English G10: Quarter 2
English G10: Quarter 2
English G10: Quarter 2
English G10
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.
English
Grade 10
Ephraim L. Gibas
IT & Logistics
What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.
Examine the given material. How would you describe the way bits of
information were presented and discussed? Then, answer and reflect on the
questions that follow.
MOTHER EARTH IS CRYING.
1. What is the material about? Climate change is affecting the entire world.
2. What specific message does
it try to convey?
3. Do you feel compelled to
care or act after reading its
contents? Why? Why not?
4. What particular part of the
material made you feel that
you are part of the issue?
5. When and where do you
usually encounter materials
like the one you have just
examined?
Help us in saving our world...our home.
Act now. Reduce. Reuse. Recycle.
D
Learning Task 1: Read the statements carefully. On your answer sheet, write
TRUE if the statement is correct and FALSE if it says otherwise.
______ 1. Language plays an important role in achieving one’s purpose for writing.
______ 2. Supporting a campaign or an advocacy requires the use of strong
persuasive language.
______ 3. Research employs specialized language that usually depends on the
topic or field being studied.
______ 4. One’s choice of words does not matter when delivering a campaign
speech.
______ 5. To persuade or influence is generally the main goal of campaigns.
1. This technique makes use of facts, figures, and quotes from experts.
2. It involves linking an object or an idea with something already liked or desired.
3. It involves the use of words that evoke emotions.
4. This persuasion technique makes use of expert advice from trusted
personalities like doctors and scientists.
5. In this technique, questions that make the readers think are given or asked.
--------------------------------------------------------
LANGUAGE OF RESEARCH, CAMPAIGNS, AND ADVOCACIES
Language plays an essential role in our lives. More than just serving as a
way for us to communicate with one another, language also enables us to inform,
entertain, influence, and persuade others. This is usually the case when we
engage in various fields of interests like doing research work, campaigning for a
specific cause, and supporting an advocacy. While the said fields differ at some
extent, one common aspect that can be observed among them is the use of a
common language.
For some, understanding the language of research can also mean becoming
familiar and acquainted with terminologies usually associated with conducting
research studies. These terminologies include theories, concepts, variables,
hypotheses, and samples.
On the other hand, campaign and advocacy are two closely related concepts
usually seen in the form of speeches, print-based materials, songs, video clips,
and informational advertisements, among others. A campaign, usually social or
political in nature, is technically defined as a planned set of activities that people
carry out to attain a certain goal or objective. A campaign speech, basically, is a
well-planned speaking activity that aims to excite, persuade, and/or motivate
listeners convincing them to adhere to the speaker’s ideas. Convincing the
listeners can be achieved by employing strong and emphasized persuasive
language leaving them with good and impressive points that they can remember.
1. Emotive Language. This involves the use of words that evoke emotions and
make people feel a certain way. Through the use of words that appeal to the
emotion, the writer can sound more convincing. This is a commonly used
technique when writing headlines in newspapers or delivering speeches.
2. Modal Verbs. The use of words that express modality or how likely something
is going to happen helps adjust the level of certainty of events to suit
arguments. When carefully chosen, these words (may, might, will, must, shall,
can, could, would, ought to) help improve the quality of persuasive writing.
3. Involving the Reader. This is done through the use of personal pronouns like
you, your, we, our and indicative words like together. Using these words
establishes a connection between the author and the reader. This way, the
issue is made personal and more important to the reader.
4. Rhetorical Questions. These are questions that are not supposed to be
answered. Instead, they are asked for effect, to illustrate a point, or let the
reader think. The use of questions that sometimes state the obvious can
convince the reader to agree on the points being presented.
5. Using Evidence. This involves the use of facts, figures, or quotes from experts
to highlight the writer’s authority and make the arguments presented more
convincing.
6. Repetition. This technique involves repeating keywords, phrases, or ideas to
appeal to the readers.
7. Adjectives and Adverbs. Using carefully selected adjectives and adverbs
makes it possible for the writer to influence how the readers feel.
8. Association. This technique tries to link an object or an idea with something
already liked or desired by the target audience such as wealth, success,
pleasure, and security.
9. Bandwagon. Commonly used in advertisements, this persuasion technique
makes the audience believe the idea that “everyone is doing it” or that everyone
likes something.
10. Experts. This means relying on expert advice from trusted people like doctors,
scientists, and other professionals for things that the audience do not know.
The idea that these experts are risking their credibility to support an object or
idea makes the persuasion more effective.
A
Use an appropriate graphic organizer to show how the use of language
affects the way the writer conveys ideas and information to the readers in various
fields like research, campaigns, and advocacies. Do this on a separate sheet of
paper.
9 PIVOT 4A CALABARZON English G10
WEEKS Argumentation
2-3 Lesson
I
It is normal for any person to have an opinion or a stand on issues
happening around him/her. These issues may vary from usual concerns within
groups or a community to matters that may largely affect a country or society.
Behind someone’s opinion or stand on issues that affect him/her are reasons or
explanations for whichever side he/she takes. There are times when a person is
compelled to provide these explanations to support his/her claims or ideas.
In this lesson, you will learn how to put your opinions into writing. This
part of the module focuses on deeply understanding the concept of
argumentation. As part of your learning tasks, you will be involved in identifying
the key elements and language features of argumentative texts. You are also
expected to analyze given samples and write your own argumentative essay based
on given guideposts.
PROS CONS
Topic:
Implementation
of Community
Quarantine Measures
in Controlling
the Spread
of COVID-19 Infections
D
Learning Task 1: Read the statements carefully. On a separate sheet of paper,
write AGREE if the statement expresses truth about argumentative texts and
DISAGREE if it says otherwise.
1. What is the main idea portrayed by the editorial you have just read?
2. Are there pieces of evidence that support the main idea? Cite at least three
examples.
3. How would you describe the way the editorial board proved its point?
4. What can you say about the use of language and the words used in the given
reading material?
5. Were you prompted to believe the claims based on the ideas presented in the
material? Why or why not?
ARGUMENTATION
In Pattern A, the thesis statement about the issue is presented in the topic
sentence. It is followed by the first set of pros (supporting ideas) relative to the
thesis statement. Then, the second set of pros (supporting ideas) is also presented
to further support and strengthen the claim regarding the thesis statement. It is
followed by the presentation of the cons (counterarguments) and refutations.
Lastly, a conclusion that summarizes the ideas presented in the essay and
highlights the benefits of the thesis statement is presented to the readers.
Pattern B, meanwhile, is almost similar to the first one. The only difference
is that it presents the cons (opposing ideas) and refutations first before building
up the thesis statement using the pros (supporting ideas).
Finally, Pattern C presents the simplest flow of arguments starting with the
presentation of the thesis statement. Then, the three (3) sets of cons (opposing
ideas) of the issue together with their corresponding refutations are provided. Not
a single pro (supporting idea) is given in this pattern. This means that the
conclusion needs to focus on justifying the refutations to fully support the claim.
Like in other forms of writing, the use of language, particularly the choice
of words to be used, is an essential consideration in writing an argumentation.
Since this writing focuses on proving the worth of an argument or idea, there is a
need to choose words that will contribute to the main purpose of writing.
For example, the use of grammatical structures like modals and adverbs
among others may greatly contribute to achieving a compelling argumentative
essay.
Modals The use of modal verbs like should and must to express
suggestion and obligation, respectively, contributes to the
achievement of sentences that provide support to the main
argument.
Aside from those mentioned above, the use of these linguistic elements,
such as (1) declarative statements, (2) rhetorical questions, and (3) passive
construction, may also help in writing compelling argumentative texts.
Learning Task 4: This time, you will be prompted to draft an argumentative essay
for a given topic. Provide the key elements using the template given. Do this on a
separate sheet of paper.
Main Argument
Pros
Cons
Refutations
Conclusion
Note: If you have a way to connect to the Internet, you may also use news websites as the source of
your text sample.
1. What is the main argument presented in the sample you have chosen? How
was it presented?
2. What cons and pros were presented? Enumerate.
3. How did the writer conclude the text?
4. What can you say about the use of language features like modals, evaluative
words, and transitional devices in the text? How did these elements contribute
to the achievement of the writer’s purpose?
A
Using the graphic organizer provided below, show the different key
structural elements and language features in an argumentative text. You may
provide additional rectangles. Do this ion a separate sheet of paper.
ARGUMENTATIVE TEXT
TIP: Researching substantial information and background about issues you will
write about is a must in order to have sufficient knowledge on how to
present your argument and support your claims.
What are your thoughts about the message conveyed by the editorial
cartoon? Are these messages examples of opinion or assertion?
E
Learning Task 2: Look for English newspapers you have at home. Choose any
article which you think contains examples of opinions and assertions. Cut your
chosen article out and paste it on a separate sheet of paper. Then, using the
template provided below, sort out the examples of opinions and assertions that
you have seen.
Title of the Article: ____________________________________________
Opinions Assertions
*If you have a way to connect to the Internet, you may capture the needed article via online news.
Learning Task 5: Write a short essay about any familiar topic or issue that you
know. Make sure to formulate opinions and assertions which you will include in
your writing. Your output should be not less than 300 words and must be neatly
written on a separate sheet of paper. If you find it difficult to decide on the topic,
you may consider drawing inspiration from President Rodrigo Roa Duterte’s 5th
State of the Nation Address which you read during the first quarter.
A
Why is it important to distinguish concepts about fact, opinion, and
assertion? Answer this on a separate sheet of paper.
Examine the editorial cartoon provided below. Think of at least six (6) ideas
or opinions which you can express about the issue presented in the illustration.
You may also ask your parents/guardians to share their ideas about it.
Point No. 1
Point No. 2
Point No. 3
Point No. 4
Point No. 5
Point No. 6
1. The Department of Education (DepEd) got the highest allocation for the 2020
National Budget.
2. Taking drugs without a doctor’s prescription can endanger one’s life.
3. The use of substantial research in writing is a great way for authors to achieve
their purpose.
4. It is necessary for stakeholders in the community to support every school in
making sure that education continues for all learners.
5. Honesty is the best policy.
--------------------------------------------------------
1. Claims of Fact. This category of claims states something about things in the
past, in the present, and in the future. This also deals with ideas or claims that
can be proven or disproved with the help of factual evidence. This fact claim is
basically debatable yet verifiable.
Examples:
a. The 2020 national budget amounting to Php4.1 trillion, which is 12 percent
larger than the 2019 budget, can really help in boosting the economy through
various infrastructure projects. (The claims focus on the budget and the
possible result of its implementation in terms of economic growth. These can be
proven [or disproved] after the actual implementation of the target infrastructure
projects using the given amount specified in the national budget.)
b. Being the richest city in the country, the City of Makati can implement better
projects needed by its citizens. (The claim is debatable since no evidence is
initially presented. The claim focuses not only on being the richest city but on the
implementation of better projects. This can also be proven [or disproved] using
verifiable evidence.)
Examples:
a. Taking vitamins is better than eating fruits and vegetables in terms of
boosting our immune system. (This claim is based on one’s opinion, judgment,
or experience as to which one is better than the other. The claim may be truthful
to some but not to all.)
b. If I were to choose, I would prefer the work from home (WFH) scheme than
working in the office as this gives me more family time. (The claim is based on
one’s opinion or judgment about the worth of WFH scheme. This is arguable
since benefits of WFH may vary from one person to another.)
Examples:
a. The city’s health department must learn from how other cities successfully
address the concerns against COVID-19. (This claim supports the idea of
learning from the best practices of other cities leading to a particular call to
action.)
E
Learning Task 2: Read or print [for online materials] about the three topics listed
below. If possible, you may also interview other people like your parents. After
gaining sufficient background about each topic, formulate a claim of fact, a claim
of value, and a claim of policy for each topic. Write your answers on a separate
sheet of paper.
1. Online or Digital Learning
2. Prioritizing One’s Mental Health
3. COVID-19 Pandemic
Learning Task 4: This time, think of a local or international issue you have
serious oppositions about. On a separate sheet of paper, write a 10-sentence
paragraph that discusses your ideas or propositions about the issue you have
chosen. Make sure to use the different types of claims you have learned about in
presenting your ideas.
Learning Task 5: Imagine that you are the president of the Supreme Student
Government. As head of the governing body, you are tasked to submit an
argument paper as to why students should be allowed to wear civilian clothes on
Fridays. Your written output should be composed of at least 500 words. Make
sure to use different types of claims discussed in this lesson as you present your
ideas. Do this on a separate sheet of paper.
A
Use the graphic organizer below to show how the different types of claims
can contribute to the effective expression of opinions or assertions about a specific
issue. On a separate sheet of paper, copy and fill the organizer with the needed
details.
Read and examine the sample text provided below. Then, answer the
questions that follow.
It's safe to say that K-dramas are so deeply embedded in Filipino pop
culture that there is a need to discuss it.
And this is exactly what a course offered by the University of the
Philippines hopes to do.
As seen in UP's enlistment website, a special elective called "Analysis of
K-drama Series" is being offered to students.
One of the requirements of the course is a Netflix subscription or any
access to the K-drama shows such as "Crash Landing on You," "Chicago
Typewriter," and "Misaeng."
The course is open to all colleges. —JCB, GMA News
Source: https://www.gmanetwork.com/news/lifestyle/content/751468/
up-is-offering-korean-drama-as-an-elective/story/
D
Learning Task 1: On a separate sheet of paper, copy and answer the items below.
Put a check () mark on the blank provided if the statement corresponds to expos-
itory writing, and a cross (X) mark if it does not.
_____ 1. presents the pros and cons of an issue
_____ 2. presents information about a topic as its main goal
_____ 3. includes news stories
_____ 4. makes use of signal words to establish idea development
_____ 5. justifies a stand on given proposition
PIVOT 4A CALABARZON English G10 24
_____ 6. retells a story
_____ 7. involves the use of emotion in providing details
_____ 8. educates the readers by the providing facts
_____ 9. convinces the reader to agree with one side of a given issue
_____ 10. includes fiction stories as examples
--------------------------------------------------------
EXPOSITION
Unlike in narrative writing, an expository text does not tell a story and does
not make use of emotion in presenting facts. It is fact-based and seeks to educate
the reader by presenting facts based on reliable sources. Expository texts are
generally clear, concise, and organized in terms of idea development.
Some of the most common examples of expository texts are textbooks, news
articles, instructional manuals, recipes, and self-help book, among others.
There are times when different forms of writing seem to have overlapping
features and characteristics. This is truly possible as there are writers who would
sometimes combine these features and characteristics in writing. In order to
maintain the focus when writing, remember that they differ in terms of purpose.
An expository text seeks to inform; a narrative text aims to entertain; and an
argumentative text’s goal is to persuade readers.
The table below presents some examples of the most commonly used signal
words in different text structures of expository texts:
Cause and Because, consequently, Therefore, as a result, for this reason, due to
Effect since thus this led to,
Compare and but, as well as similar to, different in contrast, although,
Contrast on the other hand from, however in the same way
Description for example, for instance to illustrate, such as Including, like
Problem and
since, consequently a solution, therefore so that, in order to
Solution
Sequence first ,second, third before, after, finally then, next, previously
Read the example on the next page and check whether it has the features of
an expository writing based on the discussion.
DOH Secretary Francisco T. Duque III said that the protection of children against
measles, polio, and rubella are equally important during the time of COVID-19. He said,
“We should be vigilant about other diseases that can affect some of our most vulnerable
like infants and children, even during the COVID-19 pandemic. The child’s first five years
are very formative to his or her health. The illnesses we are vaccinating them against can
be very damaging and will have repercussions on their growth and maturity. That is why
we are urging parents not to take these conditions lightly, but must vaccinate their
children as soon as possible.”
The vaccines used to counter measles, rubella, and polio have been proven safe for
the past decades. “No child should have to suffer because of them, especially because the
vaccines are free,” said the DOH Secretary.
At the same time, Sec. Duque also assured the public, especially parents, that the
DOH is well aware of and will address their concerns about safety, saying, “We understand
their fears of getting infected with COVID-19 if they go to our clinics to have their children
vaccinated,” he explained. “But we have committed ourselves to safety and the clinics will
be making sure that health protocols are followed by healthcare workers and patients
alike.”
Bicol (Region V) and MIMAROPA (Region IVB) will be the first locations for the
program’s implementation because of the need of the children in those areas to be
vaccinated from the aforementioned diseases.
The DOH is also setting the stage for the campaign’s first phase which will cover
Regions I, II, IVB, V, the Cordillera Administrative Region, and all of Mindanao. Safe and
high quality measles-rubella vaccine (MR) and bivalent oral poliovirus vaccine (bOPV) will
be distributed for free, following safety measures. Children from 9-59 months old will be
given the MR vaccine while those who are 0-59 months old will receive the bOPV.
The United Nations Children’s Fund (UNICEF), which is dedicated to improving the
lives of children and their families, also lent its support for the immunization
program such as the acquisition of 19.2M doses of MR vaccine and 10M doses of oral
poliovirus vaccines (OPV). UNICEF’s consultants will also monitor that the local
government units (LGU), have the necessary resources and instruction to succeed in the
campaign.
Syringes, safety collector boxes, surgical masks, and face shields will be allotted for
the vaccination team and supervisors. Indelible inks for marking and reporting and
recording forms, which are essential to campaign’s operations, will also be rolled out to the
different regions.
Sec. Duque has asked for the public’s participation for the vaccination campaigns
for MR-OPV. He enthused, “We are grateful that many organizations are working together
towards a common goal. With everyone working as one, we can ensure that Filipinos are
as healthy as they can possibly be.”
Source: https://www.doh.gov.ph/doh-press-release/DOH-URGES-PUBLIC-TO-TAKE-PART-IN-MEASLES-AND-POLIO-VACCINATION-
CAMPAIGN-ASSURES-SAFETY-PROTOCOLS-IN-THE-IMMUNIZATION-DRIVE
E
Learning Task 2: Using an appropriate graphic organizer, present the information
presented by the article on page 27. Do this on a separate sheet of paper.
Learning Task 3: Think of a familiar topic or issue you may use as subject in
writing an expository essay. You may also choose from the given suggested topics
below. Then, use an appropriate graphic organizer to present the information you
intend to use in writing. Do this task on a separate sheet of paper.
Suggested Topics:
1. Vlogging
2. Online Learning
3. Maintaining a Stress-Free Life
4. Being a ‘Plantito/Plantita’
5. Best Comfort Foods During the Rainy Season
6. Topic of your choice
Learning Task 5: Look for at least three (3) samples of expository texts in books,
newspapers or magazines. Cut them out and paste them on a separate sheet of
paper. Indicate the patterns of idea development used by the writers.
A
Complete the organizer below. This will test how well you understood the
concepts of argumentation and exposition. Do this on a separate sheet of paper,
using the format provided.
How do you want your lessons presented? Do you prefer using textbooks
and handouts? Or would you rather study slides and access web links online?
Now, read and examine the infographic provided below. Then, answer and reflect
on the questions that follow.
D
Learning Task 1: How familiar are you with the materials used in presenting
information? A total of ten (10) different materials are hidden in the word search
puzzle on the next page. On a separate sheet of paper, list down all that you will
find.
Simple Complex
newspapers, brochures, comics, animations, digital stories, web pages,
graphic novels, picture books, documentaries, book trailers,
print advertisements, posters, storyboards, live action films, video games
slide presentations, e-books, e-posters,
social media
E
Learning Task 3: For each of the topics provided below, suggest at least three (3)
forms of multimodal texts that can be produced to present effectively the
information and the intended meaning. Use the format provided. An example has
been given to serve as your guide. Do this on a separate sheet of paper.
Topic / Text Suggested Multimodal Composition
Avoiding COVID-19 Infection posters, infographics, slideshows
Classifications of Plants
Advocacy on Ending Violence Against Children
COVID-19 Updates in PH
Learning Task 5: As your final task for this lesson, you will need to come up with
a text that uses multimodal elements. The specific instructions are given below.
FINAL MISSION: Your final output for this lesson is to create an infographic
about a given topic. Infographics are graphic visual representations of
information, data, or knowledge intended to quickly and clearly present
information. If you have a way to connect to the Internet, you may look for
samples of infographics online. Remember that you will need to research about
your chosen topic first before you can start making the infographic.
A. If possible, you may use online applications to create your output for this
lesson. Print your output and paste it on a separate sheet of paper.
B. If using a gadget or connecting to the Internet is not possible, you may use
available materials like colored papers and old magazines to craft your output.
Topics:
1. Effective Study Habits for Distance Learning
2. Ways to Combat Stress During a Global Health Crisis
3. Ten Things People Might Not Know About My City/Town/Barangay
A
On a separate sheet of paper, copy and fill in the blanks with the missing
terms to complete the meaning of the paragraphs provided below. Choose from the
given pool of options.
Prepared Impromptu
Speech Speech
D
Learning Task 1: Identify whether a prepared or an impromptu speech is usually
used in the given examples or situations. On a separate sheet of paper, copy and
write PREPARED or IMPROMPTU on the space provided before each number.
_______ 1. You were invited to speak before a commencement ceremony.
_______ 2. You were asked to speak in an ambush interview.
_______ 3. You were assigned to give a talk before a group of students.
_______ 4. You were chosen to represent the school in an oratorical contest.
_______ 5. You were called by the host to deliver a message during a wedding
ceremony.
_______ 6. You were invited to give a reflection for the upcoming Holy Week mass.
_______ 7. A youth group requested you to serve as a resource person.
_______ 8. While attending a meeting, you were unexpectedly requested to share
your experiences in your job.
_______ 9. You were assigned by your boss to present the company’s
accomplishments in a conference.
_______ 10. You were asked to share your knowledge about a topic on-the-spot.
Learning Task 2: On a separate sheet of paper, copy and examine the statements.
Use a check () to mark the ones which should be followed when asked to speak
before a specific group of people/audience.
What makes a good public speaker? Here are some techniques which may
work best when speaking before a large audience.
E
Learning Task 3: Recall the last speech delivery that you have watched. It can be
President Rodrigo Duterte’s 5th State of the Nation Address you analyzed in the
previous module or any speech you might have seen on television. On a separate
sheet of paper, write down what that speech was about and cite at least three (3)
techniques you have observed from the speaker.
Note: If you have a way to connect to the Internet, you may look for a video clip of a speech you would
like to watch and examine.
35 PIVOT 4A CALABARZON English G10
Learning Task 4: Imagine that you have been selected by the school principal to
represent your school in a forthcoming conference of student leaders from all over
the Philippines. As part of your tasks, you need to prepare a 10-minute speech
that answers the question “What kind of student leadership does the Philippines
need today?” On a separate sheet of paper, discuss what would most likely be the
focus of your speech and what techniques do you plan to use to make sure you
will create an impact.
Learning Task 5: Assume the role of a speech coach. Let us say, you have a
friend who will be speaking in front of a large audience for the first time. The idea
of facing a great number of people alone causes panic and anxiety to him/her. As
a coach, what important pieces of advice or public speaking techniques will you
share to the said student? List them down on a separate sheet of paper.
Learning Task 6: As your final task for this lesson, you will need to prepare and
deliver a speech on a familiar issue. You are free to decide on what issue to
discuss to, but your speech should only range from two (2) to three (3) minutes.
You will also have to employ the different techniques in public speaking cited in
this lesson. Choose from among the options provided below on how you may
possibly be able to accomplish this task. Write your speech on a separate sheet of
paper.
A. If you have a gadget that you can use, you may ask for the help of a family member or
use an improvised tripod in recording or filming your speech delivery. The final copy of
the clip will be shown to your teacher through possible means.
B. If you have a gadget and a way to connect to the Internet, you may ask for a schedule
when your teacher can watch your speech delivery through mobile applications like
Zoom or Google Meet.
C. If using a gadget and connecting to the Internet are not possible, you may prepare for
your speech delivery and present it to your teacher once the conduct of home
visitations becomes possible. You may also ask your parents or guardians to watch
you while delivering your speech. Ask them to give their comments and suggestions.
Write these comments and observations in your notebook.
A
For each situation below, suggest possible ways in making sure that a
speech will be delivered well. Write your answers on a separate sheet of paper us-
ing the format provided.
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column up to
the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal
evaluation indicated in the LP column for week 4, week 5, and week 6.
PIVOT 4A CALABARZON English G10 38
References
DENR - Ecosystems Research and Development Bureau. (2020, May 2). Bamboo for cli-
mate change mitigation. Retrieved from https://
www.agriculture.com.ph/2020/05/02/planting-bamboo-may-help-lessen-the-impact-
of-climate-change/
Department of Health. (2020, October 18). DOH urges public to take part in measles and
polio vaccination, assures safety protocols in the immunization drive. Retrieved from
https://www.doh.gov.ph/doh-press-release/DOH-URGES-PUBLIC-TO-TAKE-PART-IN-
MEASLES-AND-POLIO-VACCINATION-CAMPAIGN-ASSURES-SAFETY-PROTOCOLS-IN
-THE-IMMUNIZATION-DRIVE
GMA News. (2020, August 15). UP is now offering Korean drama as an elective. Retrieved
from https://www.gmanetwork.com/news/lifestyle/content/751468/up-is-offering-
korean-drama-as-an-elective/story/
Victoria State Government - Education and Training. (2019). Creating multimodal texts.
Retrieved https://www.education.vic.gov.au/school/teachers/teachingresources/
discipline/english/literacy/multimodal/Pages/createmultimodal.aspx
https://tinyurl.com/Concerns-on-PIVOT4A-SLMs