English 10

Quarter 2 – Module 2:
Finding Information

Department of Education ● Republic of the Philippines

English – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 2: Finding Information
First Edition, 2020

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 Lesson

1 Scanning for Details

What I Need to Know

After going through Lesson 1 of this module, you are expected to scan for needed
information (EN10SS-IId-1.5.2); specifically, you are to:
a. define scanning thoroughly; and
b. scan for needed information in a given material.

What I Know

Instructions: Read each item carefully and answer. Write your answers
on a separate sheet of paper.
1. Getting the main idea of a text by glancing over it in a short time is called __________.
A. Listening B. Reading
C. Scanning D. Skimming

2. When you want to find something quickly in a text, how do you do it?
A. Listening B. Reading
C. Scanning D. Skimming

3. Which of the following is a step in scanning a text?

A. Look for definitions.
C. Look for the answer to a particular
B. Look for key words related to your topic.
D. All of the above

As the tourist paid his restaurant bill, he turned and yelled to the waiter, “Quick boy, run
up to the table and see if I left my wallet there. Hurry up because I’ve got only fifteen minutes
to catch the plane.” Five minutes later, the waiter was back and out of breath. “Yes sir,” he
reported, “it is there.”
4. What did the guest forget on the table where he dined in?
A. attaché case B. documents
C. luggage D. wallet

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5. Why did the guest forget his wallet?
A. He was in a hurry.
D. His wife went ahead.
B. He was going to a party.
C. He had other bags to carry.

6. How do you think the guest feel when the waiter returned without his wallet?
A. afraid B. amused
C. angry D. indifferent

The King’s Horse

Anonymous

Once upon a time a fine horse was presented to the king of a great country, but the
animal, it appeared, could not be controlled: no man could mount him.
“Take him away,” said the king, “he is too wild and useless to us.”
“What a horse you are losing,” said the king’s son, as he beheld the grace and
beauty of the steed, “Tis a pity to part with it!”
“My son,” returned the king “you find fault with people older than yourself as if you
knew more than they. Do you think you could better manage that miserable beast?”
“I think I could,” replied the son.
“Then we shall see,” mused the king. “If you should not be able to ride him, what
sum of money would you be willing to forfeit as a punishment for your rudeness?”
‘”The price of the horse,” said the son.
The bystanders laughed. But he king insisted that the boy should try his hand.
Walking slowly to where the animal stood the prince grasped the reins and turned the
creature’s head toward the sun; he had noticed that the stallion was startled by his own
shadow. Speaking softly, he stroke the horse’s glossy skin. Suddenly he leaped upon its
back.
Away!
The king and the crowd stared in great amazement as the youth flashed past them.
But when the horse was seen returning with its new master seated proudly upon its back,
they burst forth in lusty cheers – all except his father. The king, weeping with joy at his
son’s courage and achievement, said:
“Go my boy, and find another kingdom. Macedonia is too small for you.”
The youth, Alexander the Great, did as his father bade him. He marched, a
conqueror, through Persia, Egypt, and India.

7. What was the gift to the king?

A. boy B. horse
C. kingdom D. money

8. What did the king decide to do with the gift?

A. give it to the needy
B. throw it somewhere
C. keep it for it was a unique gift
D. give it away saying it was useless

9. Who objected to his decision?

A. his son B. the kingdom
C. his people D. the owner of the horse

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10. How did the king react to the objection?
A. The caretaker refused to give back the horse.
B. The kingdom objected fearing that it may cause conflict.
C. His son objected saying the king would be losing a splendid horse.
D. The horse’s owner objected convincing the king that the horse was a unique one.

11. Was the prince able to tame the horse?

A. No. The horse was too wild to tame.
B. Yes. He tamed the horse for several days.
C. Yes. He was able to tame the splendid horse.
D. He was angry and asked somebody to put the horse away from his place.

12. What was the king’s reaction to the boy’s success?

A. He was impressed.
D. He was ashamed of his son.
C. The king wept and embraced his son.
D. He was angry for being outwitted by his son

13. Who was the prince?

A. He was Philip of Macedonia.
B. He was the next king of Macedonia.
C. The prince was Alexander the Great.
D. The prince was the king’s hard-headed son.

14. Who could be the king?

A. He was Philip of Macedonia.
B. He was the next king of Macedonia.
C. The prince was Alexander the Great.
D. The prince was the king’s hard-headed son.

15. Where and when did the story happen?

A. Persia, during the rain of the king.
B. Macedonia, during the ancient times.
C. Egypt, where Alexander the Great became a king.
D. India, when the prince marched and conquered the place.

What’s In

Task 1. How to Scan?

In this lesson you will be working on how to scan information. You will be exploring a
skill which is very useful and effective in getting information. It is important to get the key
points in the selection when we read to comprehend the text at first glance. With it, you will
be able to identify the important information in a particular selection.
As a starter activity, scan the text below and answer the given questions.
1. What is the focus of the article?
2. Which sector does the study cover and which group of employees are involved?
3. Which sector does the study cover and which group of employees are involved?

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 4. What were the main reasons why some employees considered leaving?
5. How much evidence is offered?
6. What are managers doing to retain nurses?

Chan, E. and Morrison, P. (2000) Factors influencing the retention and turnover intentions
of registered nurses in a Singapore hospital. Nursing and Health Sciences, 2: 113-121.

The rapid growth in Singapore’s health-care industry, coupled with an aging population has
led to an acute shortage of nurses. Given the difficulty of recruiting new nurses, it is
imperative to retain those already in the profession. This descriptive study explored some
demographic and work-related factors which influenced the retention and turnover
intentions of Registered Nurses (RN) in a major hospital in Singapore. Using convenience
sampling, 120 respondents were selected. An anonymous self-reported questionnaire was
used. Results showed that demographically, stayers and leavers differed in terms of
experience as RN, speciality qualifications and practice area. A majority of the respondents
gave reasons such as inadequacy of staffing, poor salary and welfare as primary influences
on their intention to leave. Recommendations for management were made to assist in the
retention of these RN in the future.

You did a great job in the starter activity! You

are now ready to learn more!

What’s New

From the text you have read, were you able to answer the given questions? How did
you get the answers?
To get the information you looked for the details and search for the specific answers.
Scanning is reading the text quickly to get the needed details. Scanning is also searching for
particular information, or checking to see whether a text is relevant. Unlike skimming, when
scanning, you look only for a specific fact or piece of information without reading everything.
You scan when you look for your favorite show listed in the cable guide, for your friend’s
phone number in a telephone book, and for the sports scores in the newspaper.
For scanning to be successful, you need to understand how your material is
designed as well as comprehend what you read so you can locate the specific information
you need. Scanning also allows you to find details and other information in a hurry.

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 What Is It

Getting the specific information from the text instead of reading it in-depth is one of
the techniques in reading called scanning. Having learned what the text is all about and how
it is organized, you may decide not to read the whole text.

Scanning is an important reading skill in selective reading. It enables you to find the
answer to specific questions very quickly.

Scanning is a planned hunt-skip-read process for finding specific facts. The following
tip will help you scan selection.

 Know exactly what you are looking for before you start scanning. Keep in
mind the key words related to the information you want.

 Quickly glance down the page or column to find key words. Use these clues:
section titles, subheadings, words in boldface or italic types, first and last
sentences of the paragraphs and illustrations.

The following are the tips in scanning for important details:

 Look at the question and identify what is asked for in it.
 Are you looking for digits like numbers or dates?
 Or specific words in sentences?
 Keep the concept words in mind while scanning.
 It is important to understand how your material is structured as well as to
comprehend what you read so you can locate the specific information you
need.
 Look for key words related to your topic.
 Look for bold print and italics.
 Look for words in larger font sizes.
 Look through bulleted information and sidebars.

Where you able to grasp the discussion?

Let’s try to answer the following activities on the
succeeding pages.

What’s More

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Task 2. Scan for Details
Activity 1
Directions: A. Scan the following selection.

In recent years, evidence has been collected which suggests that the proportion of
British children and teenagers who are unhappy is higher than in many other developed
countries around the world. For example, a recently published report set out to measure
‘well-being’ among young people in nineteen European countries, found that the United
Kingdom came bottom. The report was based on statistics and surveys in which young
people answered questions on a wide range of subjects. The United Kingdom is a relatively
unequal country with a relatively high proportion of young people living in households with
less than half the national average income. This seems to have a negative effect on how
they feel about themselves.
Answer the questions below. Use a separate sheet of paper.

1. How many European countries are in the first report?________________

2. A country with a relatively high proportion of young people living in households? ______
3. Where did they base the report? ______________________
4. What was measured among young people in the European countries? _______________
5. The young people were living in what kind of household? __________________

Good! Let’s try another selection.

B. Find and circle the following words in this passage as quickly as possible
Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy
disposition, seemed to untie some of the best blessings of existence; and had lived nearly
twenty-one years in the world with very little to distress or vex her.
She was the youngest of two daughters of a most affectionate, indulgent father, and
had, in consequence of her sister’s marriage, been a mistress of his house from a very early
period.

clever home unite

distress marriage early
Activity 2

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Directions: Read the report from http;//www.rappler.com/move-ph/42214-male-female-
inequalities (accessed on July 2014) about male and female equalities in the country.

MANILA, Philippines (UPDATED) – The Philippines was better able to address inequalities
between men and women in 2013 than the year before.
This is according to the 2013 Global Gender Gap Report, which ranks the Philippines
5th out of 136 countries in terms of progress in closing the male-female gender gap in
economics, politics, education, and health.
In 2012, the Philippines ranked 8th.
"Philippines is the only country in Asia and the Pacific that has fully closed the
gender gap in both education and health," the report reads.
The index measured gender disparities in education in terms of literacy and the ratio
of men and women per education level. Health was measured in terms of life expectancy
and the sex ratio at birth.
The report – a project of the World Economic Forum – measures "results" rather than
"input." The report focused on how the female population fared against the opposite gender,
instead of gauging how well a country invested in female-friendly policies.
"This year, the Philippines scores a higher ratio in the wage equality survey,
improves its estimated earned income, and has a larger representation of female
professional and technical workers," read the report.
ROI in women's participation
The Philippines ranked 1st – tied with 31 other countries – in terms of women's
health and survival.
It also ranked 1st – tied with 24 other countries – in terms of women's educational
attainment.
While fully closing the gender gap in health and education, the country ranked 16th in
terms of women's economic participation.
The report concluded that investments made in women's health and education
generally gain a return of investment in women's economic and political participation.
The Philippines had one data point ("women in parliament") missing in the 2013
Global Gender Gap Report, leaving it out of the list in terms of the Gender Gap Index in
politics.
As of 2013, Rappler data shows that women comprise less than 30% of Philippine
Congress.
Globally, said the report, significant gains have been made in terms of women's
political empowerment.
Women in the workforce
Women are valuable assets in the workforce, the report says, reinforcing the need for
diversity for innovation to flourish.
"Women may have a propensity for making more inclusive, informed decisions and
for engaging in less risky behavior," says the report, adding that "gender-equal teams may
be more successful."

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Advertisement
The challenge, however, is not only to achieve equal opportunities for employment
but equal opportunities for women to climb the corporate ladder.
"It is a loss for companies if these highly skilled women are forced to choose
between work and family at later stages of their career," the report reads.
The report – prepared by Ricardo Hausmann of Harvard University, Laura Tyson of
the University of California in Berkeley, and Yasmina Bekhouche and Saadia Zahidi of the
World Economic Forum – encourages business leaders and policy-makers to ensure
practices that equalize opportunities for rising to positions of leadership within companies.
Citing data from the United Nations Economic and Social Commission for Asia and
the Pacific Countries, the report says around $42 billion to $46 billion are lost each year in
the region when women are restricted of job opportunities.
A matter of human rights
The Global Gender Gap Report started in 2006, tracking the progress of countries in
dealing with gender-based disparities.
By utilizing the Global Competitiveness Index, the 2013 report also determines a
positive correlation between a country's competitiveness and its progress in closing the
male-female gap.
For 2013, the Philippines jumped 6 notches higher in the Global Competitiveness
Index and 3 notches higher in the Global Gender Gap Index.
"The most important determinant of a country’s competitiveness is its human talent –
the skills, education and productivity of its workforce – and women account for one half of
the potential talent base throughout the world," the report says.
"Closing gender gaps is thus not only a matter of human rights and equity; it is also
one of efficiency," it concludes.
PCW reacts
A day after the release of the report, the Philippine Commission on Women (PCW)
welcomed the good news, saying the country is "valuing women as active drivers of
development."
PCW is a government agency primarily tasked in championing gender equality. PCW
added, however, that much more can be done specifically in fully implementing the women's
bill of rights.
"Efforts to keep children in school especially boys, to expand economic opportunities
for women and increase women's participation in decision-making positions need to be
accelerated and sustained in all spheres society," it said in a statement. – Rappler.com

Directions: Let’s talk about what you have read. Read the questions carefully. Write your
answers on a separate sheet of paper.
1. What is the news article all about?
2. What data about male and female equality in health and survival, education, economic
anticipation, and politics were mentioned?

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3. List the important details that informed the readers on the issue.
4. What other data do you need?
5. Where you able to get the information you needed?

What I Have Learned

Now, you are ready to share what you have learned. You are expected to write all the
things you learned from this lesson. Write your answers on a separate sheet of paper.
1. In this lesson, I learned that…

2. A good knowledge and skills in scanning can…

3. The things that I suggest in getting important details…

4. Now that I have learned the value of scanning, I will become…

5. I can say that…

What I Can Do

Directions: Read the following text quickly and fill in the table. What do the numbers given in
the table refer to? Write your answers on a separate sheet of paper.

1%

11
 2%

6%

13%

16%

30%

86%

Spoon-fed feel lost at the cutting edge

Before arriving at university students will have been powerfully influenced by their
school's approach to learning particular subjects. Yet this is only rarely taken into account by
teachers in higher education, according to new research carried out at Nottingham
University, which could explain why so many students experience problems making the
transition.
Historian Alan Booth says there is a growing feeling on both sides of the Atlantic that
the shift from school to university-style learning could be vastly improved. But little
consensus exists about who or what is at fault when the students cannot cope. "School
teachers commonly blame the poor quality of university teaching, citing factors such as large
first-year lectures, the widespread use of inexperienced postgraduate tutors and the general
lack of concern for students in an environment where research is dominant in career
progression," Dr. Booth said.
Many university tutors on the other hand claim that the school system is failing to
prepare students for what will be expected of them at university. A-level history in particular
is seen to be teacher-dominated, creating a passive dependency culture.
But while both sides are bent on attacking each other, little is heard during such
exchanges from the students themselves, according to Dr Booth, who has devised a
questionnaire to test the views of more than 200 first-year history students at Nottingham
over a three-year period. The students were asked about their experience of how history is
taught at the outset of their degree programme. It quickly became clear that teaching
methods in school were pretty staid.
About 30 per cent of respondents claimed to have made significant use of primary
sources (few felt very confident in handling them) and this had mostly been in connection
with project work. Only 16 per cent had used video/audio; 2 per cent had experienced field
trips and less than 1 per cent had engaged in role-play.
Dr. Booth found students and teachers were frequently restricted by the assessment
style which remains dominated by exams. These put obstacles in the way of more
adventurous teaching and active learning, he said. Of the students in the survey just 13 per
cent felt their A-level course had prepared them very well for work at university. Three-
quarters felt it had prepared them fairly well.

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 One typical comment sums up the contrasting approach: "At A-level we tended to be
spoon-fed with dictated notes and if we were told to do any background reading (which was
rare) we were told exactly which pages to read out of the book".
To test this further the students were asked how well they were prepared in specific
skills central to degree level history study. The answers reveal that the students felt most
confident at taking notes from lectures and organising their notes. They were least able to
give an oral presentation and there was no great confidence in contributing to seminars,
knowing how much to read, using primary sources and searching for texts. Even reading and
taking notes from a book were often problematic. Just 6 per cent of the sample said they felt
competent at writing essays, the staple A level assessment activity.
The personal influence of the teacher was paramount. In fact individual teachers
were the centre of students' learning at A level with some 86 per cent of respondents
reporting that their teachers had been more influential in their development as historians
than the students' own reading and thinking.
The ideal teacher turned out to be someone who was enthusiastic about the subject;
a good clear communicator who encouraged discussion. The ideal teacher was able to
develop students involvement and independence. He or she was approachable and willing to
help. The bad teacher, according to the survey, dictates notes and allows no room for
discussion. He or she makes students learn strings of facts; appears uninterested in the
subject and fails to listen to other points of view.
No matter how poor the students judged their preparedness for degree-level study,
however, there was a fairly widespread optimism that the experience would change them
significantly, particularly in terms of their open mindedness and ability to cope with people.
But it was clear, Dr Booth said, that the importance attached by many departments to
third-year teaching could be misplaced. "Very often tutors regard the third year as the crucial
time, allowing postgraduates to do a lot of the earlier teaching. But I am coming to the
conclusion that the first year at university is the critical point of intervention".
Alison Utley, Times Higher Education Supplement. February 6th, 1998.

Congratulations for completing this lesson!

Lesson

2 Getting the Author’s Purpose

What I Need to Know

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 In this lesson, you will work on exercises to hone your skills in finding out the author’s
purpose (EN10RC-lle-7.3) in writing the material.

After going through series of activities you are expected to:

1. read a selection;
2. determine the author’s purpose in writing the material; and
3. get the author’s purpose in writing the material.

What I Know

Instructions: Read carefully each item answer. Write the letter of your answer on a separate
sheet of paper.

For nos. 1-5

With a deep sigh, Delia drifted toward the window. She could barely see the figure of
a man riding on a motorcycle in the fading light. Delia knew that it was France when he
strode to the front door. She quickly hid the letter she had been reading inside the cabinet.
The door to the room swung open.
France raged to the room and yelled, “What have you done to our child”?
“He is in a safe place,” Delia replied, and quickly yanked the bell cord to summon the
servant.

1. What is the mood presented at the beginning of the text. ________.

A. weird B. energetic
C. calm D. marvelous

2. The mood at the end of the passage is ________.

A. eerie B.emotional
C. quiet D. tense

3. What could be inferred in the passage?

A. Delia favors her child’s action
B. France disapproved his wife’s decision.
C. The couple are having a disagreement over their child.
D. All of the above

4. What does the author want to imply in the text?

A. France protects his child.
B. People vary in disposition.
C. A conflict normally happens at home.
D. A mother knows what is best for her child.

5. What is the purpose of the author in writing the text?

A. tell a story about husband and wife
B. describe the setting within the family
C. make people realize the importance of communication
D. none of the above

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Here are lines from the poem “Three Words of Strength.” Read the poem carefully and
answer the questions that follow.

Put thou shadow from thy brow

No night but hath its morn.
Know this: God rules the host of heaven,
The inhabitants of earth.
Not love alone for one.

But man, as man thy brothers call,

And scatter like a circling sun,
Thy charities on all.

6. What is the underlying theme of the poem?

A. God loves everyone.
B. God loves those who are suffering.
C. God loves those who help themselves.
D. God loves those who know how to love in return.

7. What elements in the poem helped you in determining its theme?

A. The persona in the poem speaks about the message.
B. Each stanza has a meaning that relates to each other.
C. Rhyme and rhythm add to the culmination of the theme.
D. Symbolism in the poem relates to each other to create a unified theme.

“Then you will have the artesian well here right away,” he said. He ordered the area
commander to get pipes and pumps from the armed forces supply depot and demanded
they should be brought to the spot immediately. He asked the army to bring in bulldozer,
troops, and trainees for labor, and also organize the civilians.

8. The purpose of the author in writing the text is to ________.

A. entertain B. expose
C. inform D. persuade
For nos. 9 to 10.

Wednesday, 21st of July, 1987

Dear Maggie,
Today is my second week here at the relief camp. We have to leave our places as
we may die because of the on-going rage between the military and the armed group of
people.
Life here is very tough. However, the government and the locals here are doing their
best to provide assistance, but it is not enough. There is still a shortage of essentials.
While living in a comfort of my house, I never even thought that life could be such a
pain.
I always pray that this war will end, so that we could go back home and continue to
live with our normal lives. I’m still hopeful that one day we could enjoy the peace that we
used to have.
Yours,
Andrea

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9. What feeling or mood is conveyed by the author?
A. bitterness B. determination
C. optimism D. pessimism

10. How does the author send the message to her readers?
A. By opposing the views of other people
B. By sharing her personal belief and experience
C. By giving examples of other people’s experiences
D. By citing philosophical context in presenting her ideas

On November 18, a large cavalry troop from Fort Robinson arrived at the camp. Just
he was about to give a welcoming speech, a commotion broke out among the watching
warriors. Rifles were fired, and the meeting ended in a massacre of the soldiers.

11. The author’s purpose is to ________.

A. describe the camp
B. tell the events leading to a massacre
C. explain the problems of the Cavalry
D. persuade the reader that the Indians were bloodthirsty

The real nature of Gothic architecture is not just of Venice, but of universal Gothic.
This study will lead to find out how Venetian architecture achieved perfect type of Gothic
and how far it fell short of it.

12. The purpose of the author is to _____?

A. describe Venetian architecture
B. show the nature of Gothic architecture
C. explain the importance of Gothic architecture
D. show how Venetian architecture is different from Gothic architecture

The football’s well-known young team is the Thunder. Their leading contributors are
younger than the other teams’ members. Ray Val has picture-perfect kicks, and has worked
hard to become the most valuable player. July Arma also has terrific kicks that could make
big plays in the field.
13. What is the purpose of the author in writing the text?
A. to argue B. to entertain
C. to inform D. to persuade

This milk tea tastes just like a mango. It’s so delicious that if you drink, you will
become extremely smart in school. This is the best milk teat made on the earth!

14. The purpose of this piece is to _______.

A. to argue B. to entertain
C. to inform D. to persuade

The following are the procedure on how to make a delicious New England pit:
prepare some water and flour; construct bullet proof dough. Form this into a desk-shaped
object. A mild temperature is needed to dry it. Pour on stewed dried apples and slabs of
citron; leave it until it petrifies. Serve cold!

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15. The author’s purpose is to_______
A. describe New England pie.
B. tell the steps in making a pie.
C. make fun of (satirize) New England cooking.
D. persuade the reader to buy New England pie.

What’s In

You learned about scanning in the previous lesson. You were also able to scan for
needed information in given selections.

Your knowledge in scanning will help you in getting the purpose of the author in
writing. It enables you to know whether the information mentioned and stated is clear or not.
Let’s try to find out if you still remember.

Question: How are you going to scan for information?

Answer: __________________________________________________________

Very good! You are now ready to do

the next task.

What’s New

Authors have purposes when they write articles. Find out the purpose of the speech
you are about to read. It is the Commencement Address of the late Mayor and DILG
Secretary, Jesse Robredo, to the Ateneo De Manila Universty Class of 2003.

FOLLOW YOUR HEART; PURSUE YOUR DREAM

by Jesse M. Robredo
City Mayor, Naga City

(Greetings)
I am deeply honored to be your Commencement Speaker today.

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 I must confess I do not consider myself prominent enough to merit the invitation. I
must also confess that I come from that other equally distinguished school along Taft
Avenue. Nevertheless, like I always do when called upon, I will give it my best shot.
Humbly I stand before you today. Humbly I relish at the thought that perhaps one of
the reasons why you have chosen me as your Commencement Speaker is that you want me
to share with you the good things that we have accomplished in Naga City.
You, my dear graduates, might wonder why after six years in the private sector with a
lucrative job, I finally decided to involve myself in local governance, which is otherwise
known as the complex world of politics.
It is not common that we find young men and women, at their early stage, stake their
future in politics. The old fashion way is for older or more seasoned men, especially those
who have been successful in their profession and have nothing more to prove, to indulge in
politics as a rewarding refuge. In my case, I simply wanted to go home and see what I can
share to the city of my birth.
A STRONG HEART
Fifteen years ago, at age 29, when I first became Mayor of Naga, what I got into was
a city in shambles.
The city had a huge budgetary deficit; City Hall employees were underpaid, their
morale was low; and with a city council of ten members, only three of them belonged to my
party.
I had a weak mandate, made even weaker by a system of political patronage. But I
did not have an equally weak heart. I knew in my mind the kind of governance we would
pursue. The options were clear. We either provide a leadership that was exclusive and
authoritative or a leadership that was inclusive and consultative ----- a leadership that
imposes its will on its constituency or a leadership that encourages people participation and
engagement.

We understood that we did not have the monopoly of wisdom. We felt that we should
know when to lead and when to be led.
We chose to take the side of our constituency. We fully wagered our political future
on their response. To secure their confidence, we tackled long-standing problems that beset
the city --- vice, urban blight, red tape, graft and corruption, and poor tax collection. We
organized and reached out to all the sectors of the city --- the sidewalk vendors, drivers,
urban poor, farmers, professional and business circles, non-government organizations and
religious groups.
PARTICIPATORY GOVERNANCE
We viewed the poor, of which Naga had plenty, as our partners and assets. We
launched Kaantabay sa Kauswagan (Partners in Deveopment) Program which so far
provided security of tenure to 5,000 squatter families. Today, they are proud owners of
homelots in neighborhoods that speak of their dignity as empowered citizens of the city.
Working with the poor, we resolved long-standing land tenure problems dating back to the
1950s. Such was our success that no less than the United Nations Center for Human
Settlements made our program a model in the Habitat II Conference in Turkey in 1996.
Viewing our constituency as our partner and asset, we enacted a People
Empowerment Ordinance, the first of its kind in the country, which instituted the Naga City
People’s Council. This Council represents over a hundred non-government and people’s
organizations who are empowerd to propose legislations and vote at the committee level of
the city council.

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 Today we engage ourselves in a program that looks at every Nagueno as the focal
point of what government enterprise is all about. We call it the i-Governance Program. It not
only recognizes the citizen’s right to know but also encourages them to engage their
government. It has two basic tools: the Naga City Citizen’s Charter, the first of its kind in the
country and the <naga.gov.ph website>. These tools are both designed to empower the
citizen by promoting transparency and accountability. Because of transparent governance
and accessibility of information, construction of roads and purchases of supplies and
medicines cost much less in Naga City than government standards.
DRAMATIC REBOUND
The People Empowerment Ordinance has resulted to a dramatic rebound for the City
of Naga. By the end of my third term as city mayor in 1998, we have regained our stature as
the premier city of the Bicol Region.
The rebound was described by Asiaweek Magazine as “more institutional than
physical” even as it acclaimed Naga City as one of the 4 Most Improved Cities in Asia in
1999. For similar reasons, Naga City was presented the Dubai-UNCHS International Award
for the 10 World’s Best Practices in Urban Governance and for its Participatory Planning
Initiatives in 1998.
CHANGING PARADIGMS
Why am I relating to you all these, my dear graduates?
It is because in some Asian countries and even in our beloved country, people say
that democratic principles cannot work, and that the Oriental model of “ruling with a hard
hand” is the call of the hour.
We disagree. Our experience in Naga is our best argument against the traditional
and authoritative ways in the management of people and governance.
Our experience, too, proves that our people are our best resource and our best hope.
Our experience, and that of many others, have shown that if we can not do it at the national
level, we can begin at the local level. Collectively, successful local governments, driven by
constituencies who are well-informed, constructively engaged, and willing to share the
burden of community building, can build our country.
Despite all our problems, I know we shall overcome. It just might be a matter of
changing course. It just might be a matter of leading from the bottom rather than being
herded by the top.
Again, why am I relating to you all these, my dear graduates?
It is because many of you will be leaders of our country someday, or may even
become President of this Republic. But is it not ironic that while many of our leaders have
succeeded in achieving their personal goals, the country has lagged behind? Maybe it is
because they have failed to make heroes out of the ordinary Filipino. Maybe it is because
they have relied solely on their own capacities, rather than on the contributions of the
ordinary people they are responsible for.
MAKING HEROES OUT OF THE ORDINARY
Not all of you will graduate with honors or with distinctions. Only a few --- a very few -
-- will be privileged to receive medals and honors. But all of you tonight will come up this
stage and be honored with an Ateneo diploma.
Not that I am giving less importance to the honor graduates. We know that they have
significant roles to play. But that I would like to focus more on the majority of the graduates
this year. I was just like one of you when I graduated from college in 1980. To you, I address

19
my experience in Naga City --- for it is our kind, the ordinary, regular kid on the bloc, who
made the City of Naga rise over its difficulties.
Our political history has shown that we have put the burden of running this country to
our “best” people for too long. And yet the gap between the rich and the poor has grown
wider. For this country to succeeed, we need to make heroes of the ordinary people. We
need to make heroes of ourselves.
I must say that the ordinary employees and constituency have made the success of
Naga possible. In Naga City, we have a woman streetsweeper, who held on to her broom for
twenty years. Literally, she had swept every square inch of the city’s business district. But
through sheer determination, she was able to finish her secondary studies in a night school
and graduated, at 54, with a bachelor’s degree, some 8 years after her own daughters had
theirs. To her the City of Naga conferred the Mayoral Award for becoming an inspiration to
ordinary citizens, one who despite overwhelming odds, has risen above them. Today her
broom has become a diploma. The woman was not an honor graduate --- but an ordinary
citizen, struggling to make life better for her family.
Why am I relating this to you, my dear graduates, and my dear ladies and
gentlemen?
It is because the world today lacks the values that used to mould the disposition and
the character of the ordinary citizen.
The world today, despite the advances in science and technology, has yet to learn
about how to live, what to do, and how to be. As one tired and retired government employee
remarked, “One learns many things when one gets to be my age. But one has to unlearn
many more things that one has gathered with age.”
In pre-school, as bestseller writer Robert Fulghum observed, we used to be taught
these: “Share everything. Play fair. Do not cheat. Don’t hit people. Put things back where
you find them. Clean up your own mess. Don’t take things that aren’t yours … When you go
out into the world, hold hands and stick together.”
How sad ---after ten years in basic education and four years in higher education -- we
seem to have forgotten the basic tenets learned in pre-school.
When graduates go out into the world of business or politics or entertainment or
government service, will they still “share everything”, “play fair”, “put things back where they
find them”, and “clean their own mess”?
Our experience in governance in Naga City is nothing but our personal encounter
with the necessity of returning to the basic governance --- a return to the essential meaning
of service --- a return to what is simple and practical --- a return to the values that our
forefathers taught us: the value of honesty, hard work, of fairness and most all the holy fear
of a just God.
SMALL FISH IN A BIG POND
This Address will not be complete without venturing to answer the question as to
where will you go from here.
Should you choose to be a big fish in a small pond, or a small fish in a big pond?
Whatever your doubts are, follow your heart. When I left San Miguel Corporation, in 1986, I
knew that serving home was where my heart was. I must say that desire and commitment far
outweigh knowledge and skill. The latter can be learned. Without the former, your life’s work
will be a profession and not a vocation. Find your own niche. Change careers if you must.
But make sure you succeed. You must always remember that you can not give what you do

20
not have. Measure success in terms of how pleased you are with what you have done and
not as to how people define it, with its attendant perks.
Later on in life, you will realize that it is neither your successes nor your conquests
that will give you satisfaction. It is your contribution that really matters – paying back what
you owe the community that nurtured you.
THE CHILD IN US
Let me end by narrating to you the conversations I had with Grade 6 pupils of a
public school in Panicuason, a mountain barangay in Naga City, some four years ago.
Some of these children had to walk 3 to 4 kilometers just to attend school. I asked
them what their ambitions in life were? A boy said he wanted to be a doctor because there
was no doctor in the barangay. A girl said he wanted to be a teacher so that she would make
sure that all the children in her barangay would go to school. Another boy said he wanted to
be an engineer so he could improve the roads and provide irrigation systems for the farmers.
Like all of us, they too wanted to be somebody someday. But despite the
deprivations and difficulties, they were all for a noble purpose – to be of service to others.
Not one of them said that it was for fame, money or power. They were so young, yet they
know what was good for their community and for others.
As you leave your beloved Alma Mater and pursue your own dreams, do not forget
the child in you. Keep in your hearts always the Ateneo idealism of being men and women
for others. Hold on to it. I am certain you will do no wrong if you keep that idealism as your
guiding light.

Congratulations.

Source: https://www.facebook.com/notes/gma-news/mayor-jesse-robredos-
commencement-address-to-the-ateneao-de-manila-university-cla/10150977631067693

What is It

When we talk of the author’s purpose we are referring to the ‘why’ behind their
writing. What motivated the author to produce the work? What is the intent and what do they
hope to achieve? Being able to identify the author’s purpose accurately is essential to
effectively evaluate a piece of writing.

What is the author’s purpose in writing?

 It aims to convince the audience of the merits of a certain point of view. It attempts to
persuade to agree or take a particular course of action.
Examples: advertisements, speeches, and propaganda
 It informs and wishes to enlighten the reader about a real-world topic by providing
lots of facts with the purpose of educating on a given topic.
Examples: textbooks, encyclopaedias, and newspaper
 It aims to entertain the reader by keeping things as interesting as possible whether in
a form of action-packed plot, inventive characterizations, or sharp dialogue.

21
 Examples: science fiction books, stories, poems, and songs

Did you find out the author’s purpose in his speech? Are you now
ready to answer the activities? Let’s try!
.

What’s More

Activity 1. What’s the Purpose?

Directions: Answer the questions to find out the author’s purpose in writing the text you just
read. Think carefully about your answers. Write your answer on a separate sheet of paper.

1. What kind of text is the material you just read?

2. Is the author trying to convince you to do something? What is it?
3. What then is the author’s purpose in writing a text?
4. Are you convinced by the author’s manner of writing the text? Why?
5. Can you recall other texts you have read with the same purpose as this
one? Name one.

Activity 2. Determine the Writing

Directions: Read the descriptions of each item and determine the author’s purpose (to
entertain, persuade, or inform). Then, in a sentence or two, explain your answer.
1. A pamphlet calling on people not to eat animals or use products made from animals
because the author thinks that it is cruel and unnecessary.
Author’s Purpose:

_________________________________________________________________________

Explain Your Answer:

Write a sentence or two.

2. An arts craft book containing procedures for making scrapbook, origami, and other do-it-
yourself arts novelty items
Author’s Purpose:
_________________________________________________________________________

Explain Your Answer:

Write a sentence or two.
22
3. A book over 1,ooo believe-it-or-not stories

Author’s Purpose:

3. A book of over 1,000 believe-it-or-not stories.

Author’s Purpose:

_________________________________________________________________________

Explain Your Answer:

Write a sentence or two.

4. A politician’s speech about how children in far-flung towns should be provided with quality
education and medical help.

Author’s Purpose:

_________________________________________________________________________

Explain Your Answer:

Write a sentence or two.

5. An article comparing and contrasting Vietnamese and Philippine economic policies.

Author’s Purpose:

_________________________________________________________________________

Explain Your Answer:

Write a sentence or two.

What I Have Learned

In this part of the lesson, you are going to write down the insights you had learned
from Lesson 2. Don’t forget to include the lesson or topic you want to continue learning.
Write your answers on a separate sheet of paper.

What are important insights that you have Draw here the symbols of your learning,
learned from this lesson? or you may cut from magazines the
symbols representing your learning and
paste these on a bond paper.

23
I want to continue learning about
_________________________________________________________________________

________________________________________________________________________.

I will ask help from

_________________________________________________________________________

________________________________________________________________________.

Congratulations for completing this lesson!

What I Can Do

When you understand why a source is created, it helps you think critically about what
information is there, what information is missing, and what you can expect from the source.
Read the excerpt from the speech of Jesse M. Robredo "Follow Your Heart; Pursue Your
Dream”. Get the author’s purpose and relate your answer to real-life situations. Write your
answers on a separate sheet of paper.

THE CHILD IN US
Let me end by narrating to you the conversations I had with Grade 6 pupils of a
public school in Panicuason, a mountain barangay in Naga City, some four years ago.
Some of these children had to walk 3 to 4 kilometers just to attend school. I asked
them what their ambitions in life were? A boy said he wanted to be a doctor because there
was no doctor in the barangay. A girl said he wanted to be a teacher so that she would make
sure that all the children in her barangay would go to school. Another boy said he wanted to
be an engineer so he could improve the roads and provide irrigation systems for the farmers.
Like all of us, they too wanted to be somebody someday. But despite the
deprivations and difficulties, they were all for a noble purpose – to be of service to others.
Not one of them said that it was for fame, money or power. They were so young, yet they
know what was good for their community and for others.
As you leave your beloved Alma Mater and pursue your own dreams, do not forget
the child in you. Keep in your hearts always the Ateneo idealism of being men and women

24
for others. Hold on to it. I am certain you will do no wrong if you keep that idealism as your
guiding light.
Congratulations.
Source: https://www.facebook.com/notes/gma-news/mayor-jesse-robredos-commencement-
address-to-the-ateneao-de-manila-university-cla/10150977631067693.

Your Answer:

Features 4 3 2 1
There is one There is one There is one The topic and
clear, well- clear, well topic. Main main ideas are
Content and focused topic. focused topic. ideas are not clear.
ideas Main ideas are Main ideas are somewhat clear.
clear and are clear but not
well supported well supported
by detailed and by detailed
accurate information.
information.
The introduction The introduction The introduction There is no
is inviting, states states the main states the main clear
the main topic, topic and topic. A introduction,
Organization and provides an provides an conclusion is structure, or
overview of the overview of the included. conclusion.
paper. paper. A
Information is conclusion is
relevant and included.
presented in a
logical order.
The conclusion
is strong.
All sentences Most sentences Most sentences Sentences
Sentence, are well are well after well- sound awkward,
Structure, constructed and constructed and constructed, but are distractingly
Grammar, have varied have varied they have a repetitive, or are

25
 Mechanics, structure and structure and similar structure difficult to
and Spelling length. The length. The and/or length. understand. The
author makes author makes a The author author makes
no errors in few errors in makes several errors in
grammar, grammar, errors in grammar,
mechanics, mechanics, grammar, mechanics,
and/or spelling. and/or spelling, mechanics, and/or spelling
but they do not and/or spelling that interfere
interfere with that interfere with
understanding. with understanding.
understanding.

Lesson
Explicit vs. Implicit: What’s the
3 Difference?

What I Need to Know

In this lesson, you will work on reading information to get explicitly and implicitly stated
information (EN10RC-IIf-13.1).
This lesson focuses on the difference between explicit and implicit information. At the
end of it you are expected to:
a. define explicit and implicit information;
b. identify explicit and implicit information from the texts; and
c. relate the text to real-life situations.

What I Know

Directions: Answer the following questions. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

1. When something is implied (not clearly stated) in a piece of writing, it is often referred
to as what sort of information?

26
 A. explicit information B. firsthand information
C. general information D. implicit information

2. When something is clearly and directly stated in the text, it is referred to as what type
of information?
A. explicit information B. firsthand information
C. general information D. implicit information

“The artesian well will be built here right away”, former President Ramon
Magsaysay said. The commanding officer was commanded by the former President
Ramon Magsaysay to get pumps and pipes from the military organizations supply
storehouse. He demanded that it should be delivered to the area as soon as
possible. He requested the battalion to bring in the bulldozer, the armed forces, and
the trainees, and gather the civilians for labor.
3. The text implicitly stated that President Ramon Magsaysay was __________.
A. a man of action B. a man of disguise
C. a man of principle D. a man of values

4. The statement “The artesian well will be built here right away” as directly stated in the
text is a/an ___________.
A. explicit information B. firsthand information
C. general information D. implicit information

5. Another way of thinking about implicit information would be to compare it to what?

A. drawing conclusions B. guessing
C. inferencing D. predicting

6. Jenny wants to buy a new pair of shoes but she doesn’t have enough money. Which
question from the list below would be considered explicit?
A. Why can’t she buy the shoes?
B. How is Jenny going to raise the money?
C. Where does she plan to buy the shoes?
D. Why does she need a new pair of shoes?

Practice was over. Samuel asked his coach leave the lights in the gym so he
could stay a little longer. He stayed for another three hours practicing shooting and
dribbling.

7. Which of the following is an implicit information?

A. Samuel is afraid of the dark.
B. Samuel wanted to be a teacher.
C. Samuel was a dedicated athlete.
D. Samuel stayed for another three hours practicing shooting and dribbling.

8. What information below is a good example of explicit information?

A. Samuel is afraid of the dark.
B. Samuel wanted to be a teacher.
C. Samuel was a dedicated athlete.
D. Samuel stayed for another three hours practicing shooting and dribbling.

9. Why would an author put implicit information into one of their stories?
A. To upset the reader with a lack of information.

27
 B. To make the reader think deeper about the story.
C. To show their writing superiority over the rest of us.
D. Because the author couldn’t squeeze it into the story properly.

Marvin was getting ready to walk to school. He quickly took his bag, put on his
coat and waved goodbye to his mother. “I love you. Be careful", his mother said.

10. Which of the following is a good example of explicit information?

A. Marvin was late to school.
B. Marvin lives close to the school.
C. Marvin is excited about going to school.
D. Marvin put on his coat and grabbed his backpack.

11. Which of the following is implicit information in the story above?

A. Marvin was late to school.
B. Marvin lives close to the school.
C. Marvin is excited about going to school.
D. Marvin was in Kindergarten or 1st grade.

12. Jayson overslept and missed the bus. He looked at his alarm clock and it read 8:30
A.M. He was more than 1 hour late for school. He walked into the kitchen and ate a
slice of bread. What can be inferred about Jayson?
A. He is hungry.
B. He could care less that he’s late.
C. He is nervous about being tardy.
D. He is in a huge rush to make it to school.

13. Since it was getting late, the team decided to go home and get some rest. The lead
singer decided she wanted to stay a little longer and practice some of the new songs.
What can be a piece of implicit information in this story?
A. It was getting late.
B. The team needed some rest.
C. The team has some new songs.
D. The lead singer has great dedication.

Mr. Samson hurried out of the house so he wasn’t late for work. He wore a
pair of trousers with bib and brace and carried a toolkit with wrenches in it. He
hopped in his truck and drove off. The sign on his truck said, “Pipe Maters.”

14. Identify the explicit information in the passage.

A. Mr. Samson enjoys his job.
B. Mr. Samson is an auto mechanic.
C. Mr. Samson works as a plumber.
D. Mr. Samson hurried out of the house so he wasn’t late for work.

15. Identify the implicit information in the passage above.

A. Mr. Samson is a plumber.
B. Mr. Samson enjoys his job.
C. Mr. Samson is a truck salesman.
D. Mr. Samson is an auto mechanic.

28
 Answer Key

Lesson 1

29
Lesson 2

Lesson 3

30
References

Almonte, Liza. Flandez, Lerma. Hermosa, Angelou. Lagustan, Nedia. Mangaluz, Liberty.
Miranda, Elenita. Mendoza, Paul Anthony. et al. Celebrating Multiculturism Through
World literature. (Philippines:Department of Education, 2015) 178 -180.

Almonte, Liza. Flandez, Lerma. Hermosa, Angelou. Lagustan, Nedia. Mangaluz, Liberty.
Miranda, Elenita. Mendoza, Paul Anthony. et al. Celebrating Multiculturism Through
World literature. (Philippines:Department of Education, 2015) 210-217.

Almonte, Liza. Flandez, Lerma. Hermosa, Angelou. Lagustan, Nedia. Mangaluz, Liberty.
Miranda, Elenita. Mendoza, Paul Anthony. et al. Celebrating Multiculturism Through
World literature. (Philippines:Department of Education, 2015) 238-239.

Google Chrome, Identifying Explicit and Implicit Information/accessed June 22, 2020,
www.proprofs.com/quiz-school/story.php?title=mjm1nzuwoax62x.

Google Chrome, Implicit Vs. Explicit Quiz #2 Cantu/accessed June 22, 2020,
https://quizizz.com/admin/quiz/56d78647b67559271968f89b/implicit-vs-explicit-quiz-
2-cantu.

Google Chrome. Skimming and Scanning/accessed June 23,

2020,www.startapp.com/android-apps-infographic/android-apps-infographic.pdf

Robredo, Jesse. “ Follow Your Heart; Pursue Your Dream.” GMA News, March 29, 2003.
https://www.facebook.com/notes/gma-news/mayor-jesse-robredos-commencement-
address-to-the-ateneao-de-manila-university-cla/10150977631067693.

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
31
Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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