10 Department of Education-Region III

TARLAC CITY SCHOOLS DIVISION

Juan Luna St., Sto. Cristo, Tarlac City 2300
Email address: tarlac.city@deped.gov.ph/ Tel. No. (045) 470 - 8180

English
Quarter 1: Week 6
Learning Activity Sheets
 ENGLISH 10
Name of Learner: Grade Level: 10 Q1 Week 6
Section: Date :

EVALUATING AND MAKING JUDGEMENTS ABOUT A RANGE OF TEXTS

Background Information:
Evaluating texts means exploring how the writer plays with the words to create a lot of
connected ideas, knowing the writer’s purpose of composing, and tracking to what extent his purpose
has been achieved.

According to Lentz and De Jong (1997), evaluation is a form of readers’ feedback to a range of
texts was used in this lesson to enhance students’ ability to evaluate and to give feedback from the
varied texts to be encountered. Also, it will help them to recognize the purpose of the author, identify the
hidden meaning of a certain part of the story, distinguish the mood conveyed by the author, and critique
the message of the story as a whole that will lead to using their higher-order thinking skill.

A range of texts pertains to the two text types, which are the following: literary text types and
factual text types.

Literary text types- It includes narrative and poetry.

Narrative - It tells stories that imparts lessons, shares beliefs, and explains cultural traditions of a certain
community. Narrative texts can be fiction or non-fiction. Examples of narrative text are short story, novel,
diary entries, letters, emails and so on.
Poetry – It is a literature that expresses art. Poems are full of emotions showed through symbols, imagery,
figures of speech, and rhyming sounds that will make your imagination be filled with beauty and creativity.

Factual text types- It includes non-fiction works.

Non-Fiction – It pertains to discussion text, explanatory text, persuasive text, and procedural text. These
texts can be used in our everyday living for reasoning, justifying, and explaining purposes.

The following are the definition of terms on evaluating and making judgments about a range of text:

Evaluate- It is an act of making judgment (Cambridge University Press, 2020).

Purpose of the author- It refers to the reasons why the author wrote a text. Examples of authors purpose
are to inform, to persuade, and to entertain the readers (Miami Dade College, 2020).

Mood- It is an element found in every text, which mainly pertains to the atmospheres that gives feelings
to the readers. It affects the emotional and psychological aspects of the readers that leads them being
attached to the text (Brunswick City School District, 2020).

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Learning Competency with Code:
Evaluate and make judgements about a range of texts using a set of criteria e.g. comparing arguments
on the same topic, critiquing a short story (Quarter 1 Week 6)

Directions/ Instructions
Read carefully the directions indicated in the following exercises then provide what is needed or asked
in each item.

Exercises/Activities
A. Read the following passages: then, be able to evaluate the aim and mood of the author by
answering the following questions below.

Tuesday, 7th March, 1944

Dear Kitty,
I don’t think of all the misery, but of the beauty that still remains. This is one of the things that
mommy and I are so entirely different about. Her counsel when one feels melancholy is: “Think of all
the misery in the world and be thankful you are not sharing in it!” My advice is: “Go outside, to the
fields, enjoy nature and the sunshine, go out and try to recapture happiness in yourself and in God.
Think of all the beauty that’s still left in and around you and be happy!
I don’t see how mommy’s idea can be right, because then how are you supposed to behave if
you go through the misery yourself? Then you are lost. On the contrary, I’ve found that there is always
some beauty left – in nature, sunshine, freedom, in yourself; these can all help you. Look at these
things, then you find yourself again, and God and the you regain your balance.

And whoever is happy will make others happy too. He who has courage and faith will never
perish in misery!
Yours,
Anne

Source: Liza R. Almonte et.al., Celebrating Diversity through World Literature Pasig:
Department of Education, 2015, 114-115.

1. After reading the diary entry, what mood is conveyed by the author?
a. Optimism
b. Bitterness
c. Pessimism
d. Determination
2. How does the author send the message to her readers?
a. By citing philosophical context in presenting her ideas
b. By sharing her personal belief and comparing it with another
c. By giving examples of other people’s experiences
d. By opposing the views of other people

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 The author, Anne Frank, was a 13-year-old Jewish girl who chronicled her
experiences in a secret attic during the Second World War. She’s a Jew who was
among those hunted by the Nazi during the Holocaust- systematic killing of about six
million Jews. The diary was found by friends and given to her father after her death in
a concentration camp.
Source: Liza R. Almonte et.al., Celebrating Diversity through World Literature Pasig:
Department of Education, 2015, 115.

3. Given the information about the author and based on the author’s diary entry, what do you
thinks is the author’s purpose in writing her diary?
a. To strengthen her faith in God and to unify her family.
b. To communicate her thoughts with friends, family and government.
c. To keep herself occupied during the times that she and her family were hiding.
d. To share her thoughts and feelings about the strength of the human spirit and God’s
goodness.

With a deep sigh, Dulce drifted towards the window. In the fading of light she could
barely see the figure riding up the path. As soon as he sprang from his horse and strode
to the front door, Dulce knew it was Lance. Quickly she thrust the letter she had been
reading into her dress pocket. The door to the drawing room swung open.
“What have you done with our son?” Lance bellowed, his face distorted with rage.
“He is in a safe place,” Dulce replied, and with a sudden movement, she yanked at
the bell cord to summon the servant.
Source: Liza R. Almonte et.al., Celebrating Diversity through World Literature Pasig:
Department of Education, 2015, 111-112.

1. At the beginning of the passage, the mood is .

A. Energetic
B. Mysterious
C. Quiet
D. Romantic
2. At the end of the passage, the mood is .
A. Tense
B. Humorous
C. Mysterious
D. Calm
3. From the passage, it could be implied that
A. Dulce and Lance are having disagreement over their son.
B. Dulce favors her son’s action.
C. Lance does not approve of his wife’s decision.
D. All of the above.
4. The author of the passage wants us to think that .
A. A mother knows what is best for her son.
B. A conflict normally occurs at home.
C. People vary in disposition.
D. Lance is very protective of his son.

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 5. The author’s purpose in writing the passage is to .
A. Tell a story about husband and wife
B. Make people realize about the importance of communication
C. Describe the setting within the family
D. None of the above

B. Evaluate the aim and mood of each literary piece. Also, identify the hidden meaning of each piece.
Write your ideas on the space provided. Give at least 5 strong points. Scoring rubric is provided
below for you to be guided accordingly.

1. Six-word short story

"For sale: baby shoes, never worn."
-Ernest Hemingway

Source: “For sale: baby shoes, never worn.”, The Vintage News, accessed
August 19, 2020,https://www.thevintagenews.com/2017/09/24/for-sale-baby-
shoes-never-worn-tracing-the-history-of-the-shortest-story-ever-told/.

Student’s response:

2. Poem
Underneath We’re All the Same
He prayed – it wasn’t my religion.
He ate – it wasn’t what I ate.
He spoke – it wasn’t my language.
He dressed – it wasn’t what I wore.
He took my hand – it wasn’t the color of mine.
But when he laughed – it was how I laughed, and
When he cried – it was how I cried.
Amy Maddox, 16 years old
Franklin Community H.S.
Spring. 1995
Source: Liza R. Almonte et.al., Celebrating Diversity through World Literature Pasig:
Department of Education, 2015, 163.
Illustrated by: Paul Marion R. Vallentos

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 Student’s Response:

3. Quotation

“We can learn to see each other and see ourselves in each other and recognize that human
beings are more alike than we are unalike.”
-Maya Angelou
Source: Liza R. Almonte et.al., Celebrating Diversity through World Literature Pasig: Department of
Education, 2015, 163.

Student’s Response:

C. Make judgement on the passage entitled “Overcome an Obstacle to Succeed” by Eddie Harris.
Scoring rubric is provided below for you to be guided accordingly.

Use the following questions to guide you:

1. What is the aim of the author?

2. To what extent this aim has been achieved?
3. Is the point of view of the writer consistent?

The best way to overcome disability is to face it head-on and not to let is prevent you
from achieving great things. This is the lesson I draw from the lives of two people whom I
admire – the musician Stevie Wonder and the track-and-field star Jackie Joyner-Kersee. I
respect them for their courage and strength in overcoming obstacles. Both are persons with
disabilities who defied obstacles in order to be successful in their fields. They taught me
never to give up no matter how intimidating the obstacles I face in life.
Source: Liza R. Almonte et.al., Celebrating Diversity through World Literature Pasig:
Department of Education, 2015, 4.

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 Writing Rubric
5 = The written work contains strong composition skills including a clear and thought-provoking
thesis, although development, diction, and sentence style may suffer minor flaws. Shows careful
and acceptable use of mechanics. The writing effectively accomplishes the goals of the
assignment.
4 = The written work contains above average composition skills, including a clear, insightful thesis,
although development may be insufficient in one area and diction and style may not be consistently
clear and effective. Shows competence in the use of mechanics. Accomplishes the goals of the
assignment with an overall effective approach.
3 = The written work demonstrates competent composition skills including adequate development
and organization, although the development of ideas may be trite, assumptions may be
unsupported in more than one area, the thesis may not be original, and the diction and syntax may
not be clear and effective. Minimally accomplishes the goals of the assignment.
2 = Composition skills may be flawed in either the clarity of the thesis, the development, or
organization. Diction, syntax, and mechanics may seriously affect clarity. Minimally accomplishes
the majority of the goals of the assignment.
1 = Composition skills may be flawed in two or more areas. Diction, syntax, and mechanics are
excessively flawed. Fails to accomplish the goals of the assignment.
Source: “Writing Rubric”, Napavalley, accessed August 21, 2020,http ://www.napavall ey.edu/academics
/Instruction/tlc/Documents/Creating%20Grading%20Rubric%20Examples.pdf

Reflection
How will you apply the evaluating and making judgement about a range of text in your real-life situations?
Give at least 5 situations, then give justification.

Example: I can apply it in relationship. Evaluating people’s character may help me to put my trust in them.

1.

2.

4.

5.

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 References

Pearson Schools and Fe Colleges. “Evaluating a Text.” Accessed August 30, 2020.
https://www.pearsonschoolsandfecolleges.co.uk/AssetsLibrary/SECTORS/Secondary/Interventi
on/Target_Sample_Pages/English%20Edexcel/06_Edexcel_Reading_Pages_041-048-1.pdf

De Jong, Menno and Lentz Leo. “The Evaluation of Text Quality: Expert-focused and reader-focused methods compared.”
IEEE Transactions on Professional Communication (1997): 224-234. doi: 10.1109/47.649557.

Cambridge Dictionary. “Definition of Evaluate.” Accessed August 30, 2020.

https://dictionary.cambridge.org/dictionary/english/evaluate?q=Evaluate.

Miami Dade College. “Purpose of the Author.” Accessed August 30, 2020.
https://www.mdc.edu/kendall/collegeprep/documents2/author's%20purposerev818.pdf.

Brunswick City Schools. “Mood, Voice, Tone, Perspective.” Accessed August 30, 2020.
https: //www.bcsoh.org/c ms/lib3/OH01001261/Centricity/D omain/605/Mood %20voice%
20perspective%20pov.pdf.

Almonte, Liza R. et. al., 2015, 4,111-112,114-115,163, Pasig: Department of EducationNapa Valley

College. “Writing Rubric.” Accessed on August 19, 2020.

http ://www.napavall ey.edu/academics /Instruction/ tlc/Documents /Creating %20
Grading%20Rubric%20Examples.pdf

ANSWER KEY
A.
B.
Part I
1. Possible answers
1. A
 The writer wants to convey that the shoes bought by the parent of the baby
2. B was not usedbecause the baby passed away right after her mother gave birth
3. B to him.
Part II  The six-word story means the parents are selling the shoes of their baby
1. A because it is notfitted to their child.
2. C  The mood of the short story is sad because it may seem that the first-
3. A time parentssupposedly lost their child.

4. A 2. Possible answers

5. D
 The poem conveys that every child with different languages, races, status and
skin coloris the same.
3. Possible answers
 The quotation emphasizes unity.
C.
Answers may vary.

Writer: Lynneth Mariz M. Libued

Teacher I
Reviewed by: REYMAR D. PAGUIO PhD
EPSvr-English Evaluators: Stephen Tracy E. Tabamo
Algene Mae M. Samson
CARMELA T. PEREZ
Manuel Balbido Jr.
Education Program Supervisor

LILY BETH B. MALLARI

EPSvr-LRMS

ROBERT E. OSONGCO EdD

Chief, CID
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