DIVISION OF NAVOTAS CITY

10
ENGLISH
Quarter 2 – Module 5:
Write an Exposition or Discussion on a
Familiar Issue to Include Key
Structural Elements
and Language Features

S.Y. 2020-2021
NAVOTAS CITY PHILIPPINES
English – English 10
Alternative Delivery Mode
Quarter 2 – Module 5: Write an exposition or discussion on a familiar issue to include
key structural elements and language features
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.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Aldrin S. Perez
Editors: Maria Corazon C. De Jesus
Reviewers: Marco D. Meduranda
Illustrator:
Layout Artist: : Aldrin S. Perez
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Marco D. Meduranda, Education Program Supervisor in English
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Shirley Eva Marie V. Mangaluz, Librarian II LRMS
Vergel Junior C. Eusebio, PDO II LRMS

Printed in the Philippines by ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City

____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: navotas.city@deped.gov.ph
____________________________________________
1
 10

ENGLISH
Quarter 2 – Module 5:
Write an Exposition or Discussion on a
Familiar Issue to Include Key
Structural Elements
and Language Features
Introductory Message
For the facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Writing an

exposition or discussion on a familiar issue to include key structural elements and
language features.

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.
For the learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Writing an

exposition or discussion on a familiar issue to include key structural elements and
language features.

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; 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.

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.

iii
 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.

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

iv
 This module was designed and written with you in mind. It is here to help
you understand the structural elements and language features of an exposition or
a discussion essay. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

After going through this module, you are expected to:

1. define persuasive essay
2. identify parts and features of an exposition or a discussion essay
3. write an exposition or discussion on a familiar issue to include key
structural elements and language features
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What is the purpose of persuasive writing?

A. To inform
B. To persuade
C. To tell a story
D. To tell 'how-to'

2. What are the components of a persuasive essay?

A. Argument, Details, Thesis
B. Topic sentence, Details, Concluding Sentence
C. Introduction, Thesis Statement, Body Paragraphs, Conclusion
D. Who cares?

3. Which of the following form is the persuasive text NOT used?

A. Advertisements
B. Book reviews
C. Personal journal entries
D. Recommendation letter

4. It is written for the purpose of presenting a point of view in favor or against a

specific topic.
A. Discussion Text
B. Descriptive Text
C. Exposition Text
D. Informative Text

5. It is written for the purpose of presenting different opinions, points of view, or

perspectives on a specific issue.

A. Discussion Text
B. Descriptive Text
C. Exposition Text
D. Informative Text

6. Persuasive writing attempts to ________

A. influence a reader to accept an idea or adopt a point of view.
B. influence a reader to take action.
C. either of the above.

7. In persuasive writing the central claim is a statement that

A. explains your main purpose for writing.
B. appeals to the reader’s emotion.
C. provides supporting evidence.

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8. Common kinds of evidence used in persuasive writing include _______________
A. issues and claims
B. statistics, examples, and opinions.
C. both of the above.

9. Irrelevant details in persuasive writing are ____________

A. statements that cannot be proven.
B. opinions from uninformed sources.
C. statements that have nothing to do with the central claim.

10. In an editorial, you should ___________

A. always present your strongest point in the introduction.
B. state your strongest point at the end if you are trying to
persuade the reader to take action.
C. not reveal your position until the conclusion.

11. Conceding the worth of certain elements in the opposition’s argument means
A. pointing out faulty logic.
B. giving in to their argument.
C. admitting that parts of the argument are valid.

12. Limiting words

A. include words such as all, always, and never.
B. make your writing more vivid.
C. allow you to account for exceptions when you state your point of
view.

13. A movie review should include

A. the reviewer’s opinion of the movie.
B. evaluation of certain elements, such as plot and acting.
C. both of the above.

14. As you prepare a piece of persuasive writing, you should

A. plan your strategy for presenting evidence.
B. test your thesis by summarizing the opposing view.
C. be sure to include only statements of fact.

15. A convincing presentation of an argument can include

A. opinions from respected sources.
B. facts and statistics that cannot be verified.
C. an honest assessment of an opposing view.

3
 Lesson
Learning the Types of
1 Speech Style

Persuasive Essay

The term “persuasive” is an adjective derived from verb “persuade,” which means

“to convince somebody.” A persuasive essay is full of all the convincing techniques
a writer can employ. It presents a situation, and takes a stand – either in its favor,
or against it – to prove to readers whether it is beneficial or harmful for them.

When You Would Use Persuasive Writing:

-Opinion and editorial newspaper pieces.

-Advertisements.
-Reviews (of books, music, movie, restaurants, etc.).
-Letter of recommendation.
-Letter of complaint.
-Cover letters

Directions: Identify which type of claim the statement is making. Choose your
answer inside the box.
FACTS VALUE POLICY

________1. Excessive consumption of alcohol can lead to many illnesses.

________2. Honesty is the best policy.
________3. Television newscasting influences the way Americans think about social
and political issues.
________4. The Bates GRE Study Guide is an excellent tutorial for students
preparing to take the GRE.
________5. To attract more nontraditional students, this college must review and
revise its course offerings.
________6. The existence of nuclear weapons has prevented the outbreak of World
War III.
________7. An improved sewer system would solve these flood drainage problems.
________8. America should protect its domestic industries with tariffs and quotas.
________9. Obesity can cause heart disease.

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________10. The 20% of Americans believe that the U.S. has never landed on the
moon.

Directions: Read the following essay, and answer the questions after it.

Practice and Uphold Positive Attitude

by Lee Em

I strongly believe that we must come together to practice and uphold positive
attitudes toward work, life, and challenges. This should be done from initial
impulse to completion like what we observe in a myth. From the presentation of the
target, problem, test, and stakes up to conclusion, the character in a myth displays
and exemplifies these positive attitudes. Remember the saying, “The best measure
of a man is not what he says he can do but what he does.” This is absolutely true.
Let us recall what happened between the Master and the thief in “Zen
Parables.” The thief who was then a man who followed a crooked path in life turned
otherwise because he learned from the Master what it takes to be a man. He was
treated with respect and trust by the Master so he opted to follow the Master’s
path. Again, this exemplifies the maxim, “Respect begets respect.”
He decided to be Shichiri’s disciple. He was inspired by Shichiri who lived a
life of truth and a life full of positivism. He had practiced it in dealing with other
people without discrimination. The Master was able to model what it takes to
respect, trust, and show love to other people. This is a positive attitude that we
must put into action whoever we are, wherever we are, and whenever necessary.
Doubtlessly, this will make our lives better. There is a strong possibility that
this can make this world a better place to live in after all. This is an opportune time
for us to practice it. Don’t think otherwise, come on! So what are we waiting for?
Let’s give it a try!

Questions:

1. What three basic parts are clearly presented in the essay?

2. How are these parts organized?
3. What does each part contain?
4. Does the essay try to influence you to accept an idea, or adopt a point of view or
perform an action? 5. What is the writer trying to persuade you to think or do?
5. Does the writer use strong and relevant evidences to support claim? Prove your
point.
6. Is the purpose stated clearly? Prove your point.
7. Is persuasive language used? Cite parts to support your contention.
8. Which kind of appeal (emotion, reason, morale) does the writer use? Prove your
point.

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 9. Is her argument logical? Explain.
10. Does she convince you to accept her position?
11. What evidence does the writer use to support her opinion? 13. What kind of
essay

is this?

Persuasive texts cover a wide variety of genre formats; however, the two
most significant ones are:

• Expositions
• Discussions
Exposition texts are written for the purpose of presenting a point of view in favor or
against a specific topic. The ultimate aim is to try to convince the reader to agree with
your opinion, or take a certain course of action, by giving reasons and examples to
support your ideas.
Exposition texts:
• are emotive • are biased • sound authoritative
Structure:
Introduction
Example of an Exposition Text:
– include a statement to give the author’s opinion
– preview Public transport – Is it the way to
Title important argumentsgo?
– engage the reader’s attention
Why would anyone not want to use 10 public transport? Buses, trains, trams and ferries
Body
are quick, easy to use and open to all. They are by far the best way to move around the
– include a series of paragraphs
Introduction city or the suburbs.
– give a new idea or argument with reasons and examples to support it in each
paragraph Just think about it. Have you ever been sitting in your car, stuck for ages in a traffic
– use
Main persuasive
idea jam? language
If you use public transport, you would already be at your destination, and be a
– use quoted lotor less
reported speech
stressed. Sure, sometimes you might have to change trains or buses to get to
– use cohesive language to link
where you want to go,ideas
but it isbetween paragraphs
much more interesting than looking at rusty old
Conclusion bumper bars.
– restate the position of the writer
– sum up theAnother positive for public transport is that anyone can use it, even children. You
main arguments
can’t say the same about cars or motorbikes, because to drive these you need to be
– include request action to be taken by the reader (optional)
Supporting
over 16 and have a license. Not to mention, it costs a lot of money to buy one. Also,
– do NOT give any new information
reasons/evi-
dences/ideas you don’t have to worry about finding parking spots or keeping to the speed limit.
Using public transport makes travelling around town so much easier. However, the
most important benefit of public transport is that it is more environmentally friendly
than driving a car or riding a motorbike. Because so many people can travel all at the
same time, less energy is used per person. More people on public transport means less
people in cars and less pollution in our air. That is wonderful for protecting our
environment.
Public transport is there for all of us. We should all make better use of
Conclusion it. If you need to go somewhere, why not catch a train, bus or ferry and
save yourself time, stress and money!
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Discussion texts are written for the purpose of presenting different opinions, points of
view, or perspectives on a specific issue. These may be:
• in favour • against • unsure
Ideas and arguments from all sides are evaluated before a decision is made.
Discussion texts:
• can examine controversial topics • use arguments directly related to the topic • need to
be convincing • sound authoritative
Structure:
Introduction
– include a statement to define the topic
– give background information to the reader about the topic
– show the different points of view to be examined
Body
– include a series of paragraphs
– include 2 or 3 paragraphs with arguments in favor and reasons or examples to
support these ideas
– include 2 or 3 paragraphs with arguments against and reasons or examples to support
these ideas
– use quoted or reported speech
– use persuasive language
– use cohesive language to link ideas or to show change of opinion
Conclusion
– give a summary
Example of arguments
of a Discussion Text: from both sides

Recycling – It’s not easy being green.

Title
Reduce, reuse, and recycle. Every day we are told that we need to take more care of
Introduction our environment. But it’s not that easy being green – or is it?

Over the past few years, local councils have tried to make it easier for people to be
Main idea green. They provide different coloured bins so residents know where to put their
rubbish. Added to these coloured bins are pictures on the bins showing what is
allowed and what is not. These steps make it simple for people to recycle most of their
Supporting household waste and help protect our environment. At the same time, hundreds of
reasons/evi- thousands of Australians participate in the annual ‘Clean Up Australia Day’. This was
dences/ideas started by a famous Australia, Ian Kiernan. He aims to make people more aware of the
need to look after our country and its unique landscape. It certainly is inspiring to see
so many people collecting rubbish from their local areas and the best bit is that most
of it is recycled. Surely that many people can’t be wrong!
Main idea-
another But on the other hand, some people find the idea of recycling takes too much of their
point of view time. They can’t be bothered to sort their rubbish, and would rather just send it all to
our ever-growing tips and dumps. They don’t stop to think about what will happen 10,
20 or 30 years down the track when these places are full. Other narrow-minded
Supporting people believe that one person can’t make a difference. Well they’re wrong. Every
reasons/evi- item that is recycled is a bonus for our environment as we learn to use our resources in
dences/ideas a more efficient way so that they last for years to come.
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Recycling is not that hard when you think about it. Almost everything we use can be
recycled, from paper to glass to plastic. It makes sense to do everything we can to help
Conclusion protect our environment for the future. Green is the very best colour of all!
Language features of persuasive texts
The use of effective language is very important in persuasive texts, and this
is reflected in the marking criteria. Students can be assessed for their language use
in:

• audience – as they engage and persuade the reader

• ideas – as they use words to elaborate and link ideas/arguments and reasons
• persuasive devices – as they portray the writer’s position and try to convince the
reader
• vocabulary – as they use appropriate topic language according to the context of
the task
• cohesion – as they use referring words, substitutions, word associations, and
connectives and conjunctions through the sentences and paragraphs

So, what types of language features do persuasive texts use?

• Present tense – a persuasive text is written ‘now’. The verbs are written using
present tense. E.g. is, be, are, means, need, act, stop
• Action verbs – words that show what is happening E.g. save, battle, lose, repair
• Thinking and feeling words – to convey the emotion of the topic and the writer’s
point of view E.g. believe, opinion, think, feel, know, like, grateful, surprised, doubt,
trust, hope
• Emotive words – to engage the reader and make them see the issue the way you
do E.g. harsh, fierce, treasured, unique, nasty, special, delightful, gorgeous,
dangerous, brutal
• Evaluative language – to examine the arguments and supporting evidence E.g.
important, simple, narrow minded, threatened, it is obvious, future benefits, easier,
expected, unlikely claim, too fragile, poor judgement, only option
• Degree of certainty (also known as modality) – how certain are your
statements? Do you want to make people agree, or do you want to cast some doubt
in their opinions? E.g. may, will, must, might, usually, almost, always, never,
sometimes, generally, undisputed, hardly ever, certain, should, could, have to
• Conjunctions and connectives – conjunctions are used to join ideas within the
same sentence, while connectives are used to link ideas between different
sentences and paragraphs E.g. and, but, however, another reason why, also, some
people, on the other hand, or, firstly, if, secondly, finally, regardless, not everyone
agrees, while, although, first of all, in the end, because, since

Getting a good start

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Persuasive texts need to make a point, or persuade the reader to agree with a
particular point of view. As such, their introductions need to be clear and
summarize the main message. The writer may use a title that is bold, inspiring or
controversial. They must engage the reader and their emotions so that they want to
keep on reading.

Some interesting ways to grab a reader’s attention in persuasive texts are to:

• use a title with powerful language

– Students injured in another sporting tragedy
– Government fails to solve environmental disaster
• start the introduction with a rhetorical question
– Why on earth would anyone want to use public transport?
– What’s so good about dogs?
• start the introduction with highly emotive language
– It is obvious that people have been ignoring playground safety for far too long.
– Quite clearly people in the local area are fed up with the lack of action.
• start the introduction by using personal pronouns to involve the reader
– I am certain that you wouldn’t agree with the ridiculous idea that cats make
better pets than dogs.
– You have got to be joking if you think that it is safe for young children to be riding
dirt bikes!
• start the introduction with a clear statement of the topic
– Each year countless animal species is added to the world’s endangered list.
– Climate change is constantly in the news, but there are still people who disagree
over what causes it and how its effects can be slowed.

Directions: Read the persuasive text then identify the parts of the text through the
use of the graphic organizer below.
What is more important – friends or family?
You can choose your friends but you can’t choose your relatives. This may be true,
but does it mean that friends are more important just because you choose who
they are? I don’t think so, but not everyone will agree.
To many people, friends (in particular best friends) are the most important
relationships in their lives. They spend more time chatting with friends over the

9
phone, by email or text messages than they do with their families. There are
different reasons for this.
One reason is that people share so many special memories with friends as they
grow up together. Friends are often similar in age so they find themselves doing the
same things at the same times and this gives enjoyment. Often families have only
one child or children many years apart, so they don’t share these special moments.
Another reason in favor of friends is that people spend their free time, their fun
time, with friends. Often parents are working on weekends or in the school
holidays, so who do you spend time relaxing with? Good friends of course!
Yet families are also very important. Within family’s people have a special bond of
culture, beliefs and of course love. These are not always shared by friends. The best
thing about families is that they are always there for you. They look after you when
you are sick, they help you learn all about life and they love you no matter what –
even when you might sometimes be a bit naughty.
So, even though it is great to have friends, it is much better to have family. You
might not be able to choose who they are, but you certainly can rely on them to be
there and help you out whenever you need it.

Title:
Introduction:

Idea/Reason 1: Idea/Reason 2:

Supporting reasons and evidence – one Supporting reasons and evidence – one
point of view: point of view:

Conclusion:

10
 Directions: Answer the following questions being asked in the graphic
organizer below.

Topic/Lesson: _____________________

Things I Things I Found Question/s I

Learned Interesting Have

Directions: Write a persuasive essay of four paragraphs about any of the topics below. Use the
rubric as your guide.

TOPICS

 Social Distancing and Self-Isolation Are

Effective Ways to Slow the Spread of Covid-
19

DepEd Learning Delivery Modality for

School Year 2020-2021

Oplan Tokhang (drug campaign of our

government)

Revival of Death Penalty

11
 Criteria 5 4 3 2 1 TOTAL

Focus/Content (states clear position at the beginning until

the end of the work; topic captures the readers ‘attention)

Persuasive Techniques Used (uses strong and effective

persuasive techniques; details support the thesis and the
stand of the writer)

Development/Organization (has strong organizational plan;

has logically arranged statements from the most important to
the least important or vice versa; develops the topic
thoroughly with examples and supports)

Clarity of Ideas (presents clear and sound arguments, and

evidences are authentic)

Emphasis (has interesting and attention-grabbing

introduction; has strong conclusion that includes a call to
action)

Language Mechanics and Convention (displays minor

spelling, punctuation, and grammatical errors)

Directions: Write T if the statement is true and write F if the statement is false.

_____1. The purpose of persuasive essay is to persuade the reader.

_____2. A writer who uses persuasion attempts to influence you to do or believe

something.

_____3. “…Singapore has too many laws” Do you agree?” This statement is an
example of an exposition.

_____4. “Should girls and boys be given exactly the same type of education?” This
statement is an example of a discussion.

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_____5. “There is too much traffic on the streets of Kuala Lumpur”. Do you agree?”
This statement is an example of a discussion.
Directions: Choose the letter of the correct answer.
6. Persuasive writing attempts to ________
A. influence a reader to accept an idea or adopt a point of view.
B. influence a reader to take action.
C. either of the above.

7. In persuasive writing the central claim is a statement that

A. explains your main purpose for writing.
B. appeals to the reader’s emotion.
C. provides supporting evidence.

8. Common kinds of evidence used in persuasive writing include _______________

A. issues and claims
B. statistics, examples, and opinions.
C. both of the above.

9. Irrelevant details in persuasive writing are ____________

A. statements that cannot be proven.
B. opinions from uninformed sources.
C. statements that have nothing to do with the central claim.

10. In an editorial, you should ___________

A. always present your strongest point in the introduction.
B. state your strongest point at the end if you are trying to persuade the
reader to take action.
C. not reveal your position until the conclusion.

11. Conceding the worth of certain elements in the opposition’s argument means
A. pointing out faulty logic.
B. giving in to their argument.
C. admitting that parts of the argument are valid.

12. Limiting words

A. include words such as all, always, and never.
B. make your writing more vivid.
C. allow you to account for exceptions when you state your point of view.

13. A movie review should include

A. the reviewer’s opinion of the movie.
B. evaluation of certain elements, such as plot and acting.
C. both of the above.

14. As you prepare a piece of persuasive writing, you should

A. plan your strategy for presenting evidence.
B. test your thesis by summarizing the opposing view.
C. be sure to include only statements of fact.

13
15. A convincing presentation of an argument can include
A. opinions from respected sources.
B. facts and statistics that cannot be verified.
C. an honest assessment of an opposing view

Directions: Think of your favorite movie then create a persuasive essay to convince
the reader to also watch the movie. Use the graphic organizer below to accomplish
the task.

Name:
Year and Section:
Reason 1: Reason 2: Reason 3:
Teacher:

Title of the Movie:

Introduction:

Supporting reasons and Supporting reasons and Supporting reasons and

evidence – one point of evidence – one point of evidence – one point of
view: view: view:

14
 Criteria 5 4 3 2 1 TOTAL

Focus/Content (states clear position at the beginning until

the end of the work; topic captures the readers ‘attention)

Persuasive Techniques Used (uses strong and effective

persuasive techniques; details support the thesis and the
stand of the writer)

Development/Organization (has strong organizational plan;

has logically arranged statements from the most important to
the least important or vice versa; develops the topic
thoroughly with examples and supports)

Clarity of Ideas (presents clear and sound arguments, and

evidences are authentic)

Emphasis (has interesting and attention-grabbing

introduction; has strong conclusion that includes a call to
action)

Language Mechanics and Convention (displays minor

spelling, punctuation, and grammatical errors)

15
Assessment What I Know
1. T 1. B
2. T 2. C
3. T 3. C
4. T 4. C
5. F 5. A
6. C 6. C
7. A 7. A
8. B 8. B
9. C 9. C
10.B 10.B
11.C 11.C
12.C 12.C
13.C 13.C
14.C 14.C
15.B 15. B
16.

What’s In
1. Facts
2. Value
3. Fact
4. Value
5. Policy
6. Fact
7. Policy
8. Policy
9. Fact
10. Fact

16
References
Department of Education. (2013). English Grade 10 Learners' Material.
Retrieved from https://www.slideshare.net/lhoralight/k-to-12-
grade-10-learners-material-in-english-q1q4

Department of Education. (2013). English Grade 10 Teachers Guide.

Retrieved from https://www.slideshare.net/lhoralight/k-to-12-
grade-10-teachers-guide-in-english-q1q4

Educational illustrations labeled for reuse. (2020) Retrieved from

https://www.google.com/search?q=educational
%20illustrations&tbm=isch&hl=en&hl=en&tbs=itp%3Aclipart
%2Csur
%3Afc&ved=0CAIQpwVqFwoTCNDb2rbCxuoCFQAAAAAdAAAAABA
C&biw=1310&bih=530

Stokpic. (2020, July 11). Assorted educational illustrations. Pixabay.

Retrieved from https://pixabay.com/images/search/educational
%20illustrations/

Developmental Reading (2020) Retrieved from

https://www.slideshare.net/mobile/jubiithegreat/developmental-reading-4-
noting-details/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph

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