English 10 las

1. ENGLISH
Quarter 2 – Week 5-8
Learning Activity Sheets (LAS)
SCHOOLS DIVISION OF DINAGAT ISLANDS
10

2. 2
Second Set
First Edition, 2020
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Published by Schools Division of Dinagat Islands
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Department of Education – Learning Resource Management Section
Office Address: White Beach, Dinagat, Dinagat Islands
E-mail Address: lrmds.dinagatislands.caraga@deped.gov.ph
Development Team of the Learning Activity Sheets
Writers: Rucien Willa A. Galinato, PhD, Maricyl A. Feliza,
Edelin Catad-Lutas, Herman F. Cebuano
Editors: Rucien Willa A. Galinato, PhD, Janice L. Langit
Reviewers: Concepcion P. Cagulada, Michael C. Paso, PhD
Layout Artists: Trencio B. Hangad, Exeril Moneque M. Mantilla
Management Team:
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OIC, Assistant Schools Division Superintendent LEONEVEE V. SILVOSA, CESE
Chief Education Supervisor, SGOD MILA O. GERALDINO, PhD
Chief Education Supervisor, CID LOPE C. PAPELERAS, PhD
Education Program Supervisor, Filipino CONCEPCION P. CAGULADA
Education Program Supervisor, LRMS MICHAEL C. PASO, PhD
Project Development Officer II MARK LORENZ C. LUIB
SDO Librarian II NARME S. NAVAS

3. 3
Weekly Learning Activity Sheets
Name of student: ______________________________________________________________
School: ______________________________________________________________
Division: Dinagat Islands
Learning Area: English
Grade Level: 10
Quarter: Second
Most Essential Learning
Competencies (MELC):
Formulate claims of fact, policy and value.
Code: EN10C-IIb-13.2
Week Covered: Week 5
Title of the Activity: Let’s Claim It!
Objectives: 1. Identify the types of claim used in statements;
2. State the author’s claim and its type;
3. Formulate claims of fact, policy and value; and
4. Write an essay using one type of claim.
Materials: pen, paper
Procedure: Learning Concept
What is a claim?
A claim is the central argument or the thesis statement of the text. It
is what the writer tries to prove in the text by providing details,
explanations, and other types of evidence. It is usually found in the
introduction or in the first few paragraphs of the text.
A claim is the most important part of the text because it defines the
paper’s direction and scope. It summarizes the most important thing that
the writer wants to say as a result of his/her thinking, reading or writing.
Characteristics of a good claim:
a. A claim should be argumentative and debatable. When the writer
makes a claim, he/she is making a case for a particular perspective
on the topic. Readers expect to be able to raise objections to your
claim, and they can only raise objections if the claim is something
that can be reasonably challenged.

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b. A claim should be specific and focused. If the claim is unfocused,
the paper will be too broad in scope and will lack direction and a
clear connection to the support provided. It may also lead to
overgeneralizations and vague assertions.
c. A claim should be interesting and engaging. It should hook the
reader, who may or may not agree with you, to encourage them to
consider your perspective and learn something new from you.
d. A claim should be logical. It should result from reasonable
weighing of support provided.
QUESTIONS to help determine the writer’s claim:
What is the author’s main point?
What is the author’s position regarding it?
Distinguishing between the types of claim
Now that you know the characteristics of a good claim, you will be
introduced to the different types of claim that a writer can make: FACT,
VALUE, or POLICY.
1. Claims of fact state a quantifiable assertion, or a measurable topic.
They assert that something has existed, exists, or will exist based
on data. They rely on reliable sources or systematic procedures to
be validated.
Examples:
a. Internet speed is increasing year after year.
b. President Duterte has not been defeated in any position he ran
for.
c. In the first quarter of this year, nearly 500 million smartphone
units were sold all over the world.
2. Claims of value assert something that could be qualified. They
consist of arguments about moral, philosophical, or aesthetic
topics. These types of topics try to prove that some values are more
or less desirable compared to others. They make judgements, based
on certain standards, on whether something is right or wrong, good
or bad, or something similar. They attempt to explain how
problems, situations, or issues ought to be valued.

5. 5
Examples:
a. Teachers who use the internet can explain better.
b. Saying condolences to someone who has lost a family member
is a good deed.
c. Students learn better in classrooms.
3. Claims of policy suggest that specific actions should be chosen as
solutions to a particular problem. They usually begin with
“should”, “ought to”, or “must”, and usually answer “how
questions because they defend actionable plans.
Examples:
a. Filipinos should be resilient.
b. Today, more than ever, we must show compassion to others.
c. Stronger internet connectivity should be provided to the
learners.
For better understanding, let us compare the three types of claim.
FACT VALUE POLICY
The number of
letters delivered
through snail mail
has declined over
the years.
Sending emails is
more convenient
and efficient.
People should not
forget that
handwritten letters
are more personal
and convincing.
Philippines
produces millions
of tons of fruits per
year.
Among the fruits
that the Philippines
produces, mango is
the best tasting.
The government
must intensify its
support to local
fruit farmers.
Eight out of ten
learners have
difficulty accessing
online learning
portals.
Learners lose
interest in their
studies because of
difficulty in
accessing online
learning portals.
Free learning
kiosks should be
made available to
the learners.

6. 6
Activity 1 Let’s Claim It!
Directions: Identify the type of claim used in the following statements. Write FACT, VALUE or
POLICY in the space provided.
__________ 1. Teachers should refrain from giving quizzes after a long weekend.
__________ 2. The number of learners in public schools is increasing year after
year.
__________ 3. Sunflowers grow taller than roses.
__________ 4. Mangoes in Mindanao taste better than the other varieties.
__________ 5. People choose Androids over iPhones.
__________ 6. Filipinos should work in the Philippines before going overseas.
__________ 7. The average lifespan of dogs is 20 years.
__________ 8. Women ought to marry not later than 25.
__________ 9. Left-handed people have shorter lifespan.
__________ 10. Sports activities should be encouraged because they promote
camaraderie.

7. 7
Activity 2 What’s Your Claim?
Directions: Read the following texts. State the author’s claim and identify its type. A sample text is
done for your reference. Write your answers in the space provided.
Start here:
Example:
Many might think that education is synonymous with a college degree or diploma.
They seem to forget that it is only one part of the educational process in life.
Through formal education, we learn many things and advance our skills on our chosen
fields of expertise. The informal education of life is the one that teaches us trust, love,
compassion and understanding. Many of the things in life, we will not learn in a school but
through our own experiences as individuals. Through our trials and tribulations in life, we learn
to be more understanding, more patient and better persons. So to conclude, education is a way
to better enjoy life. Through informal and formal educations, we not only advance our
knowledge but also learn to be better sons or daughters, co-workers, lovers and persons.
Education is a journey we all endure. We cannot go through life and learn nothing.
ANSWER:
Claim: We learn through formal and informal educations.
Type of Claim: Value
1.
Rice is the staple food of the Filipinos. They consume about 33,000 tons of rice daily.
Approximately 80% of the total population spends almost ¼ of their income on rice alone.
Thus, a slight increase of the price of this commodity will greatly affect the standard of living
for most Filipinos.
Currently, the world is experiencing global food crisis. There has been an increase in
demand for rice all over the world especially in China, Africa, the Middle East and India.
Because of this, the top exporting countries of rice have reduced their exports significantly to
keep domestic prices low and to counter inflation. The Philippines, being the world’s top
importer of rice, is directly affected by the global crisis.
ANSWER:
Claim: ____________________________________________________________________
Type of Claim: _____________________________________________________________

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3.
Schools should regulate the use if cell phones since a noticeable distraction in the
classroom is texting. With the spread of cellular phones, even the students can have one for
themselves. This gadget has made communication faster and easier. The “texter” has only to
hold the phone with one hand, and use his thumb to punch his message. This practice has
become so annoying to the teachers that some schools require cell phones to be muted or
turned off so that the class can concentrate on their lesson.
When a group of people sit together and “text” their conversation instead of talk to
each other, one wonders of cellphones advance communication or complicate it. Also,
“texting” has replaced conversation which is personal and human.
ANSWER:
Claim: __________________________________________________________________
Type of Claim: ___________________________________________________________
2.
The man who reads well is the man who usually thinks well; he has a basis for
opinion and has developed good judgment. An immature person has very limited reading
interests. On the other hand, an intelligent, alert person is curious and eager to explore new
fields of knowledge. One who is content with what he knows will soon realize that he is falling
behind. As a maturing high school senior, you will want to broaden and deepen your reading
interests. As Francis Bacon said, “Reading makes a full man”.
ANSWER:
Claim: ___________________________________________________________________
Type of Claim: ____________________________________________________________
4.
Our lives have been greatly changed with the advancement in science and
technology. Many centuries ago, people travelled mostly on foot and used horses and bancas
to transport cargoes. Today, we use steamships and ocean liners. Travels by air on jet planes
and helicopters have become very common. Soon, people may find themselves on flights to
other planets.
Our ancestors had only quack doctors to cure them from their illnesses, mostly
through superstitious beliefs. These village healers were not really familiar with the ABCs of
medicine. Today, we are lucky that specialists can generally give correct diagnosis. The
advancement in science and technology has really made our lives easier, safer and more
convenient.
ANSWER:
Claim: ___________________________________________________________________
Type of Claim: ____________________________________________________________

9. 9
Activity 3 State Your Claim!
Directions: Fill in the table by formulating claims based on the topics given. The first row is done for
your reference.
Topic Claim of Fact Claim of Value Claim of Policy
Smoking
Smoking causes
various types of
cancer, heart disease
and other illnesses.
Parents who smoke
portray a negative
image to their kids.
Smoking should be
prohibited in all public
places.
Climate Change
Teenage
Pregnancy
Modular
Distance
Learning

10. 10
Activity 4 Claim it Like You Mean It!
Directions: Choose one topic from Activity 3 and write an essay about it using one type of claim. The
rubrics below will be used to assess your output.
4 3 2 1
Claim
The claim is clear,
specific, focused,
interesting and
engaging. It is
supported by details
throughout the paper.
The claim is
somewhat clear
and focused. It is
supported by
details in most
part of the paper.
The claim is
somewhat clear,
but it is not
supported by
details in the
paper.
The claim is not
clear.
Ideas
Relevant details and
quotes enrich the
central theme.
It has some good
details and
quotes.
The writer is
beginning to
define the topic.
Ideas are not
well-defined.
Organization
The organization
enhances and
showcases the central
idea or theme. The
order, structure of
information is
compelling and
moves the reader
through the text.
Sentences and
paragraphs are
mostly
organized, in
order, and makes
sense to the
reader.
Sentences within
paragraphs make
sense, but the
order of
paragraphs does
not.
The writing lacks
a clear sense of
direction.
Sentence
Fluency
The writing has an
easy flow. Sentences
are well built, with
strong and varied
structure.
Most sentences
are well built,
with strong and
varied structure.
Some sentences
are well built,
however, it has
flaws in structure.
The sentences are
not well built.
There are a lot of
flaws in structure.
Conventions
The writer
demonstrates a good
grasp of standard
writing conventions
(e.g., spelling,
punctuation,
capitalization,
grammar, usage,
paragraphing) and
uses conventions
effectively to
enhance readability.
The writer
understands
good writing
conventions and
usually uses
them correctly.
Paper is easily
read and errors
are rare; minor
touch-ups would
get this piece
ready to publish.
The writer shows
reasonable
control over a
limited range of
standard writing
conventions.
The writer seems
to have made
little effort to use
conventions:
spelling,
punctuation,
capitalization,
usage, grammar
and/or
paragraphing
have multiple
errors.
Presentation
The form and
presentation of the
text enhances the
ability for the reader
to understand and
connect with the
message. It is
pleasing to the eye.
The format only
has a few
mistakes and is
generally easy to
read and
pleasing to the
eye.
The writer's
message is
understandable in
this format.
The writer's
message is only
understandable
occasionally, and
paper is messily
written.

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Write your essay here:

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Guide Questions: 1. How do you differentiate the types of claims? Identify the types of
claim used in statements;
2. What are the things to consider in formulating claims?
Concepts Learned: The learners identified the types of claim used in statements; state the
author’s claim and its type; formulate claims of fact, policy and value; and
write an essay using one type of claim.
References: Tiongson, M., et. al., 2016. Reading and Writing Skills., Rex Book Store
Inc.
https://www.uen.org/rubric/previewRubric.html?id=20123
Answer Key
Activity
3
Answers
may
vary
Activity
1
1.
Policy
2.
Fact
3.
Fact
4.
Value
5.
Fact
6.
Policy
7.
Fact
8.
Policy
9.
Fact
10.
Policy
Activity
2
1.
Claim:
Rice
is
the
staple
food
of
the
Filipinos
Type
of
Claim:
Fact
2.
Claim:
Reading
is
a
significant
habit
that
develops
a
full
man.
Type
of
Claim:
Value
3.
Claim:
Schools
should
regulate
the
use
if
cell
phones
Type
of
Claim:
Policy
4.
Claim:
The
advancement
in
science
and
technology
has
really
made
our
lives
easier,
safer
and
more
convenient.
Type
of
Claim:
Value
*Students
may
give
other
answers.
Activity
4
Answers
may
vary.

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Weekly Learning Activity Sheets
Name of student: ______________________________________________________________
School: ______________________________________________________________
Division: Dinagat Islands
Learning Area English
Grade Level: 10
Quarter: Second
Most Essential Learning
Competency (MELC):
Write an exposition or discussion on a familiar issue to include key
structural elements and language features.
Code:
Week Covered: Week 6
Title of the Activity: Writing Exposition
Objectives: 1. Define exposition.
2. Identify the types of exposition.
3. Arrange statements logically.
4. Write an exposition paragraph about a certain topic using structural
elements and language features
Materials: pen and paper, internet, smartphones
Procedure: Learning Concepts
Notice how the writer presents his ideas in the following paragraph:
Here is how sardines are canned. First of all, the sardines are caught
in the deep sea. Then they are brought ashore and taken to the factory for
processing. At the factory there are several stages in the process. First,
the head is removed and each fish is cleaned and gutted. Then, the fish is
placed in an enormous pressure cooker to which soy oil, spices, salt, and
artificial flavoring are added. After cooking, the sardines are placed into
cans. Carrots and pickled cucumber are mixed before the cans are scaled
to keep the contents contamination-free. Finally, the cans are labelled,
packed in boxes, and dispatched to the shops.
1. What sequence signals did the writer use to present his ideas
logically?
2. Can you read them out?
Notice also the use of the present passive form of verbs in our
sample paragraph. The verb tenses in a process may be present if you are
giving directions or past if you are explaining something that has already
taken place. The voice may be active or passive, but as you have learned,
the latter is generally used in scientific descriptions or explanations.

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What is Exposition Writing?
Exposition is a writing that informs, clarifies or explains
something on what it is, how it works, how it is done or what its causes
and effects are. It is developed in a detailed explanation. It is most
appropriate for experiment write-ups that show s procedures, results, and
conclusions.
In exposition, the writer adopts the role of a guide. His purpose is
to inform his readers about some area of experience that he knows more
about than they do.
An exposition is composed of two elements. These are:
1. General statements
2. Supporting Details
The general statements are usually sentences that tell the readers
what the writer wants them to accept as true while supporting details are
facts, examples opinions or proofs to back up a statement.
There are three main types of exposition:
1. Exposition that defines
2. Exposition that Informs
3. Exposition that explains the process
The most common of the three is that which presents information
in an orderly and understandable way. Most of the writing you do in
school comes under this type. Process exposition is concerned with the “
how” topics such as how flowers changed the world, how the universe
was formed, how people Power come about, how electricity was
discovered ,how paper is made, and how to use a typewriter.
To explain how to do something or how something works
requires a logical presentation of ideas and enough information to enable
the reader to understand each step in the process. The following sequence
signals can be used in explaining a process: now, then, next, afterwards,
later, and thereafter, from and to. Others are similar to those of
enumeration: first, second, third, one, and another, a third.

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Activity 1 Know Me!
Directions: Classify each sentence below into column A if the it is a general statement and in
column B if it is a supporting detail.
1. A high frequency of 931 MHZ allows users to receive messages more accurately not just in
the Philippines but abroad.
2. This innovative pager gives users the power to receive numeric messages and send voice
mail as well.
3. Until recently, pagers were used only within the country, but now pagers can be carried
overseas.
4. The price of this type of pager ranges from Php 6,000.00 to Php 9,000.00.
5. Its monthly subscription rate is only Php 325.00.
A
General Statements
B
Supporting Details

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Activity 2 Follow the Order
Directions: Study the following sentences and arrange them in chronological order (in the order of
time). Let the tense of the verb be your guide, from the past, the present, to the future.
Number the sentences in the order they should appear in a paragraph. Then rewrite the
arranged sentences into a paragraph in the space provided.
________ Direct calls will soon be possible between and among subscribers of various telephone
companies.
________ In the last two months, telephone companies signed formal interconnection agreements
that pave the way for the physical interconnection of the local exchange facilities.
________ The agreements promise faster telephone services.
________ This is made possible by enabling the different networks to access each other directly.
________ In 1993, the President of the Philippines issued Executive Order 59 requiring all
telecommunications carriers to interconnect.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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Activity 3 Note the Cause and Effect
Directions: Read each paragraph carefully. Then, accomplish the exercise after each paragraph.
Number 1 is done for you. Write your answers on the space provided.
A. Iron has made modern civilization possible. It has paved the way for the building of great
industries. It has enabled man to construct skyscrapers. It has made possible the construction
of ocean liners, railroads, planes and automobiles, thus making travel safer and faster. Iron,
which is the most important element of machines, has provided man with modern
conveniences that make his work lighter and easier.
B. Marijuana is the assassin of youth. But unlike ordinary assassins who accomplish their
mission at the fastest way possible, marijuana kills gradually and painfully. It attacks the
youth physically, emotionally and spiritually, this making them lose their sense of values.
Marijuana brings untold miseries not only to the young victims but to their families as well.
It shatters the youth’s future by making them a liability to the society.
Cause
Iron
Effects
Modern civilization
Great industries
Skyscrapers
Safer and faster travel
Lighter and easier work
Cause
_______________
Effects
_______________________________
______________________________
______________________________
_______________________________
_______________________________
_______________________________
________________________________

18. 18
Activity 4 Let’s Write!
Directions: Arrange the following sentences in an order of cause and effect. Write the organized
paragraph on the blanks below.
A.
____ Medical research has linked salt to hypertension.
____ It is a fact that the fatal consequences of high blood pressure are heart and kidney
diseases and stroke.
____ Too much salt in the diet can be disastrous to the health.
____ The king of seasoning can also cause high blood pressure.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
B.
____This will make them less appealing to others and will make social
adjustment difficult.
____Furthermore, their facial expressions will become sad, sullen or
generally disagreeable.
____If young children experience too many of the unpleasant emotions,
they will develop unpleasant dispositions.
____In turn, their self-dissatisfaction will increase and lead to minor or
major personality maladjustments
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
.

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Activity 5 Free Writing
Directions: Using structural elements and language features used in the previous activities, write an
expository essay based on the topic, ‘How to address challenges in the new normal’.
(Introduction)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
(Body)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
(Conclusion)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

20. 20
Guide Questions:
1. What are the things to consider in writing an exposition?
2. How are the types of exposition different from one another?
Concepts Learned:
An exposition is composed of general statements and supporting
details. The general statements are usually sentences that tell the readers
what the writer wants them to accept as true while supporting details are
facts, examples opinions or proofs to back up a statement.
There are three main types of exposition: exposition that defines,
exposition that informs, and exposition that explains the process.
References:
Gabriel J., Martire, E. (1991) Communication Skills III, page 209-211.
Quezon City.R.R. Yan Printing Press
Gonzales, E. et.al. (1992) English III (Textbook for Third Year High
School). Page 69-70.
Montano,E.et.al. (2003) The New Dimensions in Learning English.
Serrano J.& Lapid M. (2002) English Communication Arts and
Skills.Quezon City, SIBS Publishing House, Inc.
Answer Key
Activity
1
1.General
Statement
2.Supporting
Detail
3.Supporting
Detail
4.General
Statement
5.Supporting
Detail
Activity
2
1.4
2.
2
3.
3
4.
5
5.1
Activity
3
Cause:
Marijuana
Effects:
kills
gradually
and
painfully
Attacks
physically,
emotionally
and
spiritually
Lose
sense
of
values,
brings
miseries,
and
shatters
the
youth’s
future
Activity
3
A.
1.2
B.
1.
3
2.3
2.
2
3.1
3.1
4.4
4.4
Activity
5
Answers
may
vary.

21. 21
Weekly Learning Activity Sheets
Name of student: ______________________________________________________________
School: ______________________________________________________________
Division: Dinagat Islands
Learning Area English
Grade Level: 10
Quarter: Second
Most Essential Learning
Competency (MELC):
Deliver a prepared or impromptu talk on an issue employing the
techniques in public speaking.
Code:
Week Covered: Week 7
Title of the Activity: Speak Up!
Objectives: 1. Determine the techniques in effective public speaking;
2. Apply speaking techniques in public speaking situations;
3. Deliver a speech on an issue employing the techniques in public
speaking; and
4. Use the correct sound of English when delivering an impromptu
speech.
Materials: pen and paper, internet, smartphone, laptop
Procedure: Learning Concepts
What is public speaking?
Public speaking is the process or act of performing a speech to a
live audience. It is commonly understood as formal, face –to-face
speaking to a single person to a group of listeners. It reflects the character
of the speaker and must be on the foundation of integrity, trust, dignity
and respect.
Public speaking has many advantages, including improving your
confidence level and giving you the opportunity to champion a cause you
care about. Plus, having effective public speaking skills can help you find
a job.
You may be asking "what makes a good public speaker?" The
answer might seem easy: A good public speaker makes use of effective
public speaking techniques. Here are some of the effective public
speaking techniques.
Effective Public Speaking Techniques
You can learn to become a more effective speaker by using the right
techniques and practicing your public speaking skills. Here are some
techniques to follow:

22. 22
1. Care About Your Topic
Passion goes a long way when it comes to being an effective
speaker. The audience can tell if you're apathetic. If you don't care, they
won't care either. Even worse, you can come across as a fake.
On the other hand, if you sincerely care about your topic the
audience will pick up on that too. They'll view you as being more
authentic and believable. They'll listen more closely to discover why your
subject is so important to you. And they're more likely to forgive any
minor mistakes you might make.
2. Remember Your Speaking Goal
We've all probably listened to at least one speaker who seemed to
go on and on forever about nothing in particular. One reason why this
happens is because the speech isn't focused enough. The speaker is trying
to cover too much and ends up boring their listeners.
Early in the process of developing your speech, identify the reason
why you're speaking. Make it a point to stick to this goal during your
presentation. Don't get sidetracked or off-topic.
3. Support Your Main Points
Every point you make in your speech needs to be supported with
either an example, an illustration, or facts. When you're supporting a
point, it's best to be as specific as you can be.
For example, in a speech about the importance of clean water this
statement is too vague:
"Many people don't have clean water."
Stating this statistic from the U.S. Center for Disease Control is a more
effective way to support your point:
"Worldwide, 780 million people do not have access to an improved water
source."
4. Tell a Story
People love a good story. So, if you want to be a more effective
speaker, tell a story. Storytelling is a great way to make your material
more engaging and to relate to your audience. Make sure your story is
relatable and relevant.

23. 23
5. Practice Your Speech
One of the most important public speaking techniques is often one
of the most overlooked--practice. If you expect that you'll be an effective
speaker without practicing your speech, you'd be wrong. One of the
quickest ways to avoid public speaking failure is to try and give a speech
you don't really know and haven't practiced.
The old saying, "practice makes perfect," really is true when it
comes to developing effective speaking skills. The more you practice your
speech, the more familiar it will be to you and the more comfortable you'll
be giving it. Plus, practicing your speech is the only way to discover how
long the speech will take and where you need to pause.
6. Work with a Coach (optional)
If you're really serious about developing effective speaking skills,
there's no better way than working with a speech coach or a speech
teacher. A coach or teacher can teach you the principles of public speaking
and point out mistakes in your public speaking techniques that you
wouldn't be aware of otherwise.
7. Relax!
It's normal to be nervous about public speaking. Having some
anxiety before giving a speech is perfectly normal. Still, you should try to
relax if you can. You'll be more comfortable, and the audience will relate
to you better too.
If there's something that normally calms you down in stressful
situations, try using it right before you're due to speak. Popular calming
techniques include: meditation, exercise, positive affirmations,
aromatherapy, and music.
8. Don't Worry About Mistakes
One of the reasons so many of us fear public speaking is because
we're worried that we'll make a mistake and embarrass ourselves in front
of everyone. If this is your fear, let it go. Most audiences will understand
if you make a mistake. And if it's a small mistake, the audience may not
even notice it.
So, what should you do if you do happen to make a mistake? If it's
a minor mistake, don't stop or apologize for your mistake as that only calls
attention to it. Just continue on. If you make a big mistake, try using humor
to diffuse the situation and then continue your speech. Your listeners will
be impressed with how gracefully you handled things.

24. 24
9. Pace Yourself
When it comes to public speaking, a common newbie error is to
speak too quickly. This is usually caused by a combination of nerves and
not realizing how fast you're actually speaking. But talking too fast makes
it harder for your listeners to understand what you're saying.
Effective public speakers know to pace themselves. They'll speak
at a natural pace and work short, natural pauses into their speech. It also
helps if you remember to breathe during your speech. A surprising number
of people hold their breath without realizing it when they're nervous (I'm
one of them). But holding your breath will only increase your anxiety.
So, remember to breathe deeply during the breaks in your speech. If your
speech is a long one, taking a sip of water during a break can also help.
10. Dress Comfortably, But Professionally
What's the right outfit to wear if you want to be an effective public
speaker?
Well, there's no one answer. How you dress depends on who your
listeners will be. But the general principle is that you want to dress
professionally to make a good impression. Make sure to observe good
grooming and hygiene rules too.
Many experts feel you should dress according to how your audience
dresses. If the audience is dressed formally, you don't want to show up in
shorts and a tee shirt. Likewise, if the audience is wearing shorts and a tee
shirt, don't dress formally.
11. Avoid Awkward Fillers
"Um," "uh," "like." We all slip these filler words into our
conversations without even realizing it. But overuse of these words during
a professional speech can make you sound less than confident. If you can,
break the habit of using these words to become a better public speaker.
Practice can help you eliminate these words from your speech
patterns, but you may be so used to using them that it's hard to notice when
you're doing it. This is where a speech coach, teacher, or friend would
come in handy. They could listen for these words and help you break the
habit of using them.
12. Use Gestures (But Don't Overdo)
Natural movement during a speech is a sign of an effective public
speaker. Hand gestures and even taking a few steps across the stage can
be good public speaking techniques as long as they're natural, purposeful,
and not overdone.

25. 25
Movement can make you appear more comfortable and help your
audience relate to you. You've probably seen the stiff speaker who
delivers their speech while standing stock still, hands hanging limply by
their side. Which would you rather listen to? That stiff speaker, or a
speaker who punctuates their speech from time to time with meaningful
hand gestures?
SPEAK UP
There are times when we are asked to get up and say a few words
about a topic we have no intention of speaking about. Has this ever
happened to you?
Here are some tips you can use the next time you are called to speak:
1. Decide quickly what your one message will be.
2. Do not try and memorize what you will say.
3. Start off strong and with confidence.
4. Decide on your transitions from one point to the other.
5. Maintain eye contact with the audience.
6. Occasionally throw in an off-the-cuff remark.
7. Finally, have a god conclusion.
IMPROMPTU SPEECH
– derived from a Latin phrase meaning “in readiness”, is applied to a
speech given, a poem recited, or a song sung without advance notice
or warning.
-It is a type of speech that you have to prepare in a certain amount of
time. You will generally have 1-3 minutes to prepare a speech that
will last 5-7 minutes.

26. 26
Activity 1 My List
Directions: Now that you know the basic techniques in public speaking, do the activity below to help
you remember the key points of this lesson. Put a check ( ⁄ ) mark if the statement is true
about public speaking, and an (X) mark if not. Write your answers on the space provided.
_______ 1. Keep an eye contact.
_______ 2. Use everyday situations as an example
_______ 3. Banging of the microphone
_______ 4. Calmness and composure.
_______ 5. Shouting and name calling
_______ 6. Overdoing the use of gestures
_______ 7. Honesty and avoid plagiarism.
_______ 8. Using always of language fillers.
_______ 9. Respect for the audience time
_______10. Knowing the needs of your audience
_______11. Add visual Aids
_______12. Dressing comfortably but professionally
_______13. Telling a related story
_______14. Speaking too quickly to avoid anxiety
_______15. Try meditating if it calms you

27. 27
Activity 2 Apply Me
Directions: Learning the techniques will really help you in your speaking tasks but most of the times,
it is how to apply these techniques that is more challenging. How are you going to apply
techniques in these situations? Write your answers in the box.
1. You will be facing the jury in a public speaking contest in your school. Your knees and your
hands are trembling. What technique are you going to employ?
2. You are tasked by your teacher to deliver a speech during a school program. Your audience
shows no interest in your talk. It is evident because they are no longer listening to you. What
techniques are applicable? How are you going to employ these techniques to win back the
attention of your audience?

28. 28
Activity 3 Youtube Sensation!
Directions: Watch samples of impromptu speeches in YouTube using the links below each picture.
Take note of what makes the speaker deliver his/her speech well. Use the checklist below.
Check YES if you observed it in the video and NO if not.
Video # 1
http://www.youtube.com/watch?v=Vp4gBmjsH74
Video # 2
http://www.youtube.com/watch?v=xGfukDMuhdQ
Video # 3
http://www.youtube.com/watch?v=bh6xvg_rEUI
OBSERVATION
Video #1 Video #2 Video #3
YES NO YES NO YES NO
1. The speaker showed confidence.
2. The speaker maintained good
posture and eye contact.
3. The speaker conveyed his/her
ideas well.
4. The speaker gave an interesting
introduction.
5. The speaker gave a good
conclusion.
6. The speaker used facial
expressions and proper gestures.
7. The speaker had good
pronunciation and maintained a
well-modulated voice.

29. 29
Activity 4 Speak Out
Direction: Employing the techniques in public speaking, deliver a 5-minute speech from one of the
given issues below. Record the speech and submit the file to your teacher. Be guided by the
rubrics that follow.
 COVID-19
 Importance of manners
 Social Media
 Why do good grades matter?
 Why should every citizen vote?
 Will technology save or destroy the world?
 If I were the president during this time of Pandemic, I would………
Speech Evaluation Rubrics
Fair
(1 Point)
Good
(2 points)
Very Good
(3 points)
Excellent
(4 points)
Topic
Topic used in a
manner which is
too challenging
or too easy for
speaker’s age
and skill level
Topic used in a
manner that could
be more
challenging for
speaker’s age and
skill level.
Topic used in a
manner that is
appropriate for
speaker’s age and
skill level.
Topic used in manner
that is challenging for
speaker’s age and skill
level
Content
(Subject
Knowledge
and
Coverage)
Not enough
information is
presented to
judge speaker’s
knowledge.
Adequate
knowledge of
subject is
demonstrated.
In-depth
knowledge of
subject is
demonstrated.
Full subject knowledge
(more than required).
Organization
Speech is
unorganized.
Speech follows a
logical
progression.
Speech shows skill
and creativity in
organization.
Speech shows a strong
structure and structure
enhances effect of
speech.
Voice
Volume,
pronunciation or
vocal variation
needs
improvement.
Voice and
language are
adequate for the
delivery of the
speech.
Voice and
language are
skillful and
effective.
Volume, tone, timing,
inflection, and language
are used to enhance
speech.
Manner and
Appearance
Appearance,
body language or
gestures need
improvement.
Appearance and
mannerisms are
appropriate.
Appearance and
mannerisms are
presented with
business like
conduct and style.
Appearance and
mannerisms are
presented with a
professional demeanor
and personal style.
Closing
Closing is
missing or
unclear
Closing is clear
and organized
Closing is well
organized and
effective
Closing is creative and
contributes to a unified
and cohesive
presentation.
Effectiveness
More practice is
needed to
maintain
audience interest.
Audience interest
is maintained.
Effort is shown to
enhance audience
interest and
involvement.
Multiple techniques are
used to artfully and
successfully create
audience interest.

30. 30
Answer Key
Guide Questions:
1. How do you determine a well-delivered speech?
2. How do you overcome stage fright when speaking in public?
Concepts Learned:
Public speaking is the process or act of performing a speech to a
live audience. It reflects the character of the speaker and must be on the
foundation of integrity, trust, dignity and respect.
References: https://www.proprofs.com/quiz-school/story.php?title=20-question-
exam-from-pubic-speaking-handbook#
https://business.tutsplus.com/tutorials/effective-public-speaking-skills-
techniques--cms-30848
https://www.google.com/search?sxsrf=ALeKk03hxrQzob9_QUK0zs1e4
oWhnfRnGQ%3A1604039559602&ei=h7ObX6WlJKWYr7wP97SxqAs
&q=extemporaneous+evaluation+rubrics
Activity
1
1.
/
2.
/
3.
X
4.
/
5.
X
6.
X
7.
/
8.
X
9.
/
10.
/
11.
/
12.
/
13.
/
14.
X
15.
/
Activity
2
Answers
may
vary.
Activity
3
Video
#1
Video
#2
Video
#3
1.
Yes
1.
Yes
1.
Yes
2.
Yes
2.
Yes
2.
Yes
3.
Yes
3.
Yes
3.
Yes
4.
Yes
4.
Yes
4.
Yes
5.
Yes
5.
Yes
5.
Yes
6.
Yes
6.
Yes
6.
Yes
7.
Yes
7.
Yes
7.
Yes

31. 31
Weekly Learning Activity Sheets
Name of student: ______________________________________________________________
School: ______________________________________________________________
Division: Dinagat Islands
Learning Area English
Grade Level: 10
Quarter: Second
Most Essential
Learning Competency
(MELC):
Compose texts which include multimodal elements
Code:
Week Covered: Week 8
Title of the Activity: Journey to the Center of Multimodality
Objectives: 1. Read a story and discuss multimodal elements of a text based on the
selection;
2. Explain the essence of the five modes of communication: linguistic
(written and spoken), visual, gestural, spatial and audio; and
3. Compose a text which features multimodal elements.
Materials: pen and paper, internet, smartphones, laptops
Procedure: Learning Concepts
Types of multimodal texts
A. Paper-based multimodal texts- this type includes picture books,
text books, graphic novels and posters.
B. Live multimodal texts- this type of multimodal text includes
performance, oral storytelling, dance and combination of various
modes such as gestural, audio, oral and spatial.
C. Digital multimodal texts- examples of this type of multimodal
texts are film, animation, slideshows, e-posters, podcasts, digital
stories, web pages including hyperlinks.
Mode
The meaning of a text can be conveyed through different semiotic
resources for each mode. These meanings are the following:
Written meaning- conveyed through language via handwriting,
printed page and the screen. In this mode, choices of words,
phrases, and sentences are organized through linguistic grammar
conventions.

32. 32
Spoken (Oral) meaning- conveyed through language via
recorded speech. It can be monologic or dialogic. Composing oral
meaning includes choices around mood, emotion, emphasis,
fluency, speed, volume, tempo, pitch, rhythm, pronunciation,
intonation, and dialect.
Visual Meaning- conveyed through visual resources. Examples of
this visual resources are vectors, symbols, color, texture, line,
shape, angles, lighting, camera movement and subject movement.
Audio Meaning- conveyed through sound. Meanings conveyed
through audio include ambient sounds, noises, alerts, silence, use
of volume, beat, tempo, pitch, and rhythm.
Spatial Meaning- conveyed through design of spaces. This
includes scale, proximity, boundaries, direction, layout and
organization of objects in the space.
Gestural Meaning- conveyed through body movements. Gestural
meaning includes facial expression, eye movements, dance,
acting, action sequences.
READING TIME
THE HUNCHBACK OF NOTRE DAME
Victor Hugo
During the 1482 Festival of Fools in Paris, Quasimodo, the
hunchback of Notre Dame, is elected the Pope of Fools for being the ugliest
person in Paris. He is hoisted on a throne and paraded around Paris by the
jeering mob. Pierre Gringoire, a struggling poet and philosopher, tries
unsuccessfully to get the crowd to watch his play instead of the parade.
Archdeacon Claude Frollo appears and stops the parade and orders
Quasimodo back to Notre Dame with him. Looking for something to eat,
Gringoire admires the graceful beauty of La Esmerelda, a gypsy street
dancer, and decides to follow her home. After rounding a corner, she is
suddenly attacked by Quasimodo and Frollo. Gringoire rushes to help her
but is knocked out by Quasimodo as Frollo runs away. The King's Archers,
led by Phoebus de Chateaupers arrive just in time and capture the
hunchback. Later that night, a group of beggars and thieves are about to
hang Gringoire when La Esmerelda comes forward and offers to save his
life by "marrying" him for four years only.

33. 33
The next day, Quasimodo is put on trial and sentenced to two hours
of torture in the Place de Grève. He suffers both the pain of being stretched
and pulled apart as well as being publicly humiliated by the crowd of
people, who hate him for his ugliness. He begs for water, but no one
answers his pleas until La Esmerelda comes forth and brings him
something to drink. Nearby, a recluse called Sister Gudule, screams at La
Esmerelda for being a "gypsy child- thief" and blames her for her
daughter's kidnapping fifteen years earlier. A few months later, La
Esmerelda is dancing in front of Notre Dame and Phoebus calls her over
to him. She has fallen in love with him and blushes when he asks her to
meet him later that night. Frollo watches them from the top of Notre Dame
and becomes insanely jealous of Phoebus. His obsessive lust for La
Esmerelda has made him renounce God and study alchemy and black
magic. In his secret cell at Notre Dame, he plans to trap La Esmerelda like
a spider catching a fly with its web. Later that night he follows Phoebus to
his tryst with La Esmerelda and stabs Phoebus repeatedly. He escapes and
La Esmerelda is captured by the King's guard
After being tortured at her trial, La Esmerelda falsely confesses to
killing Phoebus and being a witch. She is sentenced to hang in the Place de
Grève. Frollo visits her in jail and declares his love. He begs her to love
him and show him some pity but she calls him a "goblin-monk" and a
murderer, refusing to have anything to do with him. Before her execution,
La Esmerelda is publicly humiliated in front of Notre Dame. Looking
across the square, she suddenly sees Phoebus and calls out his name. He
actually survived the murder attempt but doesn't want anyone to know that
he was injured. He turns away from La Esmerelda and enters the house of
his bride-to-be. Just then, Quasimodo swings down on a rope from Notre
Dame and carries her back to the cathedral, crying out "Sanctuary!" He had
fallen in love with her when she brought him water and had been planning
her escape all along.
La Esmerelda is safe from execution just as long as she stays inside
the cathedral. At first, she finds it hard to even look at Quasimodo, but they
form an uneasy friendship. Even though he is deaf, he enjoys being around
her when she sings. Meanwhile, a group of vagabonds resolves to save La
Esmerelda after hearing that Parliament has ordered that she be removed
from Notre Dame. But when Quasimodo sees them attack the cathedral, he
thinks they have come to kill La Esmerelda and he fends them off as best
he can, killing a large number of them. Frollo has used the attack as a
diversion to sneak La Esmerelda out of the cathedral. He offers her two
choices: she can either say she loves him or be hanged. She demands to be
executed and he leaves her with Sister Gudule. To their astonishment, they
discover that they are mother and daughter. Gudule tries to protect La
Esmerelda, but it is too late. Back at Notre Dame, Quasimodo goes to the

34. 34
top of the north tower to find her. Gazing off into the distance, he sees the
figure of La Esmerelda in a white dress hanging from the scaffold. He
bellows out in despair and grabs Frollo by the neck. Holding him up in the
air, Quasimodo sighs with grief and then throws Frollo down to his death.
Looking at La Esmerelda hanging off in the distance and Frollo's wrangled
corpse down below, Quasimodo cries out: "There is everything I ever
loved!" Quasimodo is never seen again. Years later when a gravedigger
stumbles across La Esmerelda's remains, he finds the skeleton of a
hunchback curled around her.
Activity 1 My Imagination Comes True
Directions: Complete the table below by filling in important events from the selection, then draw a
symbol that represent each event.
Important events Symbols that represent the event

35. 35
Activity 2 Look: Philippines in the year 2020!
Directions: What messages do the photos convey? Write your answer in the space provided.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Photo Credit: abs-cbn news
#SuperTyphoonRolly
Photo no. 1
Photo no. 2
Technology 2020
Hello Philippines…
-------------
-------------
-------------

36. 36
Activity 3 Write Like Never Before. Sing Like A Pro
Directions: Just recently, the Philippines has been hit by catastrophes that are embedded in the history
forever. The fight against COVID-19 and the devastation brought about by typhoon Rolly
in some provinces leave enormous distress of our fellow Filipinos.
To lessen what Filipinos feel about the calamities, make a song, poem or video
presentation dedicated to them.
 If you’re making a poem, it should not be less than 5 stanzas.
 For a song, it should be at least 3 minutes.
 For video presentation, it must not be less than 5 minutes.
Performance Rubrics
Criteria 1 2 3 4 Total
Clarity of message
Uniqueness
Timeliness
Over-all Performance
Total
Score: __________
Legend: 1- Poor 2- Fair 3- Good 4- Excellent
Guide Questions:
1. How are meanings of texts conveyed?
2. Can symbols convey meanings? How?
Concept Learned:
A multimodal text conveys meaning through a combination of two
or more modes.
References:
Anstey, M., & Bull, G. (2009). Using multimodal texts and digital
resources in a multiliterate classroom. In e: lit (Vol. 004, pp. 1-8). Sydney:
Primary English Teaching Association.
Callow, J. (2013). The Shape of Text to Come: How Image and Text Work.
Sydney: Primary English Teaching Association of Australia.
Cloonan, A. (2011). Creating multimodal metalanguage with teachers.
English Teaching, 10(4), 23.
Cope, B., & Kalanithi’s, M. (2009). A grammar of multimodality. The
International Journal of Learning, 16(2), 361-423.
Guijarro, J. M., & Sanz, M.J. (2009) On interaction of image and verbal
text in a picture book. A Multimodal and Systemic Functional Study. In E.
Ventola & J. M Guijarro (Eds), The World Told and the World Shown:
Multisemiotic Issues (pp. 107-123). Palgrave Macmillan.

37. 37
Jewitt, C. (ed.) (2009) The Routledge Handbook of Multimodal Analysis,
London: Routledge.
Suarez, E.L. Session Guide on PRIMALS 7-10 Distinguishing Facts and
Opinion.
https://prezi.com/z57-qjtzkp8j/how-to-effectively-compose-an-assertion
paragraph/?frame=c5b1841734a1cdef6f1a137c4ddfb72cf679d523
https://static.nsta.org/connections/highschool/201007SampsonRubric.pdf
https://literarydevices.net/assertion/
https://prezi.com/z57-qjtzkp8j/how-to-effectively-compose-an-
assertionparagraph/?frame=c5b1841734a1cdef6f1a137c4ddfb72cf679d52
3
https://static.nsta.org/connections/highschool/201007SampsonRubric.pdf
Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies
(2nd ed.). Port Melbourne, VIC, Austalia: Cambridge University Press.
Kress, G. (2010). Multimodality: a social semiotic approach to
contemporary communication. London; New York: Routledge.
Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading Visual
Narratives: image analysis of children's picture books: Equinox Publishing
Limited
The New London Group. (2000). A pedagogy of Multilateralism designing
social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy
Learning and the Design of Social Futures (pp. 9-38). South Yarra:
MacMillan.
Walsh, M., Durrant, C., & Simpson, A. (2015). Moving in a Multimodal
Landscape: Examining 21st Century Pedagogy for Multicultural and
Multilingual Students. English in Australia, 50(1), 67-76.
www.sparknotes.com/lit/hunchback/summary
Answer Key
Activity
3
Answers
may
vary.
Activity
2
Answers
may
vary.
Activity
1
Answers
may
vary.