Lesson 1 (1st Quarter – Finals Coverage)

PERSUASIVE ESSAY

Learning Objectives:
At the end of this lesson, the student can:
a. Determine what is a persuasive essay;
b. Evaluate the points in choosing a topic for the persuasive essay; and
c. Appraise the persuasive essay through an essay composition.

How to Write a Persuasive Essay?

➔ Pre-writing
This step is the planning stage of writing a persuasive essay.
First, identify your opinion on the topic that you will write about.

The following questions can help you answer questions in choosing your
stance.
a. What do you think about the topic?
b. Which side will you take?
c. What resolution will you suggest?

➔ Choosing Your Topic

All good persuasive essays start with a topic that a writer genuinely likes or feels
strongly about.
Given are some points in choosing your own topic for your persuasive essay:

✓ The topic should have more than one point of view. If there is no
argument to be made, there is no persuasive essay to be written, so it
has to be contradictory or even controversial.

✓ The topic should be specific. If it is too broad or not clear enough, you
will find difficulty in giving detailed arguments about it.

✓ Select arguments that will appeal to readers' emotions, interests, and

reasoning. Topics like those you read on the news or the current
problems you see make great topics for a persuasive essay.

✓ Avoid overdone topics because readers will likely not be interested in

reading another essay about the same topic, with the same stance so
choose something new and original.

✓ A good topic should have several references where you can search for
information. Since pieces of evidence are some of the most important
things to include in your persuasive essay, you have to make sure to find
them in several reliable and credible sources of information.
 ➔ Drafting
In this step, you begin to write different parts of your persuasive essay. A good
structure to follow has the following parts.

1. An introduction should catch a reader’s attention, give some

background information about the topic, and state your stance strongly
and clearly.
2. A body with at least three arguments is explained in separate
paragraphs. The last paragraph is the one that exposes the weak points
of opposing arguments. A good paragraph in the body of a persuasive
essay has:
a. a topic sentence, which is the argument itself;
b. an explanation of the topic sentence;
c. pieces of evidences to prove the topic sentence; and
d. a link to the next paragraph.
3. A conclusion restates your opinion and main arguments about the topic
and may also give a call-to-action to the readers.

Some pieces of evidence that you may include in the body of your persuasive
essay include statistics (which are facts based on numbers), direct quotes from
experts (such as scientists, researchers, and published authors), and
experiences that directly relate to the topic being discussed.

The following statements are parts of a persuasive essay:

Introduction:
People who play video games are often painted as villains,
unsociable hermits who are generally irresponsible. However, some
studies actually discovered the opposite to be true.

Body:
Instead of being unsociable hermits, video game players are
found to have a different social environment instead. Through in-game
chats and multiplayer mode games, they not only have friends from their
same neighborhood or same country but also all over the globe. The
skills they learn from the video games they play also make them better
at multitasking and critical thinking, traits that responsible people have,
too.

Conclusion:
It turns out that video game players' bad reputation may be
undeserved after all we just have to understand them better.
After writing a draft of your persuasive essay, you should take the time to review
and reorganize it to improve it. Take note of the following when reviewing your
persuasive essay.
1. Catch and keep the readers' attention in the introduction.

2. Present the opposing view and disprove it convincingly.

3. The transitions between sentences and paragraphs make the whole

essay easier for the reader to understand.

The following may be used to create cadence in your persuasive essay.

a. To transition from the introduction to the first paragraph in the
body, you may use: to begin with, in the first place, firstly, the first
reason
b. To transition from the first paragraph to the second paragraph,
you may use: additionally, another reason, secondly, next, also
c. To transition from the second paragraph to the third paragraph,
you may use: lastly, in the same way, thirdly
d. To transition from the third paragraph in the body to the
concluding paragraph, you may use: in conclusion, to sum it all
up, to summarize, finally, to wrap it all up, therefore.

4. Prove your stance in the essay by using factual explanations.

5. Conclude your essay in a way that makes the readers remember your
arguments, value your stance, and maybe even change their mind
about the topic.
Lesson 2 (1st Quarter – Finals Coverage)
ADVANCE ORGANIZERS

Learning Objectives:
At the end of this lesson, the student can:
a. Distinguish an advance organizer;
b. Differentiate examples of advance organizers; and
c. Appraise information or data structuring through the use of
advance organizers.

Advance organizers are used in presenting information to better understand

and remember the information you are learning. An advance organizer is a
tool used to introduce the topic of a lesson and to illustrate the relationship
between what you are about to learn and the information that you have
already learned.

Advance organizers provide a visual structure of ideas or information, and they

also act as a conceptual bridge between the information you already know
and what you are about to learn.

Examples of advance organizers include analogies and metaphors, including

graphic organizers, such as Venn diagrams and KWL charts.

➔ Analogies – comparing something new to something familiar (e.g., "The

heart is like a pump").
➔ Metaphors – using a symbolic comparison (e.g., "Time is a thief").
➔ Graphic organizers – visual tools that organize ideas, such as:
• Venn diagrams – show similarities and differences between things.
• KWL charts – show what you Know, what you Want to know, and what
you Learned.
Lesson 3 (1st Quarter – Finals Coverage)
STRATEGIES TO BECOME A BETTER SPEAKER

Learning Objectives:
At the end of this lesson, the student can:
a. Determine effective public speaking;
b. Differentiate strategies to become a better speaker; and
c. Appraise the strategies through think, pair, and share.

Did you know that public speaking is a learnable skill? Effective public
speaking is possible with thorough preparation and practice. The following
technique and strategies may help you become a better speaker and
presenter.

Plan Appropriately

Selecting a book to read is like getting interested in a speech. How did

the book get your attention? Foremost, it must have something that incited
curiosity or interest. Perhaps, it has an interesting book cover or maybe its
synopsis at the back cover is engaging.

You need to catch the attention of your audience at the beginning of

your speech. Just like a book, your presentation must already attract the
listener at the outset.
For example, you may use an interesting anecdote, a banner headline,
or anything that will capture and sustain the interest and attention of your
audience in the initial part of your speech. However, see to it that everything
you share with your audience is relevant to your main agenda.
How will you plan your presentation? What method or strategy will you use
for your presentation? If you plan well, you may know how to deal with
unpredictable questions that may arise during or after your presentation.

An effective speech must meet specific requirements or standards. Take

down n in the space provided about the indicated characteristics. Consider
the guide questions or instructions presented for each one.

1. CLARITY
Set clear goals and messages and be consistent throughout your
speech. How do you make yourself clear? State concise opinions. Do
not confuse the listeners with too much information. Prioritize information
that merits sharing and eliminate ideas and opinions that are
unnecessary. Do not bore your audience. Provide them only with
meaningful and sensible data. When you deliver a clear speech, you
can help your audience arrive at warranted conclusions or achieve an
informed understanding of your presentation.
 Example:
Situation: Presentation of health protocols
Communication goal: To explain and to convince students on the
importance of health protocols.

A clear and confident speaking voice is vital for effective public

communication. It takes time and practice to hone the quality of your
voice.
Try doing the following
Speak in front of a mirror or record your voice.
Learn to be comfortable with silence as this demonstrates
confidence.
Speak with consistent speed, good pronunciation, and hand
movements.

2. CONCISENESS
Being straight to the point means sticking to the point and keeping
it brief. Brevity is important to avoid confusion. If you can communicate
your message in three sentences rather than 'in six sentences, then do
so. Improve and revise three sentences you had written earlier.
Consider these reminders during revision.
Did you stick to the point?
Is your message stated in brief form?

3. CONCRETENESS
When your message is concrete, then your audience has a clear
picture of what you are telling them. Your presentation must contain
details (but not too many) and vivid facts. Moreover, it should have a
clear and specific focus. Write vivid facts or details about your message.

4. ACCURACY OR CORRECTNESS
When your communication is accurate or correct, the audience
gets satisfied. In addition, it validates your credibility as a speaker. It is the
responsibility of every speaker to make sure that accurate and precise
pieces of information are shared because the audience relies on the
honesty and credibility of a speaker.
Consider the following questions to check the accuracy of your
information:
Are the sentences you will say free from any ungrammatical
structures?
Are all the words stated clearly and pronounced correctly?

You must also remember that not all public speaking events are
scheduled. You can make good impromptu speeches by having ideas
and mini-speeches pre-prepared.
 Write all you want to state in the situation you have chosen, and
you may consider the ideas you have written in the different sections of
the four Cs of communication: clear, concise, concrete, and correct.

5. ADEQUACY AND COMPLETENESS

You should ensure that you communicate effectively by making
sure your speech contains all the necessary information the audience
needs to achieve the result that you desire.
How do you know if the message is complete?

6. POLITENESS
You need to consider the audience’s reaction to your message, but
you also need to show that you are appreciative, thoughtful, tactful,
and respectful. How will you take into consideration their feelings? You
should use polite words and gestures to show politeness as the speaker.

7. EMPATHY: BEING IN "THE AUDIENCE'S SHOES"

While you write a speech from your perspective, you must not
forget your audience. They also have reasons and expectations for
listening to you. You should therefore, put yourself in the place of the
receiver while composing a message Show that you understand your
audience and try to address their needs or meet their expectations.
Always craft your message with the receiver in mind.
Remember the following:
Emphasize positive pleasant facts;
Anticipate the audience's problems, desires, emotions, and
responses; and
Show empathy in your communication style.

8. SELF-REFLECTION ON THE STRATEGIES AND TECHNIQUES

Consider the following strategies, and plan how you may use them
in speaking before a group of people.

9. CLEAR PLANNING AND PURPOSE

Take some time to plan carefully the objectives and intentions of
your speech, ensuring that it is sharply focused throughout, and there
are no irrelevant deviations.
What is the exact objective or intention of your speech?

10. INTEREST AND ENTHUSIASM

If you are interested in what you are saying, your audience will
sense that, and they will give you more attention. Aspire to appear
engaging and enthusiastic.

Allow your natural enthusiasm for the subject to come forward. One
way to do this is to smile and show emotion about your subject as this will
make the information more dynamic and engaging.
11. INTERACTION
Interaction is not just handing out information or asking for
questions.
You may interact with your audience more dynamically through
various ways:
Using your body language and personal focus to make
connections with those who are listening to your speech.
Making eye contact for brief moments with individual
members of the audience when making certain points.
Lesson 4 (1st Quarter – Finals Coverage)
USE OF CLEFT SENTENCES

Learning Objectives:
At the end of this lesson, the student can:
a. Determine a cleft sentence;
b. Compare it-cleft sentences and what-cleft sentences; and
c. Appraise cleft sentences through using it within a paragraph.

The Use of Cleft Sentences: It

You use cleft sentences to focus on a word or phrase and to emphasize
the intention of the message by changing the normal sentence pattern with
the relative pronoun "it is" or "it was.".

How to Form a Cleft Sentence

A cleft sentence is a sentence that is cleft (split) so as to put the focus
on one part of it.
Start the cleft sentence with the word it and then follow it with a verb
phrase in which the main verb is generally be.

It-Clefts
It was Melvin who went to the seminar last week.
(The emphasis is placed on "Melvin' than on any of the other parts
of the sentence.)
It was the seminar that Melvin went to last week.
(The emphasis is placed on "seminar" than on any of the other
parts of the sentence.)
It was last week that Melvin went to the movie.
(The emphasis is placed on "last week" than on any of the other
parts of the sentence.)

What-Cleft Sentences emphasize a specific subject or object. The clause is

introduced by "what" and is used as the subject or object of a sentence.

Examples:
What we need is a clear informative lecture to cast away doubts
about COVD 19.
What she thinks is not important to us. What the doctors say is
important to your welfare.
What you must do is good for body resistance.
What they do is not your concern.
Lesson 5 (1st Quarter – Finals Coverage)
REFLEXIVE & INTENSIVE PRONOUNS

Learning Objectives:
At the end of this lesson, the student can:
a. Distinguish reflexive and intensive pronouns;
b. Assess what pronoun is within a sentence; and
c. Appraise the purpose of reflexive and intensive pronouns through
sentence making.

Reflexive and intensive pronouns are like identical twins. However, they
are actually different. Reflexive and intensive pronouns are the words that end
in -self or -selves: myself, yourself, himself, herself, itself ourselves, yourselves,
themselves.

Reflexive pronouns are objects that refer to the subject. Reflexive pronouns
indicate that whoever performs the action in a sentence is also the receiver of
the action. When a reflexive pronoun is used, the subject does the action and
is also affected by the action.
Examples:
I bought myself a salad.
My sister and I got ourselves sick from eating too much junk food.

Intensive pronouns, unlike the reflexive pronouns, can be omitted from a

sentence without changing its meaning. Intensive pronouns use the same
pronouns as reflexive pronouns, but they are used for emphasizing another
noun or pronoun.
Examples:
My mother herself paid for my shoes. (The intensive pronoun "herself"
is referring to the mother who is the subject of the sentence.)
My mother paid for my shoes. (The intensive pronoun "herself" can be
omitted.)
We ourselves wrote the letter of request. (The intensive pronoun
"ourselves" is referring to the pronoun "we").
Jordan himself ran twenty meters with incredible speed.
The winner of the race was awarded by the organizer herself.