Pasay-ENG8- Q3-W7-01

Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
Third Quarter/ Week 7/ Day 1

LEARNING OBJECTIVE: Arrive at meanings through context clues

_ _____________________________EN8V-IIIe-12.3_______________________________
How’s your vocabulary? Can you now easily identify meanings of difficult
words on your own, without using a dictionary?

YOUR LESSON FOR TODAY

Using context clues to arrive at meanings of words

Context clues are hints found within a sentence, paragraph, or passage that a reader
can use to understand the meanings of new or unfamiliar words.
Learning the meaning of a word through its use in a sentence or paragraph is the most
practical way to build vocabulary, since a dictionary is not always available when a reader
encounters an unknown word.
A reader must be aware that many words have several possible meanings. Only by
being sensitive to the circumstances in which a word is used can the reader decide upon an
appropriate definition to fit the context.
A reader should rely on context clues when an obvious clue to meaning is provided, or
when only a general sense of the meaning is needed for the reader’s purposes. Context clues
should not be relied upon when a precise meaning is required, when clues suggest several
possible definitions, when nearby words are unfamiliar, and when the unknown word is a
common one that will be needed again; in these cases, a dictionary should be consulted.

TRY TO DISCOVER!

There are several different types of context clues. Some of them are:

1. DEFINITION / DESCRIPTION CLUE The new term may be formally defined, or

sufficient explanation may be given within the sentence or in the following sentence. Clues to
definition include “that is,” commas, dashes, and parentheses.
Examples:
a. His emaciation, that is, his skeleton-like appearance, was frightening to see.
“Skeleton-like appearance” is the definition of “emaciation.”
b. The dudeen – a short-stemmed clay pipe – is found in Irish folk tales. The dashes
setting off “a short-stemmed clay pipe” point out the definition of “dudeen.”

2. EXAMPLE CLUES Sometimes when a reader finds a new word, an example might be
found nearby that helps to explain its meaning. Words like including, such as, and for example,
point out example clues.
Examples:
a. Piscatorial creatures, such as flounder, salmon, and trout, live in the coldest parts of
the ocean. “Piscatorial” obviously refers to fish.

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Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

b. Celestial bodies, including the sun, moon, and stars, have fascinated man through the
centuries. “Celestial” objects are those in the sky or heavens.

3. SYNONYM RESTATEMENT CLUE The reader may discover the meaning of an unknown
word because it repeats an idea expressed in familiar words nearby. Synonyms are words with
the same meaning.
Examples:
a. Flooded with spotlights – the focus of all attention – the new Miss America began her
year-long reign. She was the cynosure of all eyes for the rest of the evening. “Cynosure” means
“the focus of all attention.”
b. The mountain pass was a tortuous road, winding and twisting like a snake around the
trees of the mountainside. “Tortuous” means “winding and twisting.”

4. CONTRAST / ANTONYM CLUE Antonyms are words with opposite meanings. An opposite
meaning context clue contrasts the meaning of an unfamiliar word with the meaning of a familiar
term. Words like “although,” “however,” and “but” may signal contrast clues.
Examples:
a. When the light brightens, the pupils of the eyes contract; however, when it grows
darker, they dilate. “Dilate” means the opposite of “contract.”
b. The children were as different as day and night. He was a lively conversationalist, but
she was reserved and taciturn. “Taciturn” means the opposite of a “lively conversationalist.”

5. ANALYSIS OR STRUCTURE CLUE The parts used to construct a word can be direct clues
to meaning. Knowledge of prefixes, roots, and suffixes can aid a reader in using this type of
context clue. Learning one word part can add dozens of words to a reader’s vocabulary. The
power of word parts lies in the ability to combine the roots and affixes with the context in which a
word is used to discover the author’s meaning.
Examples:
a. The story is incredible. The root cred means “to believe,’ and the prefix in means
“not.” Therefore, if a story is incredible, it is unbelievable.
b. The somnambulist had to be locked in his bedroom at night for his own safety. If a
reader knows the meaning of ambular (walk) and somn (sleep) and sees the sentence, the
reader may realize that a “somnambulist” is a sleepwalker.

6. INFERENCE CLUE Sufficient clues might be available for the careful reader to make an
educated guess at the meaning. Example: a. She told her friend, “I’m through with blind dates
forever. What a dull evening! I was bored every minute. The conversation was absolutely vapid.”
“Vapid” means “uninteresting.”

7. CAUSE AND EFFECT CLUE The author explains the reason for or the result of the word.
Words like “because,” “since,” “therefore,” “thus,” “so,” etc. may signal context clues.
Example: studied the necessary culinary arts. “Culinary” means “food preparation.”

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. Remember, context
clues help us figure out the meaning of the words without having to look up in the dictionary. If
our lesson is clear to you, then you are now ready for more practices… enjoy working and
learning.

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Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

PRACTICE EXERCISE I

Read the following sentences. Then complete the chart by filling in the needed
information.

1. The food was bland. In fact, everyone called it tasteless.

2. Chad is calm and quiet, but his brother is boisterous.
3. The doctor misdiagnosed the illness that he prescribed the wrong medicine.
4. Celestial bodies, such as the sun, moon, and stars, are governed by predictable laws.
5. Entomology is the study of insects
6. Since no one came to the first meeting, attendance for the second one is mandatory for
all staff.
7. Katie’s belligerence surprised everyone. She threw her books across the room, glared at
Chris and then pushed him to the floor.

UNDERLINED/ CLUES TYPE OF MEANING

DIFFICULT WORD CONTEXT CLUES
1.
2.
3.
4.
5.
6.
7.

PRACTICE EXERCISE II

The story below is a folktale from Vietnam. Read it carefully. Then determine the meaning
of the underlined words through context clues.

Like the apricot blossom, the narcissus plays an

important role at Tet (Vietnemese festival). It is
considered a good omen if they bloom on New Year’s Day, so great care is given to their
cultivation, with the use of sugar water, gluing, and other techniques, to ensure their blooming at
that time. This page tells the legend of the Narcissus.

A rich old man had three sons. When he felt he was about to die, he called in his children and
said that he wished his fortune to be divided equally among them. The children promised to
respect his will and the old man died happily.

He had hardly been buried when the two elder sons took most of the youngest one’s share.
Only a poor plot of good-for-nothing-land was given to him.

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Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

The unfortunate younger son was sadly looking at his inheritance when he saw a fairy appear.
“Stop crying,” she said. “There is a treasure hidden beneath your plot of land and your brothers
don’t know it.” She explained that the sprout of a most valuable flower was hidden under the
soil.

The boy was astonished and the fairy said, “You’ll get rich with these flowers; each spring will
see them bloom in your garden and you can sell them at a good price.”

The boy was filled with gratitude and prostrated himself on the ground to express his thanks, but
the fairy disappeared.

The very next spring, the land was covered with a fragrant whiteness. In memory of the fairy
who protected him, he called the flower Thuy Tien (water fairy). Everyone who saw it loved its
beauty and delicate perfume. The lords and the rich began to contend with one another to buy
them and offered fabulous prices for the floral wonder.

In just a few years, the lucky fellow accumulated an immense fortune from the sale of the
Narcissus. As he became richer than his stingy brothers who tried to rob him, the narcissus
became the symbol of success and prosperity.

Besides context clues, you can also make use of the following configuration clues
as added clues to help you figure out the meaning of the difficult words in the story. No.
1 has already been done as an example.

Words from the story Meanings

Ex. 1. omen ------------------------------ s i g n

2. fortune ---------

3. unfortunate -----------------------

4. beneath --------------

5. astonished --------------------

6. gratitude --------------

7. contend ---------------------------

8. fabulous -----------

9. accumulated ---------------

10. immense ---------

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Name:_________________________________________ Section:______________________
Grade Level:___________________________________ Teacher:_____________________

GENERALIZATION

Context clues are hints found within a sentence, paragraph, or passage that
a reader can use to understand the meanings of new or unfamiliar words.
By becoming more aware of particular words and phrases surrounding a
difficult word such as a synonym, antonym, definition, example and, general sense,
readers can make logical guesses about its meaning.

EVALUATION

Read each sentence. Use the context clues to help you determine the meaning of the
underlined word. Choose the letter of the correct answer.

1. The child was rushed to the hospital after she had an adverse reaction to the medicine.
A. difficult B. effective C. harmful D. powerful

2. The novice teacher was excited about her first teaching job since graduating college.
A. beginner B. experienced C. knowledgeable D. strict

3. The man should go to jail for his inhumane treatment of his dogs.
A. caring B. cruel C. irritated D. proper

4. The sun suddenly vanished from view as the storm clouds rolled across the sky.
A. came B. disappeared C. flashed D. floated

5. The night watchman thought he detected a slight movement in a dark corner of the
warehouse.
A. arranged B. created C. investigated D. noticed

6. Our abundant crop of corn should feed us for several years.

A. expensive B. delicious C. plentiful D. wonderful

7. The family's food supply was depleted during the month long ECQ.
A. consumed B. delivered C. harvested D. prepared

8. Her disdain for animal cruelty led her to become an animal protection officer.
A. belief B. dislike C. doubt D. faith

9. If asked to keep a secret, you must not disclose the information to anyone.
A. advise B. complain C. teach D. tell

10 We watched in awe as the performer swallowed a three- foot sword.

A. amazement B. boredom C. calmness D. determination

General References
http://www.lethbridgecollege.net/elearningcafe/images/stories/pdf/ContextCluesExercise1Script.pdf
https://www.easyteacherworksheets.com/pages/pdf/languagearts/context/2.html
https://www.easyteacherworksheets.com/pages/pdf/languagearts/context/26.html
https://www.collierschools.com/cms/lib/FL01903251/Centricity/Domain/220/Literacy%20Tips/Context%20Clues.pdf
https://offroadvietnam.com/vietnam-info/legends/the-legend-of-the-narcissus
https://images.app.goo.gl/FZd5CWF4M7bzzDrQ6 Prepared by: ANTONELLA M. ARAGON
PASAY CITY WEST HIGH SCHOOL

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 Module Code: PASAY-EN8-Q3-W7-D2
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
Third Quarter/ Week 7/ Day 2

OBJECTIVE: Analyze intention of words or expressions used in propaganda techniques.

(EN8V-IIIg-26)
YOUR LESSON FOR TODAY
PROPAGANDA TECHNIQUES

Propaganda is biased or misleading information circulated through some form

of mass media with the intent of promoting a political agenda or viewpoint.
Propaganda is deliberately not objective and is usually part of a larger psychological
campaign to influence people toward a specific opinion. It may include outright lies or
more subtle misinformation and censorship.
How Propaganda Works

Propaganda works by tapping into emotions through images, slogans, and

selective use of information or control and censorship of the facts.

What Exactly Is Advertising Propaganda?

Propaganda is a careful presentation of information in a way that influences

how a customer or potential consumer sees the product or service and how they act,
think or feel as a result.

What does the advertiser achieve by doing this?

They want to encourage you to buy their product or service as opposed to any
other. And they achieve this by playing with your emotions to get the desired outcome.

DIFFERENT PROPAGANDA TECHNIQUES

Card-Stacking Propaganda
The most common of the propaganda techniques top advertisers use today is
card-stacking propaganda where an advertiser omits any information that may affect
their image negatively and includes just that information that will lure you into the
trap.

This ad uses stats to portray why the

product is healthy. It implies that Sun
Chips are better than ‘regular chips’
because they contain 30% less fat than
said chips.

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 Module Code: PASAY-EN8-Q3-W7-D2
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________
They do essentially influence you to buy the product or service based on the
information they have presented you with. They make the product appear a lot more
attractive than it actually is. They also make the product seem more attractive than
similar ones in the market.

2. Name-Calling Propaganda
The most common between two brands that are similar, well-known, and
have a loyal fan base. Understandably, they need to lure consumers from the
other side to their side.

This is quite self-explanatory. Although

the name of the rival brand
(McDonald’s) is not found anywhere in
the ad, their signature Big Mac box has
been used.

3. Bandwagon Propaganda And the message is clear: The Whopper

is so big that it can’t fit into the box
Advertisers know that it is human nature
that holdsto not
the want
Big toSo
Mac. be basically,
the one left
out. They know that if they convince you youthat
areeveryone
getting aelse is buying
bigger burger their
than
product or using their service, you will the
want to ‘jump
famous Bigon the bandwagon’ too.
Mac.
Thisall,
After ad ifuses stats
they’ve to portray
served why the
99 billion,
product is healthy. It implies
there must be something special that Sun
there,
ChipsAnd
right? arewhobetter thanwant
would ‘regular chips’
to miss out
on that? So instead of just drivingfatpast
because they contain 30% less than
said
and chips. the no-fast-food promise
honoring
you made to yourself, you stop and grab
a meal on your way home.
This ad uses stats to portray why the
product is healthy. It implies that Sun
Chips are better than ‘regular chips’
because they contain 30% less fat than
said chips.
4. Testimonial Propaganda
Advertisers use the testimonials of influencers, authority figures, or
experts in the field to convince you that their product is worth your money. This
is mainly because if a famous person or one who has a lot of knowledge and
experience in the niche is vouching for it, there has got to be something that
sets it apart. And that is something that makes you go for it, making these
kinds of messages some of the most common propaganda advertisements that
are used today. If a dentist talks to you about a
toothpaste and all the benefits it offers
you, you are going to take them more
seriously than if a random person
recommends it.
Similarly, if a celebrity with beautiful hair
Module Code: PASAY-EN8-Q3-W7-D2
endorses a shampoo or hair oil and tells
you it is the reason for their beautiful
locks, you will most definitely believe
them and go out and buy it.

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Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

5. Transfer Propaganda

This is a technique in which an advertiser tries to ‘transfer’ the good or bad

feelings you have associated with something to their brand, product or service.

In this advertisement, the advertiser

tells the consumer that this is the ‘real
American fragrance.’

It implies that if you buy it, you are a

true American.

The use of the flag in the background

obviously helps matters.

If you are a supporter of organic foods, this will call out to you in a way
no other message could have. And you will associate the positive feelings you
have about organic food with the brand.
Similarly, if an ad uses a national song, the flag of your country, or any
other element that awakens the love you have for your country inside of you,
your patriotism will take over.
You will associate the feeling of love you have for your country with the
brand and that will, of course, improve its image in your eyes.
6. Glittering Generalities Propaganda

The glittering generalities technique makes use of fancy words that elicit a
positive response or feeling from you. In turn, this feeling is what makes you
want to buy the product, try the service or become affiliated with the brand.
The use of the word ‘better’ in this ad is
what triggers a positive reaction.

We are always looking for ways to make

things better, make experiences better.
And that is what this ad promises. And it
doesn’t even stop at food – it isn’t even
mentioned.
So anything, ranging from a pizza to a
movie to a day out gets better with a Coca
Cola.

7. Plain Folks Propaganda

The mother-child duo with a shopping

cart is the perfect example of regular folks
indulging in regular activity. Any mother
who has ever done grocery shopping with
their little one can relate to this picture –
they see themselves in it. Paired with the
promise of saving money on groceries and
gaining the ability to spend it elsewhere to
improve the quality of your life, it is the
perfect message.

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Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

This approach is increasingly becoming one of the more effective propaganda devices
you can come across today. When applied to advertising, this basically means that
they want to see how a particular product or service brought value to a regular human
being like themselves. You can relate more to the experiences of people like yourself.
Because after all, you are likely to have a similar experience with a brand as people
who you have something in common with, as opposed to someone with a completely
different life, such as a celebrity.

Whether an advertiser makes use of propaganda commercials or a print

or digital ad among other things, they are using some sort of technique to
manipulate you and influence your buying decisions. This fact remains the
same, no matter which propaganda types they use. So be aware, remain
careful, and choose wisely.

PRACTICE EXERCISE

Look at the pictures. Identify what techniques are used by the advertiser to each of the
following propaganda. Write your answer below the picture.
1. 2.

__________________________________ ______________________________________

2.

____________________________________ ______________________________________

3.

______________________________________ ______________________________________

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 Module Code: PASAY-EN8-Q3-W7-D2
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

GENERALIZATION

Propaganda is communication that is primarily used to influence an

audience and further an agenda, which may not be objective and may be
selectively presenting facts in order to encourage a particular synthesis or
perception, or using loaded language in order to produce an emotional rather
than a rational response to the information that is being presented.
EVALUATION

Go back to your answers in the Practice Exercise. Write down your explanation of
each propaganda below.

1. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

References:
https://www.thebalancesmb.com/what-is-propaganda-and-how-does-it-work-2295248
https://www.canzmarketing.com/7-types-of-propaganda-techniques-advertisers-use/
https://ibuzzle.com/examples-of-propaganda-techniques

Prepared by:
JUDY C. SUTARON
Pasay City West High School

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 Module Code: PASAY-EN8-Q3-W7-D3
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN ENGLISH 8
Third Quarter/ Week 7/ Day 3
OBJECTIVE: Distinguish facts from opinion cited in the text listened to. (EN8LC-IIIf-2.10)

YOUR LESSON FOR TODAY

DISTINGUISHING FACTS FROM OPINION

What is a fact?
A fact generally refers to something that is true and can be verified as such.
That is, a fact is something that can be proven to be true.

What is an opinion?
An opinion refers to a personal belief. It relates to how someone feels about
something. Others may agree or disagree with an opinion, but they cannot prove or
disprove it. It is a view or judgment formed on something, not necessarily based on
fact or knowledge.

Why Are Fact and Opinion So Important?

The ability to distinguish between fact and opinion helps students develop
their critical and analytical skills in both their reading and their listening. Fact and
opinion are often woven together in texts and speeches. It is therefore imperative
that students are able to unravel the threads of what is true from what is mere
belief if they are to successfully navigate the deluge of media they will encounter in
their lifetimes.
Whether on the news, in advertising, or a history book, distinguishing
between what is fact and what is opinion is crucial to becoming an autonomous
person with the critical abilities necessary to avoid being manipulated easily.

The Language of Fact and Opinion: Signal Words and Phrases

Some examples of those signal words and phrases being used in the sentence
fragments that often precede a statement of fact or opinion:

FACT
● The annual report confirms…
● Scientists have recently discovered…
● According to the results of the tests…
● The investigation demonstrated…

OPINION
● He claimed that…
● It is the officer’s view that…
● The report argues that…
● Many scientists suspect that…

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Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

TRY TO DISCOVER

Listen as your sibling read the following sentences. Identify whether the
following statement is a fact or an opinion. Write your answers on the table
below.

1. Dogs have a better sense of smell than humans.

2. Dogs should not jump on people because it is rude.
3. The United States is the most beautiful country in the world.
4. The United States is a popular travel destination.
5. The Yankees are the best baseball team in the Major Leagues.
6. The Yankees have more World Series wins than any other team in the Major
Leagues.
7. Reading can help you learn more about the world.
8. Reading is fun.
9. President George Washington had nine siblings.
10. President George Washington was the worst president in history.

Fact Opinion

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 Module Code: PASAY-EN8-Q3-W7-D3

Name: _________________________________Section: ___________________________

Grade Level: ___________________________Teacher: ___________________________

PRACTICE EXERCISE 1

Listen to the stories below. Think about what parts are fact and what parts are
opinion. Write down your answer on the space provided.

A. Fay’s dad got a new job. They moved to a new house in a new town. Fay
likes the new house. She thinks it is nice. Her room has a window that looks
out on the backyard. The bed and the dresser from her old house are in her
new room. All of her toys are in her new room, too. She likes her new room.
She hopes she will like her new school.

FACT

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

OPINION

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

B. It was almost Halloween and Mari still hadn’t thought of a costume. Her
sister Louisa was going as a hot dog, and Maria thought that was the best
idea ever. Louisa always Maria trick-or-treating, and they always had
costumes that went together. But this year Louisa had been too busy with
her friends to help Maria with a costume. Maria didn’t know what to do.
Maria was looking in some magazines for costume ideas where her
Mom asked her to go with her to the grocery store. At the store, in the
Halloween candy aisle, Maria saw a tall, pointed red hat that gave her a
great idea. The hat only cost two dollars, so Maria’s mom bought it for her.
Maria skipped all the way to the car. She had a costume! She was going to
be a…. KETCHUP!

DIRECTIONS: Circle the word ‘fact’ if it is true or it really happened in the

story. Circle the word ‘opinion’ if it’s what someone thinks or believes.

1. Maria thought Louisa’s costume was great. fact opinion

2. Louisa’s costume was a hot dog. fact opinion
3. Louisa had been too busy to help Maria. fact opinion
4. Maria was happy about her costume idea. fact opinion
5. The red that cost two dollars. fact opinion

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 Module Code: PASAY-EN8-Q3-W7-D3

Name: _________________________________Section: ___________________________

Grade Level: ___________________________Teacher: ___________________________
PRACTICE EXERCISE 2
DIRECTIONS: Listen as one of your family members read the letter below.
Identify which statement is a fact and which is an opinion. Underline the sentences
that express fact and encircle the sentences that express opinion.

Marco got a letter from his Uncle Ben, the airplane pilot. Uncle Ben has
travelled all over the world.
Dear Marco,
This is my third time visiting Paris, and I think it is one of the most
beautiful cities in the world. Paris, I’m sure you know, is the capital of France.
Today I walked along the Avenue des Champs-Elysees, which is the most
famous street in Paris. I think it may be the most famous street in the world. It
is lined with beautiful trees, fountains, and flowers. There are shops, theaters,
restaurants, and many sidewalk cafes.

I had a wonderful lunch at the one of the sidewalk cafes. The pastry I
had for dessert was especially delicious. Paris is known for its fine French
cooking. I noticed on the café menu that they serve one of the most popular
French dishes, which is escargot. Snails, in other words! I don’t think I’ll be
trying while I am here, though.
When you think of Paris, you probably think of the Eiffel Tower. Anyone
visiting Paris has to see the Eiffel Tower. You can see at the top of the Eiffel
Tower from anywhere in the city. It is almost 1000 feet tall. When it was built, it
was the tallest building in the world. You can walk up the stairs to the top, or
you can take an elevator. From the top you can look out across all of Paris. It is
an amazing sight.
Tomorrow I am going to the Louvre museum. It is one of the largest
museums in the world. Once, it was a French king’s palace. Now it is home
some of the most famous artworks in the world. I look forward to seeing the
“Mona Lisa” painting. Have you seen pictures of it? It was painted over 500
years ago! There have been many poems and songs written about this painting.
The woman in the painting has a little-half smile. To me, that makes it seem
like she has a secret that she isn’t going to tell.

Yours truly,
Uncle Ben

______________________________________________________________________________
GENERALIZATION

A fact generally refers to something that is true and can be verified as

such. That is, a fact is something that can be proven to be true.

An opinion refers to a personal belief. It relates to how someone feels

about something. Others may agree or disagree with an opinion, but they
cannot prove or disprove it. It is a view or judgment formed on something, not
necessarily based on fact or knowledge.

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 Module Code: PASAY-EN8-Q3-W7-D3
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________
EVALUATION

DIRECTIONS: Listen as one of your family members read the paragraph below. Let
him/her read the paragraph twice before you answer. Underline the sentences that
express fact and encircle the sentences that express opinion.

Sloths

Sloths are the slowest-moving mammals on Earth. It takes a full minute

for a sloth to move 6 feet across the ground. You probably couldn’t move that
slowly if you tried! The sloth’s body is about 2 feet long. It has long legs, and
curved claws that are 3 to 4 inches long. Their claws and long legs help them
climb trees and hang on from tree branches. They spend almost their entire
lives hanging from tree branches. The life of a sloth is not very exciting.
Sloths have a round head, small ears, a stubby tail, and a sad-looking
eyes set in a dark colored mask. The shape of a sloth’s mouth makes it look like
it is always smiling. It has extra bones in its neck that make it possible for it
turn its head almost all the way around. Sloths don’t put much on a show,
but they are very cute to look at.
Sloths’ bodies are home to many tiny plants and creatures. Tiny plants
grow on the sloth’s fur, making sloths appear to be green. This makes the sloth
almost invisible against the green leaves of the trees they live in. Moths and
insects also live in the sloth’s fur. Maybe the sloth doesn’t even seem like an
animal to these plants and creatures, because the sloth moves so little and so
seldom.
Giant sloths the size of elephants once lived in many places on Earth,
including North America. Today, sloths can be found in the tropical forests of
Central and South America. They eat leaves and berries. A sloth can stick it’s
tongue out 12 inches. Maybe they developed this skill so they wouldn’t have to
move to reach the tasty leaves and berries around their nesting spot. Their
main enemies are jaguars, eagles, and snakes. Many tropical forests are
disappearing, along with the sloths that leave there. It would be sad if this
fascinating little animals became extinct.
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References
https://www.englishworksheetsland.com/factoropin.html
https://www.k5learning.com/reading-comprehension-worksheets/topics/fact-opinion
https://www.literacyideas.com/teaching-fact-and-
opinion?fbclid=IwAR0W0iASGWdoeL_tXiPLF4Fu6NNtSZ2L0lHftWxaXQ9wJjDY1uV_ynbY0ag
https://www.nny360.com/kidscontent/fact-vs-opinion-what-s-the-
difference/article_c43634ed-e77f-54a5-8354-
818026a64068.html?fbclid=IwAR3b3qlIZT6X3EZrLXE1VWZ5RMYpScitwy_Xx949-
QalPscxHOO2qfNcg4Y
https://www.ereadingworksheets.com/free-reading-worksheets/fact-and-opinion-
worksheets/?fbclid=IwAR3nNCzl_A3lpSTn4tjngAz8ERqSzKNHYDpoPTWUvUmOqN-
3nAifwgozxOk
https://englishlinx.com/content-by-subject/reading/fact-and-
opinion/?fbclid=IwAR1qDc3vfc2CKALCjVECMxnpa99Nsl-xioNDZ-6O6PfbQaa5UfHsSXepVjk

Prepared by:
JUDY C. SUTARON
Pasay City West High School

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 Module Code: PASAY-EN8-Q3-W7-D4
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN ENGLISH 8
Third Quarter/ Week 7/ Day 4
OBJECTIVE: Deliver a self-composed persuasive speech. (EN8F-lllf-3)

YOUR LESSON FOR TODAY

What is persuasive speech?

A persuasive speech is used when the speaker decides to convince or persuade
the audience to accept his or her point of view.
This presents the writer’s stand or viewpoint on a particular issue. Writing a
persuasive speech entails outlining arguments and proposing the course of action.
You also have the power to change the opinions and attitude of others. The success
of persuasive speech is often measured by the audience’s willingness to consider the
speaker’s argument.

Parts of a Persuasive Speech

There is a certain general format that all persuasive speeches follow.
1. Attention Getter
The opening sentence of a persuasive speech should always say
something to grab the attention of the audience. This is potentially the most
important line; if the audience doesn’t like the opening, they may ignore the
following ideas and concepts.
2. Thesis Statement
The thesis statement is where the speaker tells their listeners their
position on the issue they are discussing. By the end of the speech, the
presenter’s goal is for the audience to agree with their thesis statement. A thesis
statement should be relatively short, and clearly state the views of the speaker.
This statement is to inform the audience of the speaker’s mindset and try to get
the audience to see the issue their way.
3. Reason #1
After the introductory portion of the speech is over, the speaker starts
presenting reasons to the audience. These reasons are various statements that
provide support for the thesis statement. After each reason, the speaker lists
examples as evidence to try and provide a factual argument to sway listeners’
opinion to agree with their own.
A. Example
B. Example
C. Example
4. Reason #2
A. Example
B. Example
C. Example
5. Reason #2
A. Example
B. Example
C. Example

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 Module Code: PASAY-EN8-Q3-W7-D4
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

6. Conclusion/Final Appeal
The conclusion is the most important part of a persuasive speech besides
the introduction and thesis statement. This is where the speaker must sum up
and tie in all of their arguments into an organized and solid point.
TRY TO DISCOVER

Guidelines in Writing a Persuasive Speech

1. Choose an issue. When choosing one, keep the following guidelines in mind.
• The issue should be debatable – you won’t be able to take a stand of the
topic in not datable.
• The issue should be current and relevant.
• The issue should be written in a question form and answerable by yes or
no.
• The issue should be narrow and manageable.
2. Begin the writing process by conducting an in-depth research on the issue.
3. Make sure to define unfamiliar terms when you first mention them.
4. Be aware of the various positions about the issue and explain and analyze them
Objectively.
5. Reflect on your position and its weaknesses.
6. Cite valid and reliable sources to establish the credibility of your arguments.
7. View the issue in a different perspective so you can present a unique approach.
8. Analyze your target readers and align your arguments to their beliefs, needs,
interests, and motivations.
9. Use an active voice as much as possible to achieve a dynamic and firm tone
10. End with a powerful closing statement such a question a challenge or a
question.

Tips On How to Deliver a Persuasive Speech

• Have a solid goal in place

• Know your audience
• Prepare in advance
• Be clear and concise
• List down benefits for your audience
• Exude confidence
• Make eye contact
• Appeal to their emotions
• Use effective speech

How to Succeed
Using an attention grabbing device is a powerful way to begin a persuasive
speech. If you can make your audience laugh, think about a personal experience,
or tell an anecdote that produces emotion, they are more likely to listen to the
content of your argument. Additionally, keeping a speech within 6-8 minutes
makes the audience less likely to let their mind wander away from what you are
saying.
The effectiveness of a persuasive speech also depends on factors beyond
the words of the speech. The willingness of the audience to accept a new view,
the body language of the speaker, and the environment in which the speech is
given all can affect the success of a persuasive speech.
A successful speaker will do their best to establish strong ethos with their
audience, and combine pathos and logos to form the best possible argument.
Audience analysis is an important factor when giving a persuasive speech.

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 Module Code: PASAY-EN8-Q3-W7-D4
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

PRACTICE EXERCISE 1

DIRECTIONS: Read the following scenarios below. Pick one and write a position paper
(persuasive speech) based on the scenario you chose.

A. The student council is petitioning to prepare an arts festival in your school,

but the administration is reluctant to agree the plan because it involves
taking two days off the students’ normal classes. As on the organizers, you
are asked to write a position paper which argues your stand for the
establishment of the activity to the administration.

B. You would like to establish a new student organization for a hobby or sport
you share with almost a hundred students in your batch. However, the head
of the club organizations think that establishing a student organization is
unnecessary because you all talk about your interest outside school anyway.
So you write a position paper to outline your arguments so that the head
can see your stand on the issue.

C. You and the teenagers in your community would like to organize a concert
as a fund-raising activity for the street children in your city. The community
elders disapprove because it would eat up much of your time for school and
that what you are planning is a job for adults. As the leader of the group,
you are tasked to write a position paper addressed to the community elders
to show your arguments in favor of organizing the concert.

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 Module Code: PASAY-EN8-Q3-W7-D4
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

PRACTICE EXERCISE 2
Read the sample persuasive speech below. Observe the proper way of delivering
a speech.

Depression – A Hidden Threat

Depression is a hidden threat that should be unmasked. And it will

require the help of everybody to do so. Did you know that depression affects
most of us? Did you also know that depression is a sickness that needs to be
treated? That it is not something that you can just brush off and say "Be
positive. Don't be sad."

Depression according to the DSM V is a very serious medical condition. It

is also very common. It is that persistent feeling of sadness that usually do not
go away even after two weeks. The symptoms are varied which includes feeling
that you are not worthy of anything, suicidal thoughts, over or under eating
and over or under sleeping. The cause is associated with an imbalance in the
neurotransmitters inside our brains. The solution? There are two ways:
behavioral therapy and medication. For milder cases of depression, behavioral
therapy would be enough. But for major depression, a combination of
behavioral therapy and anti-depressants might be needed.

So knowing that depression can be treated how do we solve the problem

of being stigmatized if you have a mental illness? First is a paradigm shift. Treat
it like any illness, like a cold or headache. One does not get shunned out of the
society if they have a cold. The second is offer help. Often the happiest people
that you know are the people internally struggling with depression. Ask if they
are okay. Talk to them. Let them know that you genuinely care.

Don't solve the problem by creating another problem. In high school, one
reason why students get depressed are because of low grades or a failed love
life. Know that these can be remedied by studying more efficiently and finding
another person to love. Don't drink as alcohol is habit forming and is a strong
depressant as well. If you are already depressed why take a depressant. It is
like having a headache and treating the headache by slamming your head into
a wall.

In sum, we need to be aware of and accepting of people with depression,

know that it exists and that solutions are available to remedy that situation.
_______________________________________________________________________________

GENERALIZATION

A persuasive speech is used when the speaker decides to convince or persuade

the audience to accept his or her point of view.
This presents the writer’s stand or viewpoint on a particular issue. Writing a
persuasive speech entails outlining arguments and proposing the course of action.
You also have the power to change the opinions and attitude of others. The success
of persuasive speech is often measured by the audience’s willingness to consider the
speaker’s argument.

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 Module Code: PASAY-EN8-Q3-W7-D4
Name: _________________________________Section: ___________________________
Grade Level: ___________________________Teacher: ___________________________

EVALUATION

DIRECTIONS: Deliver your self-composed persuasive speech in Practice

Exercise 1. Observe the proper way of delivering a speech. You may record
yourself while delivering your self-composed speech. Assessment of your
performance will be based on the rubrics below.

Rubric for Persuasive Speech and Presentation

______________________________________________________________________________

References for Further Enhancement:

https://courses.lumenlearning.com/boundless-communications/chapter/introduction-to-
persuasive-speaking/
https://qualityansweringservice.com/outline-for-writing-a-persuasive-speech/
https://brainly.ph/question/2431675
https://landaua-catcherintherye.weebly.com/rubric-for-persuasive-speech-and-
presentation.html
Essential English: Work text in Literature and Languages

Prepared by:
JUDY C. SUTARON
Pasay City West High School

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