10
English
Quarter 1 – Module 1:
Using Information Sources
in Everyday Life
English – Grade Ten
Self-Learning Module (SLM)
Quarter 1 – Module 1: Using Information Sources in Everyday Life
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Development Team of the Module
Writers: Eden Grace C. Yungco, Karen A. Zambra, Leviriza B. Morales, Ruby P.
Ballita, Concepcion Mae D. Benzonan
Editors: Raffy G. Herrera, Izah Charles M. Dadea
Reviewer: Jaysheen A. Molina, Lorelie C. Salinas
Layout Artist: Izah Charles M. Dadea
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio, Ph.D., CESO VI-Schools Division Superintendent
Carlos G. Susarno - Special Assistant to the SDS
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerry O. Magno – English Supervisor
Lalaine SJ Manuntag- CID Chief
Nelida A. Castillo- EPS, LRMS
Marichu Jean R. Dela Cruz, PhD-ADM Coordinator
Zynafe V. Caijo – English Supervisor
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Office Address:
Telefax:
E-mail Address:
Regional Center, Brgy. Carpenter Hill, City of Koronadal
(083) 2288825/ (083) 2281893
region12@deped.gov.ph
10
English
Quarter 1 – Module 1:
Using Information Sources
in Everyday Life
Introductory Message
For the facilitator:
Welcome to the English Grade 10 Self-Learning Module (SLM) on Using Information
Sources in Everyday Life!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:
Welcome to the English 10 Self-Learning Module (SLM) Module on Using Information
Sources in Everyday Life!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
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What I Can Do
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References
This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it.
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What I Need to Know
It is such a pleasure to start your journey in equipping yourself abreast the
changes in this period filled with Volatility, Uncertainty, Complexity, and Ambiguity
(VUCA) time.
Today, information can come anywhere. It could be manual information
systems such as a newspaper or library or computer-based systems such as the
World Wide Web. In searching for information, what difficulties did you encounter?
Is it on the availability and accessibility of information sources or the content
availability such as the quality and reliability of information? Did your preference in
using the information from that source give you quality information that you need?
To facilitate you in your information pathways, this module will be your guide. It will
help you in using information from different sources such as news reports, speeches,
informative talks, panel discussions, and etc. which you can use both for academic
and for personal purposes in everyday life.
This module is divided into four lessons:
Lesson 1 – Writing News Reports
Lesson 2 – Recognizing Information from Contextualized Speech
Lesson 3 – Constructing Personal Informative Speech
Lesson 4 – Organizing Panel Discussion in Making Decisions
In this lesson, you’ll congregate communicative competence that is:
Use information from news reports, speeches, informative talks, panel
discussions, etc. in everyday life (EN10LC-Ia-11.1).
Further, in charting the course of your journey in this module, you are
expected to:
a.
use information from various sources such as news reports, speeches,
informative talks, panel discussions, etc. that can be used in everyday life; and
b.
promote the interest and sense of responsibility in validating the quality
of information needed in academic and personal use.
c.
develop the abilities to organize information and construct it into a text.
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What I Know
It’s a pleasure to start our lesson. Before you go deeper, may I know what you
have learned from your previous journeys by answering the following questions?
Write your answer on the worksheet provided for you.
PART I: TRUE/FALSE
Directions: Read each statement below carefully. Write T if the statement is TRUE
and F if the statement is FALSE. Use the separate answer sheet provided for you.
1. Writing the news report requires answering the following questions: who, what,
when, where, why and how.
2. Using panel discussion will bring out not only excellent ideas but solution that
everybody will benefit.
3. Speech is a process to convince the audience of some message.
4. A fact is a thing that is known and a thing to be proven.
5. An accumulated information is always factual.
PART II: Understanding
Directions: The statements do require you to draw on your previous knowledge of
events, ideas, terms, and situation that may be related to current issues. Write the
corresponding letter of the correct answer in your answer sheet.
6. May 5, 2020, amid corona virus crisis, House panel issues show cause order to
shutdown ABS-CBN. Which of the following executive departments is credible for
releasing information on the situation?
a. Department of Health
b. Department of Justice
c. Department of Trade and Industry
d. National Telecommunication Commission
7. The following are the criteria in evaluating the relevance of the information
EXCEPT one. Which is NOT part of the criteria?
a. Reliability
b. Content
c. Fiction
d. Currency
8. Where can you find a credible or reliable source of information to get accurate
details?
a. news
b. tabloid
c. blog
d. Vlog
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9. What office can declare official public service announcement on COVID-19
information?
a. Ombudsman
b. Malacaňang Palace
c. Department of Health
d. Both b and d
10. Philippine National Police (PNP) prepares for possible extended timeline of
COVID-19. Which information is NOT relevant to the news?
a. Philippine National Police (PNP) Chief, Police General Archie Francisco F. Gamboa,
activated the Administrative Support to COVID-19 Operations Task Force (ASTF).
b. Composed the five functional Task Group under the ASTF.
c. Arranged deployment of personnel in far flung areas.
d. Served the frontliners through provision of health kits.
PART III: Reading
Directions: Read the news feature carefully. Answer the questions that follow. Write
your answer on the answer sheet provided for you.
To cope with the possible delay of the selection process in hiring teachers for
school year 2020-2021 due to the present pandemic, the Schools Division of South
Cotabato employed technology in conducting interview with the Teacher-I applicants
through audio behavioral interview and online demonstration teaching.
According to the Special Asst. to the Schools Division Superintendent Carlos
G. Susarno, “The behavioral event interview and demonstration teaching were
through the process of audio using cellphone and landline phone so that we can
reach our teacher applicants”.
He also added that this is an innovation of the Schools Division of South
Cotabato to implement health protocol since applicants and interviewers cannot
meet face to face.
With this effort, all 1,200 Teacher Applicants were catered and shall expect
the result of registry of qualified applicants in June 2020.
Meanwhile, Polomolok South District Supervisor Pablo Eulatic Jr. also made
use of teleconferencing with the School Heads specifically on programs, activities,
and future directions in preparation for the new normal system.
In addition, an SPJ learner from Polomolok National High School Mark
Cayunda shared how he utilized technology during lockdown and won 4thPlace in the
national search for Best-Designed Campus Papers of the Philippines.
Further, SDO South Cotabato empowered the school Information Officers to
assist teachers and school heads of the different online surveys and reports needed,
making the Division as the leading division in all online surveys conducted by the
national and regional offices.
Madonna L. Sua, “SDOSC goes techno savvy” 2020
13. Based on the report, how many Teacher-applicants in the Division of South
Cotabato were catered for school year 2020-2021?
a. 1,200
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b. 1,225
c. 1,250
d. 1,000
12. In what way did the District supervisor meet the school heads?
a. messenger
b. face to face
c. teleconferencing
d. webinar
13. What processes did the applicants undergo for hiring?
a. Behavioral Event Interview and Demonstration Teaching through audio
using cell phone and landline phone
b. Behavioral Event Interview and Demonstration Teaching through face to
face with the panelists
c. Behavioral Event Interview and Demonstration Teaching per appointed
schedule
d. All the above
14. To cope with the possible delay in the selection process of hiring teachers for
school year 2020-2021 due to the present pandemic, the Schools Division of South
Cotabato employed technology in conducting Behavioral Event Interview and
Demonstration Teaching. What do you mean by “employed technology” in this
sentence?
a. application using equipment or programs to process and communicate
information such as information and communication technology
b. a process of bridging information using technology
c. a set of technological tools and resources
d. an integration of telecommunication
15. What is the best headline of the given news article?
a. SDOSC goes techno savvy
b. SDOSC uses online interview and demonstration
c. Technology is power
d. Division of South Cotabato hires teacher applicants
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Lesson
1
Writing News Report
Remember: Please wash your hands with soap for twenty (20) seconds before
and after handling your module and worksheets.
Using information from news reports is important since the purpose is to
inform readers especially about events that are around us and may also affect us. It
can make you feel connected too, but conflict of interest may rise the way news is
reported. That’s why news reports have a certain structure that you need to follow to
ensure you can find the most important information quickly.
In this lesson you will use information from news reports. You will
accomplish diverse tasks in completing news report plans, with code facts using
contents to order and separate information.
At the end of this lesson, you are expected to:
a. use information from news reports that can be used in everyday life;
b. promote the interest and sense of responsibility of the learners in
validating the quality of information needed in academic and personal use by
writing a news; and
c. develop the abilities to organize information and construct it into a text.
What’s In
Now, recall your favorite news reporter or anchor. How did he/she craft the
content of his/her report? Is the information reliable and/or credible?
Imagine that you are the said reporter. As a reporter, you should aim to write
news reports that are truthful, fair, balanced and interesting. How will you begin
your news report? Which information will you include in the middle section? How
will you end your report? What do you need to remember about using paragraphs
in news reports?
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Activity 1.1 Take a look at this headline.
P22.7-m shabu seized; 50 suspects nabbed from June 15-20
Predict the content and find out the facts about the whole story.
Write questions about the story on a separate sheet. For example: What took
place? Construct questions as many as you can. Below are the answers for the
possible questions that you may write.
1. Authorities seized around PHP22.7 million worth of suspected illegal drugs and
arrested 50 suspects in intensified operations nationwide in a week.
2. Among the highlights of week-long accomplishments of the PNP include the arrest
of two drug suspects by officers of the District Drug Enforcement Unit of the Northern
Police District for carrying PHP1.36 million worth of shabu from a drug suspect in a
buy-bust launched by the Drug Enforcement Unit of the Tacloban City Police Office
last July 19.
3. Philippine National Police chief, Gen. Archie Gamboa commended the PNP Drug
Enforcement Group (PDEG) and police regional offices for their sustained operations
against the illegal drug trade in the country while the National Capital Region Police
Office (NCRPO) intensified its illegal drugs drive with buy-busts in Paranaque,
Caloocan, Navotas, Quezon City, Marikina, Pasig, Manila, Taguig, and Las Piñas.
4. Meanwhile, operatives of the Tinglayan Municipal Police Station (MPS) uprooted
and burned on-site last June 15, around 13,500 fully grown marijuana plants worth
around PHP2.8 million that were planted by unidentified suspects on a 1,100-square
meter lot in Barangay Tulgao West, Tinglayan, Kalinga.
5. Last June 18, an 18-year-old drug suspect who considered as a high-value target
was arrested along with his partner caught with PHP11.6 million worth of shabu.
What’s New
This time you will go through the process of developing ideas and collecting
and organizing information. You will use the information you have gathered in
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composing a news report to go with the headline. Use the questions that you crafted
out of each answer to decide what order you will put the information in.
Activity 1.2 Using the answers (Activity 1.1) to your questions, write the
report and make sure to include all the information from your questions. Write your
answer on the worksheet provided for you.
What is It
Follow this guide in writing the news report. These are the parts of the news
reports.
1. News Reports begin with a catchy HEADLINE. Headline is the heading at
the top of an article or page in a newspaper or magazine. Ex. COVID-19 deaths soar
high in Cebu City
2. LEAD PARAGRAPH informs the reader of the most important aspects of
the story as soon as possible. The LEAD PARAGRAPH is often the only part of the
story that people read. Use the 5Ws rule:
• WHO (is involved)
• WHAT (took place)
• WHEN (did it take place)
• WHERE (did it take place)
• WHY (did it happen)
• HOW (did it happen) – only include this if there is space
Ex. This evening at about 10:00 p.m. at Malaya Hotel, the Senator, while at the
lobby with his family, was shot by an assassin, by a riding in tandem.
3. BODY of the News Report gives more details and provides more information
about the WHY and HOW of the story.
4. TAIL contains the less important information which is often omitted by the
newspaper editor if there is not enough space left in the newspaper.
Hints:
• Your News Report should be easy to understand; every news story should
be able to be read by a twelve-year-old learner.
• Try to be fair – include both sides of the story and don’t let your opinion
get in the way of reporting the facts.
Activity 1.3 Use the guide questions to track the information (Activity 1.) needed in
making news report. Write your answer on the worksheet provided for you.
1. What is the headline of the story?
2. What is the lead of the story?
3. What happened? What is all about the news?
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What’s More
This time, you will embark on higher level of activity. Let us see how far you
have gone in understanding how to write the news report.
Activity 1.4
Directions: Fill in the blanks with the appropriate word that best completes the
statement.
1.
The ________________________ informs the reader of the most important
aspects of the story as soon as possible.
2.
The ____________ contains the less important information which is often
omitted by the newspaper editor if there is not enough space left in the
newspaper.
3.
A/an __________________________ is the structure of the news report.
4.
The ____________________ gives more details and provides more
information about the WHY and HOW of the story.
5.
____________________ a heading at the top of an article or page in a
newspaper or magazine.
What I Have Learned
I believed you have learned a lot from the very start of our module. It’s a
pleasure that you will perfectly remember the significant points of your lesson.
Activity 1.5 Read the following part of the news story. Identify what part is it. Use
the answer sheet provided for you.
1. “The million-to-one shot came in. Hell froze over. A month of Sundays hit the
calendar. Don Larsen today pitched a no-hit, no-run, no-man-reach-first game in a
World Series.”
2. Dead Body Found at the Museum: Curator Suspected
For items 3-5, briefly describe the factual content of the story related to the Write
your answer on the answer sheet provided for you.
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3. Who (is involved)?
4. What (took place)?
5. When (did it take place)?
What I Can Do
Now it’s time for you to move further.
Activity 1.6 Select one from the list of six (6) categories that might be created using
the newspaper, such as Countries, Weather Events, Sports Events, Fashion Trends,
Movies and Science and Technology Updates. Search the newspaper for information
related from the category that you have chosen and write a report for the radio or TV
about the said information. Don’t forget to validate your news report. Make sure it’s
truthful, fair, balanced and interesting. You could record or video this is if you have
access to a camera/mobile phone.
Congratulations! You have done great today.
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Lesson
2
Recognizing Information
from Contextualized Speech
Welcome! You are set to discover new lesson on using information. This time,
you will be learning new ways to use information from speeches as you go along this
learning journey.
At the end of this lesson, you are expected to:
a. use information from speeches that can be used in everyday life;
b. promote the interest and sense of responsibility in validating the quality
of information needed in academic and personal use by identifying the types
of speech according to purpose; and
c. develop the abilities to organize information and construct it into a text.
What’s In
In the previous lesson, you have learned the following how to write a news
report using proper order of writing news report and getting and using information
from news report.
These will help you in recognizing relevant information from news reports that
could help you in your everyday lives.
What’s New
We have different strengths and weaknesses. Sometimes, those weaknesses
can make us feel worthless. But rediscovering and recreating yourself can transform
you into an extraordinary individual.
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The speech you are about to read will help you reflect your self-worth.
Do you know who you are? When you look at yourself in the mirror, what do
you see? The best version of yourself? A façade? A blank picture of yourself? Or you
have got amnesia? Or where you can no longer feel your inner self? That’s the worst
feeling one could ever have and comparable to dark night. What you see in the mirror
is exactly what you see, what you get and what you are. Again, the question is who
you are? This poses you to rediscover who you truly are and how to reveal, redefine,
and reactivate yourself again.
To turn to your original condition, every time you broke your inner senses,
every time you struck by your fears, every time you lost courage and hope and every
time you failed. Blindfolded with all the shams and drudgeries in life, we are curtailed
to bring out the best in us. The challenge is there all the time, put your blindfolded
off, for this is just test of life.
Remembering and believing who we are, is just the start of living life to the
fullest-again this is the first step. Next is to live the truth. You are created for a
purpose thus loved by God. With this, you will experience healing inside and that
your completeness through Him will then radiate love and joy to others too. No
philosophers, even the best ones can give us the best ways to overcome your personal
challenges. It is just our relationship with God. The best system is prayer. When
you pray, you talk to God and your journey with Him will take place. It is our pause
from time to time that we will be refreshed of something new, something better, a
fresh start, a clean state, and a new journey to begin again. We can choose
differently! Remember, what matters most is not how others see you, but how you
truly see yourself. Who are you when you are all alone? When no one is watching?
How do you see yourself determines how you allow people to treat you? How you see
yourself dictates what you expect from others, from life, from God.
Choose today to be the greatest version of yourself. Do not forget to wear the
best make-up SMILE, and the world will smile at you.
Eden Grace C. Yungco, “Overcoming Personal Challenges”, 2020
Activity 2.1 After reading the speech, answer the following questions.
1. What type of speech was used by the author? Why you say so?
2. What is its purpose?
3. How does this information lead you to your conclusion?
Activity 2.2 Based on the speech, answer the following questions. Write the letter
of the correct answer on the worksheet provided.
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1. To overcome personal challenges shows __________________.
a. optimism
b. courage
c. vigor
d. both a and b
2. The last two lines of the speech express ______________________.
a. encouragement
b. arrogance
c. optimism
d. warning
3. One can generalize about the speech is to ____________________.
a. overcome personal challenges
b. bring out the best in you
c. be grateful
d. both A and B
4. An effective persuasive technique used by the speaker to emphasize her point
is through appealing to ____________.
a. emotion
b. moral
c. reason
d. both A and B
5. The tone of the speech is more of ______________.
a. inspiring
b. criticizing
c. defending
d. denying
Well done buddy! Now, it is time to identify the different types of speeches
according to purpose.
What is It
These are the four basic different types of speech according to purpose:
1. Informative- provides interesting and useful information to audience.
Example: Municipal Health Office (MHO) telling the community on
precautionary measures to avoid the spreading of virus.
2. Demonstrative- teaches you something that includes a demonstration of how
to do the thing.
Example: How to do proper hand washing
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3. Entertainment- provides pleasure and enjoyment that makes the audience
laugh.
Example: Telling about a hilarious movie.
4. Persuasive- to convince people or change in some way; to start doing
something.
Example: Convince to become an environmentalist.
What’s More
Did you enjoy learning the value of speech in our everyday life? This time you
will be making an example of an Informative Speech.
Activity 2.3 Below are the Eleven (11) simple ways to care for each other during the
COVID-19 Corona virus pandemic. Arrange the following information to write an
informative speech. Use the answer sheet provided for you.
11 Simple Ways to Care For Each Other During the COVID-19 Corona Virus
Pandemic
Greenpeace Philippines, March 27,2020
1. Volunteer your time.
2. Check in on elderly neighbors.
3. Look after yourself, to look after us all- flatten the curve.
4. A cool idea: Rent payment relief for self-isolated people without paid sick leave.
5. Instill empathy and concern for our health workers.
6. Fundraise for people financially impacted by quarantine measures.
7. Reach out to people in self-isolation.
8. Combat misinformation online.
9. Share positive news and acts kindness with your community.
10.
Make social distancing fun with video chat.
11.
And stop hoarding alcohol and hand sanitizers.
What I Have Learned
You already come across the different text types and its proper usage. Let us
test how far you have learned about each text type.
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Activity 2.4 Identify the following examples according to text types. Write I for
Informative, P for Persuasive, E for Entertainment, and D for Demonstrative. Write
the answer on the worksheet provided for you.
1. College professor lecturing on a specific topic during a class.
2. A lawyer giving a closing argument a court, arguing about whether the defendant
is innocent or guilty of the crime.
3. Chefs describing how to prepare a recipe.
4. Tutors explaining how to solve mathematical equations.
5. Speeches given by maids of honor or best men at weddings.
What I Can Do
This time let’s dig deeper in our lesson Get information from the speech.
Activity 2.5 Below is an excerpt of speech entitled “Dreams Do Come True” delivered
by Sen. Manny Pacquiao at Oxford University”. Create five (5) sentences from the
speech below that show how the speaker persuades his/her audience.
DREAMS DO COME TRUE
(an excerpt)
It is a matter of record that I only had traditional formal schooling until
Secondary School, Grade 12. It was only recently that I reached University level
through the alternative education program. We were dirt poor. I had to work since
the age of five; to help my mother feed my three siblings and me. Many days, I was
lucky to have one full meal. On days when we had no food, I would drink lots of water
just to fill my stomach. But my mind and spirit were never hungry. I read anything I
could get my hands on.
I even read the newspaper that my lunch or dinner came wrapped in. I read
signs everywhere, even on moving vehicles. I learned measurements and weights by
constantly reading the rates and tariffs at the warehouses where I worked as a
stevedore, a docker in your parlance…
And for me, the morning did come. Warm, bright, and simply amazing - a
lesson in what can be achieved if you have determination … if you ignore the odds
against you …and as you are taught here at this magnificent institution never, ever
quit. Think of David and Goliath. Look at me. I am not big, and I never had five
smooth stones to throw at any obstacle, but determination is a power tool. I won a
lot of fights.
Speech delivered by
EMMANUEL D. PACQUIA
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Lesson
3
Constructing Personal
Informative Speech
Welcome learners to your new lesson in this self-learning module. This time,
you will embark new ideas in using information from informative talks.
At the end of this lesson, you are expected to:
a. use information from informative talks that can be used in everyday life;
b. promote the interest and sense of responsibility in validating the quality of
information needed in academic and personal use by composing a descriptive speech;
and
c. develop the abilities to organize information and construct it into a text.
What’s In
In the previous lesson, you have learned the different types of speeches
according to its purpose. You have learned also that speeches can inform, describe,
entertain, and persuade.
These different types of speeches will help you recognize the information
needed to be used in your everyday lives. It will be particularly helpful in recognizing
the relevance of the data by arranging them in its proper sequence.
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What’s New
Read the following speech below. Take down important notes as you go along
and answer the questions that follow.
Excerpt from Marie Curie's speech on the discovery of radium:
I could tell you many things about radium and radioactivity and it would take
a long time. But as we cannot do that, I shall only give you a short account of my
early work about radium.
Radium is no more a baby, it is more than twenty years old, but the conditions
of the discovery were somewhat peculiar, and so it is always of interest to remember
them and to explain them. We must go back to the year 1897. Professor Curie and I
worked at that time in the laboratory of the school of Physics and Chemistry where
Professor Curie held his lectures. I was engaged in some work on uranium rays which
had been discovered two years before by Professor Becquerel. I spent some time in
studying the way of making good measurements of the uranium rays, and then I
wanted to know if there were other elements, giving out rays of the same kind. So, I
took up a work about all known elements, and their compounds and found that
uranium compounds are active and all thorium compounds, but other elements were
not found active, nor were their compounds. As for the uranium and thorium
compounds, I found that they were active in proportion to their uranium or thorium
content.
Activity 3.1 Comprehension Questions: Based on Marie Curie’s speech, answer the
following questions below on the worksheet provided for you.
1. What did Marie Curie had discovered?
2. What did she find out about uranium compound?
3. How old was radium when she discovered it?
4. When did she engage herself in working on uranium rays?
5. Who discovered the uranium rays?
16
What is It
An informative speech is one that intends to educate the audience on a topic.
This type of speech uses descriptions, demonstrations, vivid details, and definitions
to explain a subject, person, or place the audience want to understand.
An informative speech makes a complex topic easy to understand or offers a
different point of view. It should rely less on pathos, which is an appeal to the
emotions of the audience and an important component of persuasive speeches.
Instead, informative speech might rely on visual aids.
1.
2.
3.
4.
These are the types of informative speech:
Descriptive- helps the speaker create an accurate mental picture in the mind
of an audience regarding a specific person, place, or thing.
Demonstrative- describes how to perform an action.
Explanatory- explains the state of a topic.
Definition- explains a concept or theory regarding a topic.
What’s More
Informative speech has different types depending on the speaker and what fits
the audience. This time, you will answer another activity that will enhance your
knowledge on using the information on different types of informative talks.
Activity 3.2 Choose your best picture. Come up with words or phrases that best
describe your chosen picture. Make sure to be specific and detailed with your
description. Write your answers on the worksheet provided.
17
What I Have Learned
I believe you have learned a lot from this lesson. It’s a pleasure that you will
perfectly remember the significant points of the lesson.
Activity 3.3 Complete the paragraph below by giving appropriate answers to what
you have learned from the lesson. See Activity Worksheet 3.3.
In this lesson, I have learned that informative talks or speeches have different
types. It may be ____________________________, _________________________,
_________________________ or _______________________.
This
will
help
me
__________________________________________________________________________.
in
What I Can Do
This time, I believe that you are ready to use data or information that can
come up with an informative speech. Use the information that you have cited in
Activity 3.1.
Activity 3.4 Compose a three-paragraph descriptive speech.
18
Lesson
4
Organizing Panel Discussion
in Making Decisions
Hello, Grade 10 learners! You are almost done with this Self-Learning Module.
Do you enjoy brainstorming activities with a certain group? What have you observed?
Have you ever tried sharing your ideas to the group? Did the sharing end up well? Is
everybody satisfied with the result? In this lesson, you will be learning how to
organize ideas and to address certain issues in front of an audience.
After going through this lesson, you will be expected to:
a. use information from panel discussions that can be used in everyday life;
b. promote the interest and sense of responsibility in validating the quality of
information needed in academic and personal use by managing a panel discussion
and;
c. develop the abilities to organize information and construct it into a text.
What’s In
In the previous lessons, you have discovered various text types such as news
reports, speeches, and informative talks. You have also learned their importance by
using significant information and create something from it.
In this lesson, you will delve into a deeper understanding of these texts by
applying certain steps that can help you develop a good concept in constructing texts
useful in addressing certain issues.
What’s New
To decide on matters in addressing certain issues requires gathering of
information. Sometimes, differing ideas can be difficult to handle making it tough to
come up with one idea.
Activity 4.1 This time, you will collect information from the significant
members of your family on the issue about parental capacity in teaching distance
learning. Interview the members about their stand on the issue. Complete the table
by filling out with appropriate answers. See Activity Worksheet 4.1.
19
What is It
How was your experience in interviewing your family members? Did you find
it difficult to gather their answers? Have you come up with a unifying idea to discuss
the certain issue?
Panel discussions are useful if an issue is too complex for one person to
handle, or if the audience needs to be exposed to various viewpoints at the same
session. To avoid long-winded and disjointed sessions, here are some basic tips to
help the audience engaged in a meaningful and lively discussion.
1. Keep the panel small and focused. Small panel number will be easy
to manage and to flesh out all points of view.
2. Plan the questions ahead of time. Planning questions will help you
bullet some points to discuss during the discussion.
3. Open with a brief reference to the topic being discussed. It is
important to welcome the audience and lead into the topic with a short
hook. A short quote, an analogy, or anecdote will warm up the audience
and highlight the importance of the event.
4. Keep the focus on the panel, not on you. Maintain an appropriate
tone, keep people on task, and ensure everyone gets ample time to
present his or her point of view.
5. Prepare your “cut-off phrases” ahead of time. Having some preplanned cut-of phrases will help filter the long-winded ramble of topics.
Using this tactic will keep the discussion focused and on time.
What’s More
Now, managing a panel discussion will be a lot easier when you use the tips.
The next activity will help you enhance your skills in providing a meaningful
discussion.
Activity 4.2. Imagine you are one of the classroom officers and you need to address
the issue on imposing fines for not wearing school uniform. Construct three-five (35) statements about the problem about how you will help you manage the session
regarding the certain issue. See Activity Worksheet 4.2.
20
What I Have Learned
Good job! Now that you have learned the essential tips on managing a panel
discussion, it’s time to answer the activity below.
Activity 4.3 Fill in the blanks with the correct answer to complete the sentence.
Write your answers on the Activity Worksheet 4.3.
1. A _______________________ is like a meeting or convention that addresses
certain issues or problems with a group of people.
2. A _______________________ needs to have a broad perspective and point
of view to discuss a certain issue.
3. A panel should be small and ___________________ so that it would be
easy to manage.
4. It is much better to plan the __________________ ahead of time to prepare
for unexpected topics that may arise during the discussion.
5. A good panel member prepares _________________ phrases to avoid the
long-winded and lengthy topics.
What I Can Do
Activity 4.4 Imagine you are the moderator of a panel discussion. Based on
the activity above, (see Activity 4.2), assume you have heard and gathered the point
of views of your members. Make a solution or resolution of at least five (5) sentences
as bases of your decision-making. Write your answers on the worksheet provided for
you.
21
Assessment
Direction: Read the short speech carefully. Answer the questions that follow. Write
the answer in the answer sheet provided for you.
MATCHING TYPE: Match Column A with Column B by writing the letter of the correct
answer on the answer sheet provided for you.
COLUMN A
1. Lead
2. Headline
3. News Article
4. News Report
5. Factual
COLUMN B
a. relating to facts; based on evidence and
research
b. In the Newspaper
c. The title of the news article
d. News information about current events
e. Answers the questions who, what,
where, when, why, and how
Directions: Read the following questions and write the letter of the correct answer
in the answer sheet provided for you.
6. Which of the following questions answers the specific purpose in a persuasive
speech?
a. What are you trying to convince the audience to do?
b. What are you informing the audience?
c. How persuasive are you with your audience?
d. How will my audience influence my topic?
7. The purpose of this type of speech is to convince people or change people in
some way to start doing something.
a. demonstrative
b. entertaining
c. informative
d. persuasive
8. The purpose of this type of speech teaches you something that includes a
demonstration of how to do a thing.
a. demonstrative
b. entertaining
c. informative
d. persuasive
9. The purpose of this type of speech provides interesting and useful information to
audience.
a. demonstrative
b. entertaining
c. informative
22
d. persuasive
10. “How to bake a Cake” is a topic that can be used for what type of speech?
a. demonstrative
b. entertaining
c. informative
d. persuasive
11. It is a type of informative talk that helps the speaker create an accurate mental
picture in the mind of an audience regarding a person, place, or thing.
a. Descriptive
b. Explanatory
c. Definition
d. Demonstrative
12. It is a type of informative talk that explains a state or a thing or phenomenon.
a. Descriptive
b. Explanatory
c. Definition
d. Demonstrative
13. The following are the tips to help the audience engaged in a meaningful and lively
discussion EXCEPT one.
a. Plan the questions ahead of time.
b. Keep the panel small and focused.
c. Keep the focus on your opinion.
d. Prepare cut-off phrases ahead of time.
14. It is useful if an issue is too complex for one person to handle and the audience
needs to be exposed on various viewpoints on the same session.
a. informative talks
b. news reports
c. demonstrative speech
d. panel discussion
15. The following are characteristics of a panel member EXCEPT one:
a. broad-minded
b. opinionated
c. focused
d. task-oriented
Additional Activities
Congratulations 21st Century learner! I know you are eager to learn that’s why
we are happy to share. For your additional activity, get information from the following
sources:
Construct five (5) questions from your
a. News report
chosen information source. Make sure
b. Personal speech
you provide the answer to your questions.
c. Informative talks
Enjoy!
23
d. Panel discussion
You are a proof that great things come to those who are willing to learn, relearn
and unlearn. I look forward to seeing you doing great things even more.
Answer Key
24
References
CNN. 2020. More Than ₱22.7-M Worth Of Shabu Seized In PNP Anti-Drug Operations.
[online]
Available
at:
<https://www.cnnphilippines.com/news/2020/6/21/PNP-drug-ops-shabuseized.html> [Accessed 28 June 2020].
DeFinis Communications. 2020. 10 Steps To Running A Successful Panel Discussion
| Definis Communications | SF Bay Area-Definis Communications. [online]
Available
at:
<https://www.definiscommunications.com/moderate-withmoderation-10-steps-to-running-a-successful-panel-discussion> [Accessed 28
June 2020].
Ian's Messy Desk. 2020. 4 Basic Types Of Speeches - Ian's Messy Desk. [online]
Available
at:
<https://www.ismckenzie.com/4-basic-types-of-speeches/>
[Accessed 28 June 2020].
Psme.org.ph. 2020. Manny Pacquiao's Speech At Oxford University, Inspires With
Story Of ‘Open University’ Education - Philippine Society Of Mechanical
Engineers. [online] Available at: <https://psme.org.ph/news/426256/MannyPacquiaos-Speech-at-Oxford-University-Inspires-with-Story-of-OpenUniversity-Education.htm> [Accessed 28 June 2020].
publisher], [., 2020. 11.1 Informative Speeches. [online] Open.lib.umn.edu. Available
at:
<https://open.lib.umn.edu/communication/chapter/11-1-informativespeeches/> [Accessed 28 June 2020].
Slideshare.net. 2020. DIFFERENT TYPES OF SPEECHES. [online] Available at:
<https://www.slideshare.net/JAKEDAPOG/different-types-of-speeches>
[Accessed 28 June 2020].
Softschools.com. 2020. Informative Speech Examples. [online] Available at:
<https://www.softschools.com/examples/grammar/informative_speech_exam
ples/384/> [Accessed 28 June 2020].
Softschools.com. 2020. Persuasive Speech Examples. [online] Available at:
<https://softschools.com/examples/grammer/persuasive_speech_examples/3
88/> [Accessed 28 June 2020].
Team, C., Team, C. and McKay, B., 2020. Need Help With A Speech? Here Are 10
Types Of Speeches To Explore. [online] Clippings.me. Available at:
<https://www.clippings.me/blog/types-of-speeches/> [Accessed 28 June
2020].
Thompson, K., May, J., Gonzaga, D., Faria, J., Mondal, R., Revival, H., Dino, N. and
Rummel, A., 2020. 11 Simple Ways To Care For Each Other During The COVID19 Coronavirus Pandemic - Greenpeace International. [online] Greenpeace
International.
Available
at:
<https://www.greenpeace.org/international/story/29371/11-simple-ways-tocare-for-each-other-during-the-covid-19-coronavirus-pandemic/> [Accessed 28
June 2020]
2020.[online]
Available
at
<https://www.washingtonpost.com/wpsrv/sports/longterm/general/povich/la
unch/larsen.htm> [Accessed 28 June 2020].
25
DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph