10

English
Quarter 1 – Module 6:
Evaluating and Making
Judgments About a Range of
Text Using a Set of Criteria

1
Subject Area – Grade Level
Self-Learning Module (SLM)
Quarter 1 – Module 6: Evaluating and Making Judgments About a Range of Text using a Set
of Criteria! First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Development Team of the Module

Writers: Jona P. Cabucos, Ailyn L. Cepeda, La-arni D. Otic,

Sheila Mae S. Betamor, Lourly D. Palacio
Editors: Maylene S. Orencio, Marilil S. Ortiz
Reviewers: Lorelie C. Solinas, Jay Sheen A. Molina
Layout Artist: Jona P. Cabucos
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio, CESO VI - Schools Division Superintendent
Carlos G. Susarno - Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerry O. Magno– English Supervisor
Lalaine SJ. Manuntag – CID Chief
Nelida A. Castillo- EPS, LRMS
Marichu Jean R. Dela Cruz, PhD-ADM Coordinator
Zynafe V. Caijo – English Supervisor

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]

2
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM. This will
tell you if you need to proceed on completing this module, or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the end
of each module, you need to answer the post-test to self-check your learning. Answer
keys are provided for each activity and test. We trust that you will be honest in using
these.

In addition to the material in the main text, Notes to the Teachers are also provided to
the facilitators and parents for strategies and reminders on how they can best help you
on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or facilitator.
Thank you.

3
 What I Need to Know
This module was designed and written with you in mind. It is here to
help you master Evaluating and Making Judgements on a Range of Text
Using a Set of Criteria. 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.
The module is divided into three lessons, namely:

• Lesson 1 – Exploring Range of Text

• Lesson 2 – Critiquing a Short Story
• Lesson 3 – Comparing and Contrasting Argumentative Texts
• Lesson 4 – Evaluating Text Content

After going through this module, you are expected to:

1. determine the different text types;
2. write an autobiography based on a set of criteria;
3. critique a short story based on its elements;
4. compose a short story using a set of criteria.
5. determine the steps on how to compare and contrast argumentative texts;
6. compare and contrast two argumentative texts using a Venn Diagram;
7. identify the writer’s intention;
8. appreciate the overall artistic value of a text; and
9. evaluate how the writer successfully achieved his/her intention.

What I Know
Encircle the letter of the best answer. (Please see Pre-Assessment Tool)
For items 1-4, what elements of the texts are the following underlined
words?

1. Authorities including the Prefect of Discipline are slow to accept the situation as
serious.
a. setting c. point of view
b. theme d. character
2. In September and October, the town remains at the mercy of the plague.
a. conflict c. mood
b. setting d. theme
3. There is more to admire than to despise in human.
a. theme c. conflict
b. setting d. mood
4. Thousands of rats initially unnoticed by the populace, begin to die in the streets.
a. theme c. characters
b. setting d. conflict
5. In the text, The Plague, who is telling the story?
a. one of the characters c. the readers
b. the author d. unknown

4
6. What narrative text type presents a story which involves fairies and other magical
creatures?
a. short story c. fairytale
b. fables d. myth
7. It is a non-fiction text which tries to convince readers of the author’s beliefs.
a. recount c. report
b. persuasive d. instructional
8. Which of the following is written in lines and stanzas?
a. poem c. autobiography
b. science fiction d. novel
9.It is a story with a single plot and which can be read in one sitting.
a. epic c. novel
b. myth d. short story
10. Iliad, Odyssey, and Aeneid are some examples of ________________.
a. epic c. myth
b. legend d. science fiction
11. Transitional devices such as besides, while, whereas, and nevertheless are used
to _____.
a. present or state cause, condition, or purpose
b. give examples, support, or emphasis
c. display the effect, consequences or result
d. indicate opposition, limitation and contradiction
12. Which of the following is the correct topic sentence of the paragraph below?
Animals’ sleeping habits differ in a number of ways. They differ according to
what time of day they sleep. Some animals sleep during daylight hours while
others sleep during darkness. They also differ in the length of time they sleep.
Other animals sleep for weeks or months at a time when they hibernate.
a. Animals differ according to when they sleep.
b. Some animals sleep during daylight while others sleep during darkness.
c. Animals’ sleeping habits differ in a number of ways.
d. Hibernation is another kind of sleep for some animals.
13. What technique in writing is used in the text inside the box?
Organic vegetables may cost more than those that are conventionally grown,
but when put to the test, they are definitely worth every extra penny.
a. Analogy c. Definition
b. Comparison-Contrast d. Analysis
14. Which property of a well-written text constitutes features that facilitate textual
continuity?
a. Organization c. Language Use
b. Coherence and Cohesion d. Writing Mechanics
15. Based from the text below, are all of the statements clear?
I have many ways of overcoming anxiety. First, I used to meditate every night to
unload burdens. Problems I encountered are usually like messing up with things and
getting late at work. It seems like things don’t go as planned. I got a planner but it’s
just so difficult to stick to it.
a. Yes, because there is coherence.
b. No, because there’s no cohesion.
c. Yes, because ideas are presented in logical and chronological order.
d. No, because supporting details deviate from topic sentence.

5
 Lesson

1 Exploring a Range of Texts

In your previous years, you were taught how the knowledge of type of texts
create a big impact in the understanding of a selection. As we go through, this lesson
will activate and expand your schema on a range of texts.
At the end of this lesson, you are expected to:
1. determine the different text types;
2. appreciate the value of the different types of text; and
3. write an autobiography based on a set of criteria.

What’s In
It is important that we review a certain concept related to the lesson we
are about to unlock. Texts may differ in types but they all fall under
literature.
What is Literature?
It is derived from the Latin word meaning “writing formed with letters.” It refers
to works of the creative imagination, including poetry, drama, fiction and non-fiction.
Why is literature important?
It represents the culture and tradition of a language or a people. It can also serve
as an introduction to a new world of experience.

What’s New
Guess the words hidden in the constellation of letters. Use the
description as a
clue. (Please see Worksheet 1.1)
R L F
S
S E A S Y T A B
O E
Y
1. ______________ 2. __________________ 3. ____________________

P L N Clues:
1. It discusses a certain issue.
M 2. It contains plot, characters, etc.
E O V
O \ E 3. These are stories about animals.
4. It contains lines and stanzas.
4. _______________ 5. _________________ 5. It contains chapters of the story.

6
 What is It
In the activity above, the identified words are some of the most common
examples of literature. Learn more about the different types of texts below.

NARRATIVE TEXTS
• Short story-It includes one or more characters, one plot and one single impression.
• Fairytale-It is a story about fairies and other magical creatures.
• Myth-It is often pertaining to the actions of the gods.
• Legend-It is a fictitious narrative about origins of things.
• Science Fiction- It is a story based on the impact of actual, imagined, or potential
science.
• Epic- It narrates the deeds and adventures of a hero.
• Novel-It is a story which contains complex plot involving many characters.
• Biography- It is a narrative text of a person’s life usually written by others.
• Fable-It is a story which deals with animals and inanimate things who speak and
act like human.
• Autobiography- It is a narrative text of a person’s life wherein the author is also the
main subject.

NON-FICTION TEXTS
• Discussion text-It presents a reasoned and balanced overview of an issue.
• Explanatory text-It explains how or why a certain thing is done, like when
explaining a process.
• Instructional text-It includes rules for games, recipes, instructions for making
something and directions.
• Persuasive text- It convinces the readers to believe in the author’s opinion.
• Recount-It provides an account of events.
• Report-It presents information in an objective way.

POETRY
• Poems
o Free-verse- It is not restricted by conventions of forms or patterns and does not
have to rhyme.
o Structured- It follows a consistent framework based on features such as line
length, syllable count, rhyme pattern, rhythm and meter.
o Visual-The words are presented to create an image or to convey a visual image.

7
 What’s More
Given the lines below, identify what specific type of text is presented.
(Please see Worksheet 1.2)

Lines taken from A Strong Heart

If by Rudyard Kipling by Jesse M. Robredo
Fifteen years ago, at age 29,
If you keep your head when all about you when I first became Mayor of
Are losing theirs and blaming it on you; Naga, what I got into was a city in
shamble. I had a weak mandate,
If you can trust yourself when all men made even weaker by a system of
doubt you, political patronage. But I did not
But make allowance for their doubting too; have an equally weak heart…
If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies…

Answer:_______________________________ Answer:_________________________

What I Have Learned

Answer the question briefly and concisely. (Please see Worksheet 1.3) What
specific text type interests you the most? Explain.
What I Can Do

Write an autobiography based on the rubric given below. (Please see

Worksheet 1.4)

Category 4 3 2 1

Introduction The introduction The The introduction Writing an

is inviting. introduction is not does not adequately introduction
particularly preview the events. was
inviting. attempted.
Organization Creates an Presents clear Presents a mostly Presents
interesting, clear sequence of clear sequence of events
narrative. events. events. without
logical order.

Use of Contains no Contains few errors Contains some Contains

Language errors in in grammar, errors in grammar, many errors
grammar, punctuation, and punctuation, and in grammar,
punctuation, or spelling. spelling punctuation,
spelling. and spelling.

8
 Lesson

2 Critiquing a Short Story

Hi there! Welcome to another day! Another lesson awaits you! Well, in our
previous lesson, you were taught about the different range of texts. This time, you
are going to critique a short story.
At the end of the lesson, you are expected to:
1. critique a short story based on its elements;
2. appreciate the artistic value of a text; and
3. compose a short story using a set of criteria.
What’s In

Let us review the previous lesson about text types.

➢ What are the three genres of text types?
Narrative, Non-fiction, and Poetry
What’s New
In the puzzle below, spot and encircle the words listed in the box.
Note, these words are related to text elements. You can encircle the
word horizontally, vertically and diagonally. (Please see Worksheet 2.1)

Wordlist: character, setting, conflict, theme, plot. tone, mood, point of view
t R t t h p o e l v e o i p e a c e s s
h E c o n f l i c t y r j o s e s s e e
e B i n l e k i n o n l y i z t h e m e
m E n e s n l o r n m z w h e o o t i l
e S g r o m o o d e v i r u s n n t s e
e c o n f l t p l o t e s t s e e i s v
d a q c h a r a c t e r g i V e y n y a
p o i n t o f v i e w t u r e s e g o t

What is It

In the previous activity, the identified words are what we call the
elements of a short story. Narrative text specifically short stories usually
contain all parts such as character, setting, plot, theme, conflict and point of view.
Now, study the guide questions on how you are going to critique a short story based
on its elements.
9
 To critic a story is not to summarize. Rather, it is to comment on and
evaluate the work of the author based on specific criteria.
1. Plot- It is the sequence of events that make up a story.
• Are the sentences /dialogues relevant and support the messages in the plot?
• Are there more of external/internal conflicts?
• Are there twists in the story?
2. Character- It refers to persons or animals that perform the actions in the story.
• What does the character do, say, think and look which reveal his/her
characteristics?
3. Setting- It is a place or time the action took place.
• Are there words which clearly suggest the time and place of the action?
• Is there enough detail to help you imagine the world in the story?
4. Theme- It is the message that the author is trying to convey.
• Is the message clearly conveyed?
5. Point of view-It is the perspective from which the story is told.
• Is the story told in a first-person point of view, third-person point of view or
omniscient point of view?
• Is the narrator effective in telling the story?

What’s More
Brace yourself! This activity will solidify your understanding of the
lesson. Critique the short story, “The Plague” by Albert Camus. Be
guided with the questions given.

THE PLAGUE
By: Albert Camus

In the town of Oran, thousands of rats, initially unnoticed by the populace, begin
to die in the streets. A hysteria develops soon afterward, causing the local newspaper to
report incident. Authorities responding to public pressure order the collection and
cremation of the rats, unaware that the collection itself was the catalyst for the spread
of the bubonic plague.
The main character, Dr. Bernard Rieux, lives comfortably in an apartment
building when strangely the building’s concierge, M. Michael, a confidante, dies from a
fever. Dr. Rieux consults his colleague, Castel, about the illness until they come to the
conclusion that a plague is sweeping the town.
They both approach fellow doctors and town authorities about their theory, but
are eventually dismissed on the basis of one death. However, as more and more deaths
quickly ensue, it becomes apparent that there is an epidemic.
Authorities, including the Prefect, are slow to accept that the situation is serious
and quibble over the appropriate action to take. Official notice enacting control
measures are posted, but the language used is optimistic and downplays the
seriousness of the situation. A “special ward” is opened at the hospital, but its 80 beds
are filled within three days.

10
 As the death toll begins to rise, more desperate measures are taken. Homes are
quarantined, corpses and burials are strictly supervised. When the daily number of
deaths jumps to 30, the town is sealed and an outbreak of plague is officially declared.
The town is sealed off. The town gates are shut, rail travel is prohibited, and all
mail service is suspended. The use of telephone lines is restricted only to “urgent” calls,
leaving short telegrams as the only means of communicating with friends or family
outside the town. The separation affects daily activity and depresses the spirit of the
townspeople, who begin to feel isolated and introverted, and the plague begins to affect
various characters.

One character, Raymond Rambert, devises a plan to escape the city to join his
lover in Paris after city officials refused his request to leave. He befriends some
underground criminals so that they may smuggle him out of the city.

Another character, Father Paneloux, uses the plague as an opportunity to advance

his stature in the town by suggesting that the plague was an act of God punishing the
citizens’ sinful nature. Cottard, a criminal remorseful enough to attempt suicide yet
fearful of being arrested, becomes wealthy as a major smuggler. Meanwhile, Dr. Rieux, a
vacationer Jean Tarrou, and a civil servant Joseph Grand exhaustively treat patients in
their homes and in the hospital.
Rambert informs Tarrou of his escape plan, but when Tarrou tells him that others
in the city, including Dr. Rieux, also have loved ones outside the city whom they are not
allowed to see, Rambert becomes sympathetic and changes his mind. He then decides to
join Tarrou and Dr. Rieux to help fight the epidemic.
In mid-August, the situation continues to worsen. Violence and looting break out
on a small scale, and the authorities respond by declaring martial law and imposing a
curfew. Funerals are conducted with more and more speed, no ceremony, and little
concern for the feelings of the families of the deceased. The inhabitants passively endure
their increasing feelings of exile and separation; despondent, they waste away emotionally
as well as physically. In September and October, the town remains at the mercy of the
plague.
Rambert finally has a chance to escape, but he decides to stay, saying that he would
feel ashamed of himself if he left.
Towards the end of October, Castel’s new anti-plague serum is tried for the first
time, but it cannot save the life of Othon’s young son, who suffers greatly, as Paneloux,
Rieux, and Tarrou look on in horror. Paneloux, who has joined the group of volunteers
fighting the plague, gives a second sermon. He addresses the problem of an innocent
child’s suffering and says it is a test of a Christian’s faith, since it requires him either to
deny everything or believe everything.
Tarrou and Rambert visit one of the isolation camps. Tarrou tells Rieux the story
of his life, and the two men go swimming together in the sea. Grand catches the plague
and instructs Rieux to burn all his papers. But Grand makes an unexpected recovery,
and deaths from the plague start to decline.

By late January, the plague is in full retreat, and the townspeople begin to
celebrate the imminent opening of the town gates. Othon, however, does not escape death
from the disease. Cottard is distressed by the ending of the epidemic, from which he has
profited by shady dealings. Two government employees approach him, and he flees.
Despite the epidemic’s ending, Tarrou contracts the plague and dies after a heroic
struggle. Rieux’s wife also dies.

11
 In February, the town gates open and people are reunited with their loved ones
from other cities. Rambert is reunited with his wife. Rieux reveals that he is the narrator
of the chronicle and that he tried to present an objective view of the events.
Cottard goes mad and shoots at people from his home. He is arrested. Grand
begins working on his sentence again. Rieux reflects on the epidemic and reaches the
conclusion that there is more to admire than to despise in humans.
From Wikipedia, the free encyclopedia

To guide you in the evaluation, use the questions below. (Please see Worksheet 2.2)

1. How vivid and believable are the portrayal of the characters, settings, dialogues,
actions, and feelings? Support your answer by citing lines from the text.
_______________________________________________________________________________
2. What lesson is implied in the story?
_______________________________________________________________________________
3. How well is the story written? Are all elements of a short story evident? Support
your answer.
_______________________________________________________________________________

What I Have Learned

Answer the question briefly and concisely. (Please see Worksheet 2.3)
1. How does your knowledge of elements help you in effectively critiquing a short
story?

_____________________________________________________________________ Bravo! You

can now proceed to the final task. Have fun!

What I Can Do

Fill out the chart below to start composing your own short story.
(Please see Worksheet 2.4)

Title:
Characters:
Plot: Introduction:
Rising Action:
Climax:
Falling Action
Ending/Denouement:

Setting:
Theme:
Point of View:

12
 Lesson
Comparing and Contrasting
3 Argumentative Texts

Hello you are now in the third day of this week’s lessons and you are about to
begin a new learning adventure. Are you ready? Here we go!
In the previous discussion you were able to critique a short story based on its
elements. This time we will look into the properties of a well-written texts: structures,
organizations, coherence and cohesion, language use and mechanics in the
argumentative texts presented in this lesson. Comparing and contrasting the same
arguments will help you become a critical reader.
At the end of this lesson, you are expected to:
a. determine the steps on how to compare and contrast argumentative texts;
b. compare and contrast two argumentative texts using a Venn Diagram; and
c. appreciate the overall artistic value of a text.

What’s In

Let’s have a memory check by reviewing the previous topic about

critiquing a short story. Read and try to answer the questions below.
What are the elements of a short story?
The elements are characters, setting, plot, conflict, theme and point of view.

What’s New

Read the text below and answer the questions. (Please see Worksheet 3.1)
1. What is the stand of
“You are so much more than your body!
Catriona against bullying and body
You are your mind and your unique talents
shaming?
and your character and your life
experiences and your personality! You are _______________________________
so much more than the exterior! And
people will always remember how you 2. What is your reaction
made them feel and not how you looked.” towards her statement?
-Catriona Gray _______________________________
From Rappler.com (July 14, 2019)
What is It

In the previous activity, you were able to determine an

author’s stand towards a certain issue and give your own
13
reaction towards the statement. As we go through, you will learn how to compare
and contrast arguments on the same topic.

HOW TO COMPARE AND CONTRAST ARGUMENTS

Step 1: Understand the Text

Recognizing the way in which a text has been organized will help you
understand it better. The writer may, for example, be explaining two opposing points
of view, or describing why something happened. An effective paragraph shows the
unity when a composition contains one focused idea. A paragraph is made up of the
topic sentence which contains the main idea, the supporting details and the
conclusion or the clinching sentence at the end.

Step 2: Identify Similarities and Differences in the Content

Once you have understood the text, take note of the similarities and
differences in terms of content. Begin the process by highlighting or underlining the
appropriate information in the text. It is often helpful to use graphic organizers to
visually display the information extracted. Venn diagrams are particularly suitable
for displaying comparisons as they can usefully display areas of difference, as well
as any overlapping similarities. Venn diagrams can easily accommodate a
comparison of multiple ideas through the addition of more circles in the diagram.

Step 3: Identify Similarities and Differences in the Structure

Once you have examined and identified the similarities and differences in
terms of content, begin to look at how the texts compare and contrast in regards to
structure. This time, you are asked to compare texts that are in the same genre which
is an argumentative text. You may look at a variety of elements of structure, including
how the text is presented in terms of: ● The length of sentences and paragraphs
● The progression of ideas and arguments
● The point of view expressed (Informative? Emotional?)
● The use of stylistic elements, such as irony, humor, emotional appeals etc.
● The use of facts and statistics in nonfiction.

An effective paragraph shows the unity when a composition contains one

focused idea. A paragraph is made up of the topic sentence which contains the
main idea, the supporting details and the conclusion or the clinching sentence
at the end.
A well-written paragraph has also continuity. The transition of one word to
another, and a sentence to another must make sense for the reader to follow your
thoughts. The ideas must stick together. It shows both coherence and cohesion.
*Cohesion- sense of sentence-by-sentence flow by which the reader moves
through a passage, with each sentence connecting to the previous one and the one
that follows.
*Coherence- refers to the overall sense of unity in a passage, including both the
main point of sentences and the main point of each paragraph.
An effective language is specific, concise, familiar, correct and appropriate. It enables
writers to effectively communicate ideas without confusing the reader.
Step 4: Evaluate
Now that you have analyzed closely the text, identify the similarities and
differences in content and structure across the texts, it is time to evaluate the texts
and offer opinion on overall merit or effectiveness. The following questions are
suggestions of areas to focus on to evaluate the texts:
● Which text is the most convincing?
14
● Which text contains a strong propositions/claims?
In the evaluation you can choose to focus on the most interesting, relevant, and
informative material they have identified to illustrate the wider thesis of their opinion.
How did you find the lesson? Interesting right? Now, you can proceed to the next
phase of this lesson.

What’s More

Compare and contrast the two given arguments which deal on the same topic using
a Venn Diagram. (Please see Worksheet 3.2)

TEXT 1:
School uniform could alter students’ attitudes toward their education. If students
wear the same clothing each day, they will not have to think about what to wear on
a daily basis. In addition, having a uniform could boost students’ confidence and
reduce envy or embarrassment. Conforming to one uniform might also help
students fit in more easily.

TEXT 2:
School uniforms have no place in education, especially since we are trying to instill
the principles of individuality and diversity in our children. School uniforms
destroy students’ abilities to be themselves. I have seen schools where uniforms
are required; the students’ faces tell the whole story. By enforcing uniforms in
school, we are clearly not giving students a choice in what they wear. But when
we take away choice, more than just a choice is lost.

Venn Diagram

15
 Answer the question below. (Please see Worksheet 3.3)
What are the things to consider in comparing and contrasting arguments on the
same issue?
_______________________________________________________________________________

What I Can Do
Evaluate the text, “Soaring towards a COVID-Free Society” by Hanz
Lester C. Labordo based on its organization, coherence and
cohesion, language used, and mechanics. Use the Writing Score
Card below.

Soaring towards a COVID-Free Society

Hanz Lester C. Labordo

Amidst the fears and worries in facing this COVID-19 crisis, the pandemic
unfurled before us has unleashed our core – character, discipline, and leadership.

There is no gainsaying the fact that we must live by the new normal. “Always
wear face mask and observe social distancing” – this has been our way of life, a
simple preventive measure, properly followed and observed by all, regardless of age,
social status, tribe and religion. We stayed at home, enjoyed the company of our
family members and kept our shelter away from the potential threats of the virus. It
was hard to change ways, but discipline kept us on track.

On the other hand, preventive measures, essential and supplemental needs,

as well as contingency plans have been properly laid down and provided by the Local
Government Unit with the goal of assuring the general public that the government
is on top of the crisis. Release of Social Amelioration Program (SAP) funds and
distribution of relief goods have been arranged. Public information and awareness
drives are implemented through radio programs, barangay visits and we’ve witnessed
health officials educate people on the adverse effects of COVID 19 and how to prevent
it.

All government agencies have been utilized properly, effectively and

efficiently. This is true leadership. Attested by the changes that we have to make and
pronouncements from the National Government have to be followed. We have been
very hopeful that despite the ups and down and the roller-coaster ride of unpredicted
events, we are resilient and optimistic – and these define our character.

The way we handle the situation may be simple, but the cooperation,
commitment and hard work from the constituents made our weapons very strong
that the virus could not penetrate in our land. Facing crisis is always a matter of
discipline, leadership and character.

Writing Score Card: Place a check mark under A if the answer to the question
is very satisfactory; B if it is satisfactory; C if some points need clarification; and D if
it is unsatisfactory. (Please see Worksheet 3. 4) Part I.

16
 Writing Score Card A B C D
1.Content
Are the purpose and main idea clear?
Are the ideas properly arranged?
2.Form
A. Paragraph
Do all sentences relate to the main idea?

Are they logical in order?

Are transitional words used appropriately?

B. Mechanics
Is correct spelling observed?
Is proper capitalization done?
C. Structure
Is correct grammatical usage observed?

Part II. Direction: Answer the question below.

What is your general impression about the text? You can specify its good points or
areas that need improvement or revision.

Lesson

4 Evaluating Text Content

17
 Now that you have expanded your knowledge about range of texts, critiquing
a short story and comparing and contrasting texts it’s time to excavate more your
skills in evaluating text content.

The skills you will build are to:

a. identify the writer’s intention;
b. appreciate the overall artistic value of a text; and
c. evaluate how the writer successfully achieved his/her intention.

What’s In
What are the properties of a well-written text?
The properties of a well-written text are organization, coherence and cohesion,
language use, and mechanics.
Remember that part of evaluating a text is checking on how well a text is
written based on its properties.

What’s New

Since you’re done with the review, it is time to take the next activity. Read the
following text and share your ideas based from the questions given. (Please see
Worksheet 4.1)

First Paragraph:
1. How do you feel about the
“I will not allow the opening of classes text?
where students will be near each other. Unless _____________________________
I am sure that they are really safe, it’s useless _____________________________
to be talking about opening of classes,” _____________________________
President Rodrigo Duterte said. _____________________________
From Philippine Daily Inquirer (May 27, 2020) _____________________________

2nd Paragraph:
“Being in the hospital and that whole COVID experience has made me realized
what really matters in life. Relationships are number one: relationship with God,
relationship with people around you…it’s such a humbling experience of really
recognizing how people really need people, how we need each other in this time
of darkness…”
From Metro. Style (April 18, 2020)

18
 2. What are the words from the text that caught your attention the most? Why?
__________________________________________________________________________________
What is It
In the activity above, you were able to analyze the meaning of the lines
and the intention of the person who is speaking. Take note that when
you evaluate a text, there can be various things to remember in order
to identify the writer’s intention and how in the text the author successfully
achieves his/her intention. To discover more about this lesson, study the steps
presented below.

If you lose understanding of the extract, stop and re-read from

the last sentence or paragraph that you clearly understood.

As you read,
Mark or underline any parts of the extract relevant to the
remember the
question you are going to answer.
following:

Think about how the story might develop after the end of the
extract. Are there suggestions in the extract that the narrator
may encounter danger later in the story?

The three key questions in the skills boosts will help you prepare your
response.
In every written text, the writer has an intention. Some evaluation tasks clearly
state the intention which you must evaluate. Other tasks ask you to evaluate how
the writer attempts to engage and interest the reader. In order to answer both types
of task successfully, you need to identify the writer’s intention and where in
the text the writer has attempted to achieve it.

1. How do I identify where the writer has tried to achieve his or her intention?
What to do:
➢ Think about the impact or intention the writer might want to have on the
reader and look at some of the elements the writer has included in the story
as evidence. Let us use the text, The Plague from the previous activity.
Example:
Writer’s Intention Evidence from the text
create a sense of danger “As the death toll begins to rise more desperate
measures are taken.”
2. How do I analyze the writer’s intention?
Look closely at this quotation from the The Phantom Coach by Amelia Edwards
and try to answer the questions that follow.
➢ What impact does the writer intend these sentences to have on the reader?

Death! I shuddered. How hard to die just now, when life

Answers: lay all so bright before me!

excitement sympathy admiration

anxiety impatience annoyance

19
 ➢ How do the writer’s choices in the quotation above contribute to that impact?
*The exclamation: Death!
* The choice of the verb: shuddered!

*The contrast of Death! and Life which lay all so bright before me!

3. How do I evaluate the writer’s success in achieving their intention?

➢ Below are some quotations taken from the story, The Phantom Coach.
Choose one of the quotations below which you feel: o contributes to the
writer’s intention of creating a sense of danger o has a significant
impact on the reader
o will allow you to comment on the writer’s choice of language and/ or
sentence structure.
My prospects All this time, the Not the faintest smoke-wreath,
darkened with the snow fell and not the tiniest cultivated patch
darkening sky, and my the night or fence, or sheep-track, met
heart grew heavy. thickened. my eyes in any direction.

➢ Use these key questions and phrases to help you write about the quotation
you choose above.

How successfully? What impact does this

have on the reader?
What does the writer
do? effectivel
feels…
clearly The
reader experiences…
The strongly
believes
writer suggests

The implies
author

The text ceates

Sample answer

The writer powerfully conveys a sense of the narrator’s isolation: ‘not the
faintest smoke-wreath, not the tiniest cultivated patch or fence, or sheep-track, met
my eyes in any direction.’ The writer has structured this sentence as a list to
emphasize the emptiness and desolation of this landscape, creating a sense of
danger and encouraging the reader to feel concern and empathy.
What’s More

Evaluate the text below by completing the table and answering the
questions given. (Please see Worksheet 4.2)

20
 Excerpt taken from “The Story of My Life” by Helen Keller
As the cool stream gushed over one hand, she (my teacher) spelled into the other
hand the word water, first slowly, then rapidly. I stood still, my attention fixed
upon the motions of her fingers. Suddenly, I felt a misty consciousness as of
something forgotten a thrill of returning thought: and somehow the mystery of
language was revealed to me. I knew then that was flowing over my hand. That
living word awakened my soul and gave it light, hope, joy-set it free!

Determine the writer’s intention and take a line from the text to support to your
answer.

Writer’s Intentions Evidence from the text

1. What impact does the writer intend the text to have on the reader?
_____________________________________________________________________
2. Evaluate how the writer successfully achieved her intention.
_____________________________________________________________________

What I Have Learned

In your own words, explain how you can determine the writers’ intentions in
their texts and how you can evaluate whether they successfully achieved their
intentions or not. (Please see Worksheet 4.3)

What I Can Do
Based on the concepts listed in the box, compose a one-paragraph
text expressing your own intention as a writer. (Please see Worksheet
4.4)

love, admiration, caring, family, life, heart, wish

Assessment
Multiple Choice: Encircle the letter of the best answer. (Please see
Post-Assessment Tool)
People respond to new normal in many different ways. There are those who
make innovations just to earn money at home like online tutorial, blogging, online
selling, etc. Some especially government officials followed the work from home
scheme. Also, children who are not allowed to go out from their houses busied
themselves in various things like Tiktok, Facebook and other social media.
Nonetheless, many are still struggling to adjust but everybody is filled with hope
that these difficult times will end very soon.
1. Which of the following is the topic sentence of the paragraph above?
21
 a. Everybody is filled with hope that this difficult situation will end very
soon.
b. Many are still struggling to adjust to new normal.
c. People respond to new normal in many different ways.
d. Some innovate means to survive.
2. To analyze a text means
a. to combine information in a logical way to form a clear and comprehensive
picture of the topic.
b. to compare the text to another text with the same theme or topic.
c.to look closely at the text and draw out as much information as possible.
d. to look for similarities and differences between the text and another text.
3. Why is it important to understand the organization of the text?
a. The reader will be able to make a better understanding on what side
he/she will take,
b. The reader will be able to make his/her points better to win an argument.
c. The reader will be able to bring his/her own point of view better.
d. The reader will understand better what the writer is trying to do or say.
4. The following are the uses of Venn Diagrams in the text, except
a. Accommodate a comparison of multiple ideas through the addition of
more circles in the diagram
b. Highlight or underline the appropriate information in the text.
c. Display visually the extracted information
d. Show a comparison as they can usefully display areas of difference, as
well as any overlapping similarities.
5. Which of the following texts shows coherence?
a. (1) It’s quite hot, isn’t it? (2) Yes, I’ll turn on the ceiling fan.
b. (1) Are you hungry? (2) My mother is now coming.
c. (1) Did you pass the test? (2) That’s great. I’ll treat you.
d. (1) Can I invade your privacy? (2) Let’s throw some party.
Questions 6-10 are based from the story, “The Plague”.
6. Which of the following details support the title of the story?
a. “As the death toll begins to rise, more desperate measures are taken.
Homes are quarantined, corpses and burials are strictly supervised.”
b. “Cottard goes mad and shoots at people from his home. He is arrested.”
c. “Dr. Rieux lives comfortably in an apartment building when strangely the
building’s concierge, M. Michael, a confidante, dies in a fever.”
d. “Rambert finally has a chance to escape, but he decided to stay, saying
that he would feel ashamed of himself if he left.”
7. What evidence in the story made Dr. Bernard Rieux able to transcend his own
suffering and help others?
a. “Dr. Rieux and his colleague, Castel, approached fellow doctors and
town authorities about their theory.”
b. “Dr. Rieux and castel concluded that a plague was sweeping the town.”
c. “Dr. Rieux heard from the sanatorium that his wife’s condition was
worsening. He also hardened his heart regarding the plague victims so
that he could continue to do his work.”
d. “Dr. Reiux, together with Jean Tarrou and Joseph Grand, exhaustively
treated the patients.”
8. How did Raymond Rambert make clear of his intention to escape from Oran?
a. “The deaths from the plague started to decline.”
b. “He befriended some underground criminals so that they might smuggle
him out of the city.”
22
 c. “The outbreak of plague was officially declared.”
d. “Rambert helped fight the epidemic.”
9. What made Rambert change his mind and became sympathetic?
a. “Tarrou told him that others in the city, including Dr. Rieux, also had
loved ones outside the city whom they were not allowed to see.”
b. “The town is sealed off. The town gates are shut, rail travel is prohibited,
and all mail service is suspended.”
c. “He learned that there was a new anti-plague serum already.
d. “The people tried to escape the town, but some were shot by armed
sentries.
10. What scenario in the story could tell that the plague is in full retreat?
a. “As the death toll begins to rise, more desperate measures are taken.”
b. “In mid-August, the situation continues to worsen.”
c. “Funerals are conducted with more and more speed, no ceremony, and
little concern for the feeling of the families of the deceased.”
d. “The townspeople begin to celebrate the imminent opening of the town
gates.”
11. Which of the following does not belong to the group?
a. Structure b. Organization c. Mood d. Coherence
12. What property of a well-written text is not observed in the selection below?

That school is famous. It is one of the most well-known schools in the

region. The national essay writing competition was held at that school. The school
spent a lot of money to advertise the event. Because the school wanted to gain a
good reputation.
a. Cohesion b. Organization c. Language Use d. Mechanics
13. What graphic organizer best illustrates the similarities and differences of a text?
a. Fishbone Diagram b. Spider Web
c. Venn Diagram d. Organizational Chart
14. In evaluating the same texts, the following must be taken considerations except
a. point of View b. arguments
c. structure d. elements
15. What type of poem is the example below?
I am standing just inside
Watching mommy talk
To the television screen.
a. free verse b. visual c. structured d. auditory
Additional Activities
Self-Assessment on Active Learning and Critical Thinking
Direction: Assess yourself on how well you’ve done in this module.
Based from the given set of items, write your rank on the table. Be
guided with the ranking scale.

23
 RANKING SCALE
Adapted from Khoiriyah, U. Roberts, et al. (2015)

. ITEMS MY RANK
1 I applied various learning strategies during independent study.
2 I managed my independent study effectively.
3 I was able to summarize the key points of every lesson.
4 I communicated my ideas clearly.

5 I am now confident to explain the concepts to others

Answer Key

24
 References
Labordo, H., 2020. Soaring Towards A COVID-Free Society. SURALLAH.
Literacy Ideas. “Teaching Students to Compare and Contrast when reading”
accessed June 21, 2020, https://www.literacyideas.com/compare-andcontrast
National Literacy Trust. “A Guide to Text Types: Narrative, Non-fiction and poetry”
accessed June 20, 2020,
https://www.thomastallisschool.com/uploads/2/2/8/7/2287089/guide_to_
text_types_final-1.pdf
Pearsonschoolsandfecolleges. Evaluating a text. Accessed May 24, 2020,
https://www.pearsonschoolsandfecolleges.co.uk/AssetsLibrary/SECTORS/
Secondary/Intervention/Target_Sample_Pages/English%20Edexcel/06_Ede
x cel_Reading_Pages_041-048-1.pdf

Study.com. “How to Analyze Two Texts Related by Theme or Topic” accessed June
22, 2020, https://study.com/academy/practice/quiz-worksheet-
comparingtwo-texts-related-by-theme-or-topic.html
Quizlet.com. “Comparing Arguments from Diverse Perspectives” accessed June 20,
2020, https://quizlet.com/343813541/comparing-arguments-from-
diverseperspectives-flash-cards/
Writersofthefuture.com. “A Guide to Critiquing a Story: Seven Vital Elements Every
Story must Have” accessed June 19, 2020,
https://www.writersofthefuture.com/seven-vital-elements-every-story-
musthave

25
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the
primary objective of preparing for and addressing the new normal. Contents of this
module were based on DepEd’s Most Essential Learning Competencies (MELC). This
is a supplementary material to be used by all learners of Region XII in all public
schools beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is version 1.0. We highly encouraged feedback,
comments and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]