and his
wings fall apart. Icarus plummets into the sea, crying "Father, father!" on his way
down. Daedalus tries to save his son, but it's too late—he has drowned. The only
thing Daedalus can find are feathers floating in the water.
For the first time ever, Daedalus curses his "art." Daedalus names the part of
the ocean where Icarus fell the "Icarian Sea." Still mourning, Daedalus flies onward
to the Italian island of Sicily. When he gets there, he performs funeral rites for his
son. Next, Daedalus constructs a temple to Apollo where he hangs his wings and
moved to Sicily.
Directions: State whether you agree or disagree with the given statements
and find evidence from the text to support your claim. Write your answers in your
activity notebook.
1. King Minos is cruel.
Evidence:
______________________________________________________________
2. Daedalus is talented.
Evidence:
______________________________________________________________
3. Icarus is foolish.
Evidence:
______________________________________________________________
4. Daedalus and Icarus should have stayed in the island after escaping from the
Labyrinth.
Evidence:
______________________________________________________________
5. Daedalus is responsible for his son’s death.
Evidence:
______________________________________________________________
Additional Activity
Directions: Complete the sentence below in your activity notebook.
From this lesson, I have learned that...
___________________________________________________________________
___________________________________________________________________.
Congratulations! So how is your self-directed journey in learning? Life is more
meaningful and exciting if you have learned many things. Keep up the good work!
13
Lesson
Opinion and Assertion
3
What I Need to Know
Wow! You are doing a good job! Surely, you can do the same in Lesson 3.
Are you excited for more enjoyable activities that await you in this lesson?
Skills and Competencies/Objectives:
In this lesson, you are expected to:



define opinion or assertion;
formulate a statement of opinion or assertion; and
make an assertion of a superhero.
Materials needed
Activity notebook
What I Know
Task 1: My Opinion About Opinion
Directions: There are already several times that you were asked about your
opinions on a particular topic or idea. Read the questions below and write your
answers in your activity notebook.
1. What is your idea about the word “opinion”?
2. Is there a difference between an opinion and assertion? If yes, then
what is it?
What’s In
Task 2: Fact or Opinion
Now that you have already written your ideas on opinion and assertion, it’s
time for you to dig deeper into the content of this lesson.
14
Directions: Read each statement carefully and identify whether it is a
fact or an opinion. On the space provided, write F it the statement is a fact
and O if it is an opinion.
_____1. The Philippines has the best government in the world.
_____2. The Philippines belongs to Southeast Asia.
_____3. A country that is run by a male leader is strong.
_____4. One of the manifestations of a first world country is the high standard
of living among its people.
_____5. A peaceful nation is a progressive nation.
What’s New
Task 3: My Say
Directions: Write your opinion on each of the topics below in your activity
notebook.
1. Using phones during class hours.
___________________________________________________
2. Wearing of school uniform
___________________________________________________
3. School vandalisms
___________________________________________________
What Is It
After writing your opinions on the topics above, are you sure that what you
wrote were opinions and not assertions? You will find out as you go through the
discussion.
Opinion and Assertion
Although similar in form, an opinion is different from an assertion.
An opinion is the personal judgment or view of a person about an issue or a
topic. Most statements of opinion begin with phrases like “For me…” “I think…” or “I
believe…”
Example: “I think the Miracle is the best movie of all time.”
The statement above is personal (I) and uncertain, but it also claims a degree
of universality that even that you don’t agree with me, I think you should.
15
The opinion is usually grounded with reasons, even if the reasons aren’t
always excellent. Everyone is free to disagree with. It expects agreement, but it
invites disagreements.
On the other hand, an assertion is a statement used to make a declaration or
to make a firm belief on a particular topic. All uncertainty and personality of the
subject is dropped, and the statement becomes absolute.
Example: “Beowulf is the best movie and everyone have to watch it!”
The statement now makes a claim or a strong belief about the movie Beowulf.
The subject “I” and the phrase “I think…” are dropped, which denotes
uncertainty.
Now, do you know the difference between an opinion and assertion?
What is the purpose of writing an assertion?
In writing an assertion, the writer aims to convey an idea or feeling directly
and to convince the reader to accept his/her claim about a particular topic.
How to write an assertion
The assertion is where you make a claim or clearly define the side you want
to argue. Here’s a quick guide to help you write a perfect statement of assertions.
1. Be knowledgeable
Make sure your facts are straight before you start writing your assertion. Do
some research on the subject.
2. Back it all up
Your assertions need to be stable throughout. Surround them with your
research findings.
3. Be clear and concise
Since assertion lets you take a stand on your topic, it’s essential that you
keep things clear and concise. Don’t beat around the bush. State your claim.
Source: https://formatically.com/how-to-write-assertions
What’s More
Task 4: I Believe
Now, that you know already know how an assertion differs from an opinion, let
us check your understanding by answering the activity on the next page.
16
Directions: Formulate a statement of opinion with the photos below.
Source:
https://unsplash.com/photos/8xAaevlbQLM
Source:
https://unsplash.com/photos/-3Le1lY8yTg
1.
2.
What I Have Learned
Task 5. I Assert
Directions: Go back to your answers in Task 3 and make an assertion to each
opinion you have given.
1. Using phones during class hours.
________________________________________________________
2. Wearing of school uniform
________________________________________________________
3. School vandalisms
________________________________________________________
What I Can Do
Task 6: My Hero
Directions: Who do you consider a superhero in your life? In a short bond
paper, paste his/her picture and formulate a three-paragraph essay stating your
17
assertion why you consider him/her as a superhero. Be guided with the rubric on the
next page.
Modified Rubric for Essay on Giving Assertions
CRITERIA
Focus/Content (states clear position at the beginning until
the end of the work; topic captures the reader’s attention)
Assertions Used (uses strong and effective assertive
techniques; details support the thesis and the stand of the
writer)
Development/Organization (has strong organizational
plan; has logically arranged statements from the most
important to the least important or vice-versa; develops the
topic thoroughly with examples and supports)
Clarity of Ideas (presents clear and sound arguments, and
evidences are authentic)
Emphasis (has interesting and attention-grabbing
introduction; has strong conclusion that includes a call of
action)
Language Mechanics and Convention (displays minor
spelling, punctuation and grammatical errors)
TOTAL
5
4
3
2
1
Source: K To 12 Grade 10 – English Learner’s Material (2015)
Assessment:
Directions: Answer the question as concise as possible in your activity
notebook.
1. How do you use assertion in everyday life? Cite some instances where you
used assertions in positive ways.
Additional Activity:
To prepare you for the next lesson, search the web about giving
opinions, factual claims, and assertions.
Congratulations! You have completed Lesson 3! Keep it up!
18
Lesson
4
Making Assertions
What I Need to Know
Congratulations on a job well done in Lesson 3! Surely, you can do the same
in Lesson 4. Are you excited for more enjoyable activities that await you in this
lesson? All right, here is the continuation of Lesson 3.
Skills and competencies/objectives
At the end of this lesson, you are expected to;


distinguish factual claims, opinions, and commonplace assertions; and
make an assertion from the content of the text.
Materials
Activity notebook
What I Know
Task 1: What’s the Difference
In Lesson 3, you have learned about the differences between an assertion
and an opinion. To begin this lesson, you need to write down your ideas on the first
task below.
Directions: Write your own definitions/ ideas to each of the words below.
Factual claim
____________________
____________________
____________________
____________________
____________________
Opinion
____________________
____________________
____________________
____________________
____________________
19
Commonplace Assertion
____________________
____________________
____________________
____________________
____________________
What’s In
There you go. You may check your answers in Task 1 later. This time,
complete the task below.
Task 2: Let’s Identify
Directions: Identify the following terms below as factual claim, opinion, or
commonplace assertion. Write your answers in your activity notebook.
1. An apple a day keeps the doctor away.
2. Chewing gums while peeling on onion keeps you from crying.
3. The brain of an ostrich is smaller than its eyeball.
4. Christmas is the best season of the year.
5. If you eat and then immediately go swimming, you will have stomach
cramps.
What’s New
Task 3: Essential Question
Go back to your answers in Task 2, specifically in number 1. What is your
answer? Is it a fact, an opinion, or a commonplace assertion? Is it true that when you
eat an apple a day, you won’t get sick? You will find out later if your answer is
correct.
Directions: In your activity notebook, answer the essential question below.
1. Why is it necessary to know the differences among a factual claim, an
opinion, and a commonplace assertion?
What Is It
From the three tasks that you went through, you are now ready for the
discussion of this lesson.
What is a factual claim?
A factual claim is defined as a statement which can be proven from evidence
such as fact, personal observation, reliable source, or expert’s opinion.
20
Example:
William Shakespeare has been considered as one of the famous
dramatists in the world.
In the example above, the statement can be proven true; therefore, it is a
factual claim.
What is an opinion?
An opinion is a statement of belief, feeling or thought. It does not require a proof.
Example:
the man said.
“I really believe that William Shakespeare is the best writer ever,”
The example above is just an opinion of somebody. It does not require any
proof.
What is a commonplace assertion?
A commonplace assertion is a statement that many people assume to be true but
which is not necessarily true.
Example: An apple a day keeps a doctor away.
The example above is a commonplace assertion. Most people think that
eating an apple every day makes them healthy. However, there is no evidence that
support this assertion.
What’s More
Task 4: My Turn
Directions: Write one example each for factual claim, opinion, and
commonplace assertion in your activity notebook.
1. Factual Claim
2. Opinion
3. Commonplace Assertion
21
What I Have Learned
Directions: Carefully read the story below and do the activity that follows.
The Gorgon’s Head
From Ancient Greece
Translated by Anne Terry White
Acrisius, King of Argos, came home from Delphi with a heavy heart, for he
had received a dreadful oracle.
“No sons shall be born to you,” the priestess had told him. “But you shall have
a grandson, and by his hand, you shall die. ”
Now the King had an only daughter, who was yet a maiden. So in his distress,
he thought: “I will evade my fate. I will shut Danae up away from the sight of men in a
house of bronze all sunk underground.” And he carried out his cruel plan.
But Acrisius forgot to take the gods into account. Part of the roof of the house
was open to the sky. And one day, as lovely Danae sat sadly looking up at the
passing clouds, Zeus beheld the maiden. Changing himself into a shower of gold, he
stormed into her chamber.
When afterward, a son was born to Danae, she hid him from her father’s
sight. Nevertheless, the King discovered the baby and was more than ever filled with
fear. He dared not kill little Perseus directly lest the gods avenge the murder.
Instead, he had a great chest built, placed Danae and her boy in it, and set them
adrift upon the sea.
All-day and all night, the chest tossed upon the waves. Danae lulled her child
with a song, and he slept. But when dawn came, a great wave picked up the chest
and carried it close to the tiny island of Seraphos.
It happened that a fisherman, Dictys by name, saw the chest bobbing on the
waves close to the shore. He dragged the box to land and opened it. When he
beheld the pitiful mother with the helpless little child, his heart was moved. He took
them both to his wife, for Dictys was childless, and there in the kindly fisherfolk’s
humble home Perseus grew up.
Now Danae had been a beautiful maiden.
And when Perseus has grown into a fine tall youth, she was still beautiful. So
it was not strange that King Polydectes, who was Dictys’ Brother, fell in love with her
and made her his wife. But the King hated the youth-just because Danae doted on
him-and sought some way to get rid of him.
At last, Polydectes said to his stepson, “The time has come, Perseus, for you
to win glory for yourself in some bold adventure.”
Young Perseus thought so, too. But what should the adventure be?
“I think,” the wily Polydectes said, “It would be a good idea for you to cut off
Medusa’s head. That would bring you to your greatest fame.”
All unsuspecting, Perseus set off to find Medusa, not knowing in the least how
perilous an adventure he had undertaken, for Medusa was one of the three Gorgons,
terrible winged monsters who lived alone on an island.
22
They had teeth like the tusks of a boar, hands of brass, and snakes instead of
hair. Perseus did not know where to look for the Gorgons. Nor did he know which of
them was Medusa. And this was important, for Medusa was the only one of the three
that could be slain.
From place to place, the prince went on in his quest, getting more and more
discouraged. Then one day, he beheld a young man of great beauty, wearing winged
sandals and a winged cap, and carrying in his hand a wand around which two golden
serpents twined.
Perseus knew at once that this was Hermes and was overjoyed when the
god said:
“Perseus, I approved the high adventure you have in mind. But you must be properly
equipped for it. Without the winged sandals, the magic wallet, and the helmet of
invisibility, but I will take you to the Gray women. You can find out from them.”
“And will they indeed tell me?” Perseus asked.
“Not willingly,” Hermes replied. “But you can make them do it.
They have, but one eye shared among the three. Snatch it from them as they
pass it from one to another, and none can see. And do not give it back till they tell
you what you want to know.” With that, Hermes gave Perseus a magnificent curved
sword.
“You will need it,” he said, “for Medusa’s scales are hard as metal.”
Perseus had just taken the sword when there was a sudden brightness in the sky,
and he beheld the goddess Athene descending toward them.
“Of what use will be your sword, my brother,” she said to Hermes, “when none
may look the Gorgons and live?
The sight of them, as you well know turns men into stone. Take my bright
shield, Perseus. Look into it instead of at the monster as you approach to do battle,
and you will see the Medusa reflected as in a mirror.”
So saying, the goddess disappeared, and the brightness with her.
On and on with god-companion, Perseus journeyed, farther than man had ever
been. At last, they came to the end of the earth.
There the weird Gray Women sat, passing their eye from one to another just
as Hermes had said. Danae’s son knew what to do. He left the god and crept
towards them, waited till one had taken the eye from her forehead, and snatched it
away as she passed it to her sister.
The Gray Women raised a fearful clamor when they realized that a stranger
had their eye. They howled, and they threatened. But without the eye, they were
helpless, and in the end, they grudgingly told Perseus the way to the Nymphs of the
North.
So again, Perseus went on, this time, to find the happy beings who possessed
the three priceless things he needed. And when the Nymphs heard the reason he
wanted them, they were willing to give him the winged shoes, the helmet that would
make him invisible, and the magic wallet that would become the right size for
whatever he wish to carry.
Fully equipped now, Perseus lightly sped through the air over land and
oversea to the fearful island of the Gorgons. As he approached, he could see,
scattered in the fields and along the roads, statues of men and beasts whom the
23
sight of the Gorgons had turned stone. And, at last, from high above, he beheld the
monsters themselves reflected in his shield. Their scale-covered bodies glistened in
the sun; their great wings were folded, the snakes that were their hair lay hideously
coiled and intertwined. The Gorgons were asleep.
“But which of the three was Medusa?” Perseus could see no difference
among them. Suddenly he heard Athena’s voice:
“Descend, Perseus, and strike! The Gorgon nearest the shore is Medusa.”
Perseus swept down, and still gazing into the shield, boldly swung his blade.
With one stroke, he cut off the gristly head. Then, springing into the air, he thrust his
prize, all suffering, and hissing, into the magic wallet.
Up leaped the Gorgon sisters, for they heard the rattle of Medusa’s scales as
the severed body thrashed about. They turned their snaky heads, and when they
saw Perseus, they roared with fury. Flapping their great wings, they set off in pursuit.
But they could not outstrip the winged sandals.
Over lands and peoples, the hero flew, on and on. He had lost his way now,
for Hermes had left him. Below, the Lybian desert stretched endlessly. Perseus did
not know what those sands were, nor did he guess that the ruby drops falling from
Medusa’s head were turning into venomous snakes that would inhabit the desert
forever. But now he saw a sight that made his heart beat fast with excitement and
wonder.
Fastened by chains to a cliff by the sea was a beautiful maiden. Had it not
been that a slight breeze stirred her hair and that tears flowed from her eyes, he
would have thought her a statue. Perseus almost forgot to keep his winged sandals
moving, so struck was he by her rare beauty.
“Lovely maiden, you should not wear such chains as these,” he stammered
out, “but rather those which bind the hearts of lovers. I pray, you, tell me your name
and why you are bound like this.”
Do you think Perseus can slay the Gorgon by his own hands?
At first, the girl made no reply, so abashed was she before the youth. But when he
urged her again and again to speak, she told him all her story.
“I am Andromeda,” she said, “Daughter of Cepheus, King of the Ethiopians.
The beautiful Cassiopeia is my mother. It is her beauty that has chained me here for
the gods are jealous, and in nothing may we mortal surpass them. Woe, woe the day
my mother vaunted herself fairer than the daughters of Nereus! The sea god has
sent a serpent to prey upon our people, and my death alone can appease his anger.
So, says the oracle.”
She had scarcely finished speaking when the loud roaring of the waves
announced that the monster was on his way. Andromeda shrieked. At her cry, her
frantic father and mother came running. They clung to their daughter and lamented.
“Enough of tears!” Perseus said to them sternly. “I am Perseus, son of Zeus
and Danae. Now I will make this contract with you-that Andromeda shall be mine if I
save her from the serpent.”
“Indeed, valorous youth, she shall be yours! Only save her from the monster,
and you shall have our Kingdom, as well as our daughter.”
24
The monster was coming on, his breast parting the waves like a swift ship.
Suddenly Perseus sprang into the air and shot high up in the clouds. Seeing the
youth’s shadow upon the sea, the monster attacked it in a fury.
Then Perseus swooped like an eagle from the sky and buried his sword up to
the hilt in the beast’s right shoulder. The creature reared upright, then plunged
beneath the water, and turned around and around like some fierce wild boar among
baying hounds.
Nimbly avoiding the snapping jaws, Perseus dealt blow after blow wherever
he had the chance to strike. Red blood poured from the monster’s mouth. The air
was so filled with a spray that the hero’s winged sandals grew heavy. He dared not
trust himself to them longer. Spying a rock over which the waves were breaking, he
braced himself against it with his left hand, and four times he drove his sword into
the monster’s side. As the creature sank to its death, Perseus heard shouts of joy
from the shore. And when he looked, Andromeda already stood free beside her
parents.
“I will take fair maiden without dowry,” Perseus said.
And that very day the wedding was celebrated. Torches were tossed in the
air; incense was thrown on the flames. Garlands were hung from the palace’s roof.
And everywhere the sound of lyres and pipes and singing was heard.
Now while the marriage feast was at its height, the door of the banquet hall
was suddenly flung open and in burst a mob of shouting, riotous men. Foremost
stood Andromeda’s uncle, Phineas, javelin in hand.
“Behold, I am here!” he cried. “I have come to avenge the theft of my
promised bride.”
“What are you doing, Brother?” the father cried.
“Do you, who stood by and watched while Andromeda was put in chains and
did nothing to help her, dare to be indignant because another has snatched the
prize? Let the man who rescued her have the reward he was promised! He has not
been chosen in preference to you, but in preference to certain death.” Phineas said,
not a word.
He looked from the King to Perseus, undecided at which to aim his weapon,
then hurdled it at the hero. The spear stuck in Perseus’ couch.
Perseus leaped up from the cushions, wrenched out the spear, and hurled it back at
his foe. Had Phineas not taken refuge behind the altar, he would have perished. As it
was, one of his followers received the weapon full in his forehead.
Then the rioters went wild. Weapons were hurdled, and the feast turned into a
battle. Thick as hail, javelins sped by Perseus’ ears. He set his shoulders against a
great stone column and struck down one man after another. But at last, he realized
that valor could not withstand the numbers against him.
“If I have any friends here, let them hide their faces!” he shouted. With this, he
drew Medusa’s head out of the wallet. One of the attackers was just preparing to
cast his javelin, but before he could cast, he was turned to stone. Another, who was
about to thrust his sword through Perseus, stood frozen with it in his hand. A third
was turned to stone even as he uttered a taunt. Two hundred men became stony
statues before Phineas yielded, crying:
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“Put away your horrible weapon. Hide it! Grant me only my life, and may the
rest be yours!”
“What I can give you, most cowardly Phineas, I will!” Perseus replied.
“You shall be a lasting monument here in the palace of my father-in-law.”
The unhappy Phineas tried to turn away his eyes, but even as he did so, his flesh
turned to stone.
When at the year’s end, Perseus sailed home with Andromeda, Polydectes’
hatred had in no way lessened. The King was furious that his stepson had returned,
and refused to believe that he had slain Medusa. With scornful truants, he upbraided
the young man for having come home empty-handed.
It was more than Perseus could bear. “I shall prove to you that what I say is
true!” he cried, “hide your eyes, all you who are my friends!” and he showed the
Gorgon’s head to cruel Polydectes.
That was the last time Perseus ever used the horrible head. He gave it most
willingly to Athene, who kept it ever after.
Now that Polydectes was dead, Danae yearned to go home again and be
reconciled with her father. So Perseus made the fisherman Dictys King of the island
and sailed with his mother and Andromeda to Greece.
But it happened that when they came to Argos, King Acrisius was away from
home. Games were being held in Larissa, and Perseus, hearing of them, decided to
go there and take part.
And there at the game, it was that the oracle which Acrisius had received at
Delphi was strangely fulfilled.
For when it came to Perseus’ turn to throw the discus, he threw it so that it
swerved to one side. It landed among the spectators and killed an old man.
That old man was King Acrisius, who had gone to such cruel lengths to avoid
the fate which the gods had ordained.
Task 5: I Think
Directions: In your activity notebook, write your opinions about the traits of the
following characters:
1. Perseus
2. Medusa
3. King Acrisius
4. King Polydectes
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What I Can Do
Task 6: If I Were
Directions: In your activity notebook, write your answer to the question below.
1. If you were King Acrisius, would you do the same thing as what he did?
Why or why not?
Assessment
Task 7: My Assertion
You already knew what had happened to King Acrisius. He still died
accidentally by the hand of his grandson, no matter how he evaded his fate.
Directions: Formulate a three paragraph essay expressing your assertion
about fate based on the events of the story. Be guided with the rubric below.
Modified Rubric for Essay on Giving Assertions
CRITERIA
Focus/Content (states clear position at the beginning until
the end of the work; topic captures the reader’s attention)
Assertions Used (uses strong and effective assertive
techniques; details support the thesis and the stand of the
writer)
Development/Organization (has strong organizational
plan; has logically arranged statements from the most
important to the least important or vice-versa; develops the
topic thoroughly with examples and supports)
Clarity of Ideas (presents clear and sound arguments, and
evidences are authentic)
Emphasis (has interesting and attention-grabbing
introduction; has strong conclusion that includes a call of
action)
Language Mechanics and Convention (displays minor
spelling, punctuation and grammatical errors)
TOTAL
5
4
3
2
1
Source: K To 12 Grade 10 – English Learner’s Material (2015)
Additional Activity
Directions: For you to prepare for the next module, search about persuasive
techniques and devices.
Congratulations! You are done with Lesson 4!
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Summary
In this module, you have learned that a persuasive text is any text, in which
the main purpose is to present a point of view and seeks to persuade a reader. It can
be an argument, exposition, discussion, review, or even an advertisement.
Persuasive texts can be used to make a change, prove something wrong,
support a cause, urge people to action, get people to agree with you, create interest,
and stir up sympathy. You also learned to identify the features of persuasive texts.
Remember that persuasive texts begin with a clear statement or thesis about the
purpose of the text. There should be supporting ideas and arguments.
A persuasive text uses a clear organization or structure that builds logically
from one point to the next, leading to a definite conclusion. Most persuasive texts
have an introduction, body, and conclusion.
Then, you also learned about assertion. Accordingly, the assertion is a
statement used to make a declaration or to make a strong belief on a particular topic.
All uncertainty, all personality of the subject is dropped, and the statement becomes
absolute. In writing an assertion, the writer aims to convey directly an idea or feeling
and to convince the reader to accept his/her claim about a certain topic.
Lastly, you were able to differentiate a factual claim, an opinion, and a
commonplace assertion. A factual claim is a statement that can be proven from
evidence such as fact, personal observation, reliable source, or expert’s opinion. An
opinion is a statement of belief, feeling, or thought. It does not require proof. Then
the commonplace assertion is a statement that many people assume to be true but
which is not necessarily true.
With the eagerness to learn that you have shown in your journey through this
module, it is certain that you would also successfully complete the next module.
Assessment
Post-Test
Directions: Read each question below and choose the letter of the correct answer.
1. Which of the following best defines an assertion?
A. A statement used to make a declaration or to make a strong belief on a
particular topic.
B. The view somebody takes about an issue, especially when it is based
solely on personal judgment.
C. A thing that is known to be consistent with objective reality and can be
proven true.
D. It likes one idea over another idea.
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2. Which of the following do not belong to the guidelines in writing an assertion?
A. Be artistic.
B. Be knowledgeable.
C. Back it all up.
D. Be clear and concise.
3. Which of the following is an example of an assertion?
A. “I believe that fate cannot be altered because it is fixed.”
B. “Fate is an outcome of one’s actions.”
C. “I think that anyone can change his own fate.”
D. “For me, fate is only what a fortune teller says.”
4. What is the purpose of the persuasive text in the statement below?
“Please support our children players by buying these raffle tickets.”
A. Create interest
B. Make a change
C. Prove something wrong
D. Support a cause.
5. How does a persuasive text begin?
A. with a clear statement or thesis about the purpose of the text
B. with the reasons about the claim
C. with the summary of the claim
D. a question
6. How should the author back up his/her claim or argument?
A. support
B. claim
C. text
D. argument
7. What is the role of the author in a persuasive text?
A. to tell a story
B. to inform the reader
C. to convince the reader to agree with him/her
D. to share his/her plans
8. Which persuasive technique employ words, like we, you, our and us and make
the audience think the author is talking only to them.
A. repetition
B. alliteration
C. exaggeration
D. personal pronouns
9. What is the primary purpose of a document that is written to convince readers?
A. answer question
B. building goodwill
C. persuade
D. inform
10. Which of the following do not describe a persuasive text?
A. fictional ideas
B. supporting ideas and arguments
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C. clear organization or structure
D. thesis statement
11. Which of the following is not a persuasive text?
A. a television advertisement
B. a political speech
C. a political cartoon
D. a photograph of political figure
12. How do the authors share their opinion about an issue through persuasive
writing?
A. share their personal opinion
B. support their opinion through pieces of evidence
C. make up fictional information to trick the reader
D. share the opinions of others that are similar to theirs
13. What makes an opinion different from a fact?
A. A fact needs the approval of everyone.
B. A fact is something that everyone believes in.
C. An opinion requires factual evidence.
D. An opinion begins with “I believe,” “I think,” among others.
14. Which of the following is not a characteristic of a good persuasive writing piece?
A. The writer provides strong arguments as support.
B. The writer provides information based on opinions only.
C. The writer entertains the reader with engaging dialogue between
characters.
D. The writer uses illustrations, photographs, and diagrams to convince the
reader.
15. What is the main purpose of a piece of persuasive writing?
A. to entertain a reader
B. to convince a reader
C. to inform the reader
D. to describe a series of events
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Key to Answers
31
References
"Assertion." Literary Devices. Last modified October 1, 2017.
https://literarydevices.net/assertion/.
CC0-Photographers. "Free Images: Liquid, Technology, Smoke, Smoking, Red,
Lifestyle, Health, Lip, Alternative, Silver, Eye, Drug, Addiction, Vaping, Ecig,
Vaporizer, Nicotine, E-Cigarette, Quit, Atomizer, Blu Cigs, Electronic
Cigarette, E-Cig, Tobacco Products 5184x3456." Free Images & Free Stock
Photos - PxHere. Accessed June 15, 2020.
https://pxhere.com/en/photo/637070.
"How to Write Assertions." Instant Citation Tool: Generate Accurate Citations in
8000+ Styles. Last modified 15, 2018. https://formatically.com/how-to-writeassertions.
"OPINION | Definition in the Cambridge English Dictionary." Cambridge Dictionary |
English Dictionary, Translations & Thesaurus. Accessed June 15, 2020.
https://dictionary.cambridge.org/us/dictionary/english/opinion.
"Opinion | Definition of Opinion by Lexico." Lexico Dictionaries | English. Accessed
June 15, 2020. https://www.lexico.com/en/definition/opinion.
"Opinions and Commonplace Assertions VS. Facts." SlidePlayer - Upload and
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https://slideplayer.com/slide/8710293/.
"Seeking Help: Combating Prescription Drug Abuse." Air Force Medical Service.
Last modified June 3, 2014.
https://www.airforcemedicine.af.mil/News/Display/Article/582702/seekinghelp-combating-prescription-drug-abuse/.
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