10

ENGLISH
Quarter 1 – Module 6:
Evaluating and Making Judgment
About a Range of Texts Using a Set of Criteria

2
Department of Education - MIMAROPA Region
English – Grade 10
Quarter 1- Module 6: Evaluating and making judgment about a text using
a set of criteria
First Edition, 2020

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Development Team
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Email Address: [email protected]

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 Introductory Message

For the facilitator:

This Self-Learning Module (SLM) focuses on the competency;

Evaluating and making judgement about a range of texts using a set of
criteria, as one of the Most Essential Learning Competencies (MELCs) in
Grade 10 English. This learning material was patterned on Bloom’s
Taxonomy Instructional Design wherein learning activities were aligned with
the identified objectives and were sequenced according to their level of
difficulty considering the learner’s needs, interest and abilities.
You need to ensure that the learner clearly understands the lesson or
concepts discussed in the module. You are also expected to guide him/her in
answering the activities or accomplishing the different learning tasks thereby
enabling him/her to master the competency.
For the learner:
This Self-Learning Module (SLM) is especially made to enhance your
attitude, knowledge and skills vis-à-vis the identified learning competency.
Through this module, you will engage in fun and interesting learning activities
and answer varied exercises and tasks to help you gain mastery of the target
competency which will enable you to effectively use the English language in
listening, speaking, reading and writing. Those learning activities are
appropriately selected and carefully crafted according to your needs,
interests, and abilities.
To successfully achieve the objectives of this module, kindly do the
following:
• Read and follow the instructions in all the learning activities and
exercises very carefully,
• Be honest in answering all the learning activities and exercises,
• Write your answers neatly and legibly in your subject notebook
or on a separate sheet of paper, and
• Seek guidance from your parents, guardians or subject teacher if
you encounter difficulty in accomplishing the learning activities.

Working on each learning activity in this module will surely enable you
to learn certain aspects of the target language in an enjoyable and meaningful
way. So take good care of this module and have fun while learning!

4
 What’s I Need to Know

At the end of this module, you are are expected to:

• Evaluate and make judgment about a range of texts using a set
of criteria. (EN10RC-IIh-2.22)

What I Know

Task 1 - How can I forget?

Tell whether the statement contains unsupported generalization or
exaggeration. Write your answer on the blank provided for.
_____________1. Ladies in the South wear luxurious outfit everyday even
without special occasion.
_____________2. It counts thousand years to forget someone who gravely fooled
you.
_____________3. I am the one who did the household chores million times.
_____________4. Truly, men are weaker than women when it comes to their
emotions.

_____________5. Of all the animals, dogs are the most tamed one as they follow
commands willingly.
_____________6. When in deep sleep chubby individuals snore louder.
_____________7. An athlete runs faster than the wind to reach the finish line
earlier.
_____________8. My friend will kill me if I will tell her secrets.
_____________9. Questions about life and living can only be answered through
personal experiences.
_____________10. A pea brain can’t contribute to the wellness of the society.

Remember!
Unsupported generalizations and exaggerations are baseless
information that can mislead listeners and readers. Unless additional
information to support them is available, do not believe them immediately.
Check for accuracy and truthfulness.

5
 Evaluating and Making Judgement About a Range of Texts Using a Set of Criteria

Developing students’ evaluative judgement is vital to enable them to

enhance their work and to address their future learning needs. According to
Sadler (2013), through a range of activities and tasks which require student
to examine and interact with examples of work of varying quality, the teacher
can help learners improve strategies for refining their own judgment.
This module is composed of series of activities which will sharpen your
senses on evaluating articles for lifelong learning.
Source: springer.com/article/10.1007/s10734-017-0220-3

What’s In

Task 2 - Read and Decide!

Here’s a poem that will inspire you to make a right choice in life. Read carefully
and look for important points in dealing with your choice.

The Road Not Taken

Robert Frost
Two roads divereged in a yellow wood.
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth.

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear:

Though as for that the passing there
Had worn them really about the same.

And both that morning equally lay

In leaves no step had trodden back
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

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 I shall be telling this with a sigh
Somewhere ages and ages hence;
Two roads diverged in a wood, and I-
I took the one less traveled by
And that has made all the difference.

Task 3 - React to the Max

A. Break the chain and answer the following comprehension questions.

What’s New

An argumentative piece of writing is sometimes called persuasive

writing because it aims to convince the reader about a certain stand on a
debatable issue.

Argumentative essays convey opinions that are proposed as true and

justifiable. It is for this reason that an editorial is the most outstanding
example of argumentative writing, although persuasion is also really identified
in campaign speeches or even print advertisements.

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 A controversial issue always lies at the heart of an argumentative essay.
The argument maybe in favor of (pro) or against (con) the said issue.

When evaluating an argument always refer to its basic components

• The claim ( Typically answer the question:” What do I think)

• The reasons (Typically answer the question:” Why do I think so)
• The evidence (Typically answer the question:” How do I know this is the
case?”)

Just think about the suggested organization for a classic argument

1. Introduction: Give the context and background of your issue. Establish

the style, tone and significance of your issue.

2. State your case: Classify your issue here. Give any necessary background
for understanding the issues. Define important terms or conditions here.

3. Proposition: State your central proposition. Be sure that your hook

presents an issue that is open to debate. Present the subtopics or supportive
points to forcast your argument for your reader.

4. Refutation: Analyze the opposition’s argument and summarize it; refute or

address the points; point out faulty reasoning and inappropriate appeals.

5. Substantiation and proof: Present and develop your own case. Carefully
plan your disclosure: avoid logical fallacies. Rely primarily on reasoning for
your appeal and use emotional appeals carefully; use examples; facts, experts
and statistics. Develop your argument using the appropriate prose strategy,
e.g. causal analysis, comparison, analogies or definitions.

6. Conclusion: Conclude with conviction. Review your main points and state
your claims strongly. Make strong plea for action, or invite your readers to
refute your argument.

Source: https://www.umgc.edu/current-students/learning-
resources/writing-center/online-guide-to-writing/tutorial/chapter8/ch8-
09.html#:~:text=Suggested%20Organization%20for%20a%20Classic,Case%3A
%20Clarify%20your%20issue%20here.&text=Present%20the%20subtopics%20
or%20supportive,your%20argument%20for%20your%20readers.

8
Task 4 - Focus and Hit!

Now that you’ve learned about the features of an argument, read the article
and answer the questions that follow.

Your Choice, Your Consequence

By Michelle-Roy, Utah

Our choices and decisions guide our lives and build our futures. Whether
people notice these or not, the choices we make today affect our tomorrow. I
believe in the freedom of choice.
The choices we make today, whether big or small will forever affect
our future. Once a choice has been made, the actions play out, and the
consequence is delivered; we have to live with those consequences.
Your choice, your consequence; you choose whether or not you go
to school, believe in a religion, make an honest living, and so much more.
Your personal choice leads to your personal consequence. For example, you
choose not to go to school, you don’t receive an education, you can’t get a
decent job or career, and you face money troubles the rest of your life. The
choices we make guide our lives and shape us into the person that we choose
to be. We control our own lives, no one can make our decisions for us, and
the ultimate choice to live our lives lies within ourselves.
I think that people tend to forget about or ignore the freedom that
they have to make choices for themselves and decide what kind of life they
wish to live. People let society tell them what they should be and what they
should do, but it shouldn’t be this way. We all have hopes, wishes, and
dreams, and we are entitled to achieve them. Think of our very own United
States Constitution; freedom of speech, freedom of religion, and hundreds of
other freedoms that we as Americans and human beings have. The choices
are ours to make, and we as a civilization have to be strong enough to stand
up for what we believe in and make the choices that best suit us personally
instead of making our choices solely to make others happy.
I can say from experience that I have made plenty of choices based
on what I thought other people wanted, and I can honestly say those are the
decisions I regret the most. I resent living with regrets based of choices I made
to satisfy other people, I now realize that I have the freedom and right to make
choices for myself. I realize that my choices are my own, and I realize that the
consequences of my decisions will also be my own, and I will live with those
consequences with no regret, and because of this, I will be happy with my
choices.
The definition of right and wrong differs from person to person; it is up
to each person individually to have their own morals and standards and make
choices based on those morals and standards. Every person needs to be brave
enough to make their own choices and knowing the consequences of those
choices, be strong enough to live with those consequences, and be happy with
their choices. Don’t let someone else’s wants guide your life, the freedom of
choice lies within us all.
Source: thisibelieve.org/essay/84879

9
 What’s Is It

Task 5 - Weigh In!

Evaluate the article by answering the following questions.

Source: https://www.netclipart.com/isee/bwxiTJ_vector-illustration-of-weighing-scales-
force-measuring-innocent/

10
 What’s More

Task 6- Agree or Disagree

Affirm or negate to some statements taken from the essay. Use the appropriate
expressions.

1. Your future is affected by your choices

today._____________________________________
2. We control our own lives, no one can make our decisions for us, and the
ultimate choice to live our lives lies within ourselves.
_______________________________________________
3. In our society sometimes choices are made to satisfy others.
__________________________
4. Every person needs to be brave enough to make their own choices and
knowing the consequences of those choices, be strong enough to live with
those consequences, and be happy with their choices.
____________________________________________________________
5. That the consequences of my decisions will also be my own, and I will live
with those consequences with no regret, and because of this, I will be happy
with my choices.
___________________________________________________________________

Task 7- Positive or Negative?

Here’s another another meaningful article by Francis Bacon. Read it
and spot words or phrases which have positive and neagative effects in you.

About Revenge
Francis Bacon

Revenge is a sort of savage justice. The more people try to take revenge,
the more the law should punish them. When a man commits a crime, he
breaks the law. But when the injured person takes revenge, the person
destroys law itself. In taking revenge a person does indeed get even with his
enemy. But when one refuses to take revenge, he shows that he is better than
his enemy. King Solomon, I am sure, said it is glorious for a person to forget
an injury.

Whatever is past is gone and can’t be changed. Wise people know

they have enough to do in the present and with whatever might happen in the
future. They don’t spend their time taking revenge. People who spend their
time worrying about past injuries just waste their time. Also, no person hurts

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another person just to hurt him. Rather, it is done for his profit or his own
pleasure or his honor or for some other reason he might have. So why should
I be angry with someone for loving himself better than he loves me? Suppose
someone hurts me because he is evil. Isn’t that just like a thorn or briar which
scratches me because it can’t do anything else?

Revenge is most allowable when there is no specific law to correct

an injury. However, one must then be careful that the kind of revenge one
takes does not break yet another law.

Some people when they get even want their enemy to know it will
happen. This a more generous way of acting. Not letting your enemy know
you are going to get even is a cowardly thing to do. It is like killing at night
from ambush.

There was an Italian ruler, Cosimo de Medici, who said the

following to his friends who might betray or injure him: “We read,” he said,”
that we are commanded to forgive our friends.” I think, however, that the spirit
of what Job said is truer. He said, “Shall we receive good from God and not
also be willing to accept the evil?” The same is true, in part, about friends.
What is certain about planning to get even is that one’s own
wounds remain open. If one didn’t spend one’s time trying to take revenge,
those injuries would heal and be forgotten. Public or state revenges are, for
the most part, good- as in the case of the murderers of Julius Caesar. Private
revenges are, however not good. People who take revenge live the life of
witches. They cause trouble to others and come to a bad end.

From Touchtones, Vol.1, C.Z.M. Press, 1985

Source: DepED Prototype Lesson Plan in English 4

Directions: Fill in the table with words or phrases which have positive and
negative effects in you.

POSITIVE EFFECT NEGATIVE EFFECT

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Task 8 - Moving On!
Having successfully accomplish your previous task you are required to
move on by answering the following questions:

1. What is it that the writer is trying to persuade the readers about?

Answer:

2. What is the main point of the argument?

Answer:

3. Point out the parts that imply the uselessness of revenge. Are his reasons
valid?
Answer:

4. Which part of the article supports the impotance of non-violent ways to

lead a productive life?
Answer:

5. How does the articele sound? ( inspirational, regretful, ironic, matter of fact,
sermonizing, rocking, urging). Prove your point.
Answer:

13
 What’s I Have Learned

When you develop an argument, you are confirming your own position
and building your case. Use empirical evidence, such as facts and statistics,
to support your claims. Appeal to your audience’s rational and logical
thinking. Argue using your evidence and research.

When evaluating an argument always refer to the basic components

of the argument such as:

• The claim ( Typically answer the question:” What do I think)

• The reasons (Typically answer the question:” Why do I think so)
• The evidence (Typically answer the question:” How do I know this is the
case?

Still in evaluating take note of the suggested organization for a classic

argument so that you will be guided in making fair judgement of an article.

1. Introduction: Give the context and background of your issue. Establish

the style, tone ans significance of your issue.
2. State your case: Classify your issue here. Give any necessary background
for understanding the issues. Define important terms or conditions here.
3. Proposition: State your central proposition. Be sure that your hook
presents an issue that is open to debate. Present the subtopics or supportive
points to forcast your argument for your reader.
4. Refutation: Analyze the opposition’s argument and summarize it; refute or
address the points; point out faulty reasoning and inappropriate appeals.
5. Substantiation and proof: Present and develop your own case. Carefully
plan your disclosure: avoid logical fallacies. Rely primarily on reasoning for
your appeal and use emotional appeals carefully; use examples; facts, experts
and statistics. Develop your argument using the appropriate prose strategy,
e.g. causal analysis, comparison, analogies or definitions.
6. Conclusion: Conclude with conviction. Review your main points and state
your claims strongly. Make strong plea for action, or invite your readers to
refute your argument.
Source: Celebrating Diversity through World Literature
English 10

14
 What’s I Can Do

Task 9 – Words to Ponder

Read the article “Moral Decay” and discover what is presented by the writer.
• Match the word in column A with its meaning in colum B.
A B
1.____putsch a. typically concealing the true
nature of something
2.____lambasted b. widespread destruction
3.____swarm c. a supply or quantity of bullets or
shells
4. ____ammunitions d. disgustingly dirty

5._____havoc e. a large dense or group of insects

6._____guise f. criticize
7.______filthy g. a violent attempt to overthrow
8.______rampant h. impossible to satisfy government
9.______anarchy i. a state of disorder due to absence
or non recognition of authority
10._____insatiable j. flourishing or spreading unchecked

Moral Decay
Paul L. Fuentes

We Filipinos are very sensible. Look how the recent putsch was
lambasted in the newspaper. Letters from the reader swarmed indicating that
we cannot tolerate the cowardly and senseless killing of soldiers and civilians,
wasted ammunitions, and budding economy again jeopardized. We condemn
the former regime, its havoc upon our lives. We condemn graft and corruption,
so rampant, We condemn the violation of human rights allegedly commited
against the leader of the Alliance of Concerned Teachers (ACT); we condemned
everything that is foul, inhuman, unjust, impure, indecent.

But look at the kind of movies and TV programs we go after, display of

sex acts-under the guise of art, nude bodies, violent sex, fornication, adultery,
vengeance, magical arts, sorcery. Even an ordinary comedy sit-com is rated
“Parental Guidance.” Is that wholesome entertainment?

You can glean from the entertainment that are so crazy about what
kind of people we truly are. Instead of censorship, awards were given to this
filth.

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 The female body has become the hottest and fastest selling
commodity, raking millions of profits for the movie industry, print, liquor and
wine.

Every time a sex-oriented movie goes out for showing we are buying
our own ticket to moral degradation, anarchy and even destruction from VD
epidemic, like what happened to Majuro Marxhall Island where more than one
out of ten have VD. Homosexuality is now enjoined in full swing. Love of
money just like lust of flesh is insatiable. The chain has already been started;
we wander when it will end and how. Then we aspire for peace and order and
goodwill? Are we worthy?

A proverty- stricken Filipino bombarded with filthy movies, how will

he react?

What’s I Can Do on My Own

Task 10 Let’s talk about

Classify the effects of a “Poverty stricken Filipino bombarded with filthy movies,”
as immediate, short term or long term. Plot your entries in the table.

Immediate Effects Short term Effects Long Term Effects

16
 What’s I Can Do More

Concerned women of the Philippines, Roatary Club, Philippine Alliance

of Human Rights Advocates, we appeal to you. Will you remain indifferent?

Source: DepEd Prototype Lesson Plan in English 4

Task 11- Rock On!

A. Answer these questions:

1. What is the article about?

2. Whose opinions are presented in the article?
3. How does the writer present and organize his ideas?
4. Make a list of the “wrongs” people condemn and compare them with the
“wrongs” we patronize?
5. Does the writer mention positive, interesting and negative values of
Filipinos? What are these?

B. Evaluate the editorial entitled “Moral Decay” basing on the given criteria
and elaborate how you come up with the score.

Criteria 4 3 2 1
INTRODUCTION Well developed Introductory Introduction Thesis and/or
Background/History introductory paragraph states the problem is
Define the Problem paragraph contains some thesis but vague or
Thesis Statement contains detailed background does not unclear.
background information adequately Background
information, a and states the explain the details are a
clear problem, but background seemingly
explanation or does not of the random
definition of the explain using problem. Th collection of
problem, and a details. States e problem is information,
thesis statement. the thesis of stated, but unclear, or not
the paper. lacks detail. related to the
topic.
CONCLUSION Conclusion Conclusion Conclusion Conclusion
summarizes the summarizes summarizes does not
main topics main main topics, adequately
without topics. Some but is summarize the
repeating suggestions repetitive. main points. No
previous for change are No suggestions for
sentences; evident. suggestions change or
writer's opinions for change

17
 and suggestions and/or opinions are
for change are opinions are included.
logical and well included.
thought out.
MAIN POINTS Three or more Three or more Three or Less than three
Body Paragraphs main points are main points more main main points,
Refutation well developed are present but points, but with poor
with supporting may lack all lack development of
details. detail and development ideas. Refutatio
Refutation development . Refutation n missing or
paragraph in one or two. paragraph vague.
acknowledges Refutation missing
the opposing paragraph and/or
view, and acknowledges vague.
summarizes the opposing
their main view, but
points. doesn't
summarize
points.
USE OF All source All source All sources Lacks sources
SOURCES material is used material is are and/or sources
Documentation and smoothly used. All accurately are not
integrated into sources are documented, accurately
the text. All accurately but many are documented.
sources are documented, not in the Incorrect format
accurately but a few are desired is used.
documented and not in the format on Sources are not
in the desired desired format the works relevant nor
format on the on the Works cited page. reliable.
Works Cited Cited page. Some
page. Most sources sources are
All sources are are relevant relevant and
relevant and and reliable. reliable.
reliable.
SENTENCE PREC The writer treats The writer Some Many unclear
ISION the subject uses some unclear or or incomplete
Sentence Clarity seriously using informal confused sentences.
formal language. language and sentences;
All sentences slang. Most the writer
are complete, sentences are shifts person
accurate, and complete, throughout
clear; the writer accurate and the essay or
controls the clear; there is uses "you"
point of view an occasional and "I"
appropriately. use of "you" frequently.
in the essay,
indicating a
lack of
revision or
control.

18
 MECHANICS Punctuation and Sentence Work Work contains
Punctuation & capitalization structure is contains multiple
Capitalization are correct. generally structural incorrect
correct. Some weaknesses sentence
awkward and structures.
sentences do grammatical There are four
appear. There errors. There or more errors
are one or two are three or in punctuation
errors in four errors and/or
punctuation in capitalization.
and/or punctuation
capitalization. and/or
capitalizatio
n

Source: Messac.edu/-paoih30491/RubricArgumentEssay.html

Answer Key

Task 1
1. Unsupported generalization
2. Exaggeration
3. Exaggeration
4. Unsupported generalization
5. Unsupported generalization
6. Unsupported generalization
7. Exaggeration
8. Exaggeration
9. Unsupported generaliaation
10. Exaggeration

Task 2
A. Reading of the poem

Task 3
1. The roads differ from each other as one bends the undergrowth, and the other is
"just as fair.”
This indicates that, when making a life-altering decision, it is impossible to see
where that decision will lead. At the moment of decision-making, both roads present
themselves equally, thus the choice of which to go down is, essentially, a toss up–a
game of chance. (Answers may vary)

19
 2. The author chose the less travelled road. All the speaker knows is that he prefers
the road less travelled, perhaps because he enjoys solitude and believes that will be
very important. Whatever the reason, once committed, he'll more than likely never
look back. (Answers may vary)

3. The two roads represent choices in life.

4. Making difference means a change in his life as a result of his decision.

5. A less travelled road represent the journey of life, and the image of a road devided
into two paths symbolizes a choice.

Source: https://owlcation.com/humanities/Analysis-of-Poem-The-Road-Not-
Taken-by-Robert-
Frost#:~:text=The%20two%20roads%20in%20%22The,%22grassy%20and%20wante
d%20wear.%22

Task 4
a. Reading of an article

Task 5
1. The title reveals the topic of the essay by giving a peek of details that is related to it.
2.The argument is introduced by stating the thesis.
3. Expository method is employed in this article.
4. An example such as, if one chose not to go to school will not receive
proper education therefore cannot get a decent job and will face money
troubles.
5. Yes
6. The challenge posed by this article is that the choices we make
today, whether big or small will forever affect our future.

Task 6
Answers may vary

Task 7

Positive Effect Negative effect

1. When one refuses to take revenge, he 1. Crime is punishable by law.

is better than his enemy. 2. When an injured person takes
2. Wise people don’t spend time to take revenge the person destroy the
revenge. law itself.
3. People waste their time in worrying
about past injuries.
4. People who take revenge live in the
life of witches causing trouble to
others.

20
Task 8

1. The writer is trying to persuade the readers on the negative effects of revenge to
one's person.

2. The main point of the argument is that revenge is against the law, both God's (moral)
and man's (justice).
Bacon says that revenge oversteps the boundaries of the law, that it places the
avenger not only even with the avenged in terms
of the crime but above him in terms of taking "wild justice" into his own
hands.

3. The part that implies uselessness of revenge is stated as people waste their time
in worrying about the past injuries. (Answers may vary)

4. If one didn’t spend one’s time trying to take revenge, those injuries would heal and
be forgotten.

5. The article sounds inspirational because the author used some characters that
motivate the readers mentally and emotionally.

https://www.google.com/search?q=main+point+of+the+argument+revenge+by+franci
s+bacon&rlz=1C1GCEA_enPH785PH785&oq=main+point+of+the+argument+reven
ge+by+francis+bacon&aqs=chrome..69i57.26749j1j7&sourceid=chrome&ie=UTF-8

Task 9

Reading of the article

Voc. Words
1. g
2. f
3. e
4. c
5. b
6. a
7. d
8. j
9. i
10. h

Task 10
Answers may vary

21
References
Almonte, Liza R. et al, Celebrating Diversity
Through World Literature, English Learners
Material,DepEd, Rex Bookstore 2015

Bongon,Mangalus, Utico, Prototype Lesson Plans

In English IV,DepEd, SD Publications Inc.
2003

Internet sources:

thisibelieve.org/essay/84879/

Messac.edu/-paoih30491/RubricArgumentEssay.html

springer.com/article/10.1007/s10734-017-0220-3

https://owlcation.com/humanities/Analysis-of-Poem-The-Road-Not-Taken-by-Robert-
Frost#:~:text=The%20two%20roads%20in%20%22The,%22grassy%20and%20wanted%20
wear.%22
https://www.coursehero.com/file/p2nl9ku8/How-does-the-title-reveal-about-the-topic-of-the-
essay-2-How-is-the-argument/

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