This is the Grade 5 English Quarter 3 Module 3 self-learning module, “Making a Stand,” an Alternative Delivery Mode (ADM) module (First Edition, 2020) from DepEd Region VIII. It is for Grade 5 learners studying at home or in class, and for the parents and teachers who guide them. After this module, learners should be able to choose a side on an issue, tell facts from opinions, and defend their stand with valid reasons.
On this page 6 sections
What learners will learn
The module starts from a simple idea: every decision we make, we need to stand by. Making a stand is taking action, and it means believing in or supporting a cause. At the end of the module, learners are expected to:
- Pick an option or a side and tell why they chose it
- Make a stand in response to given issues or problems
- Support their stand with valid reasons
- Explain why it is important to make a stand and defend what one believes in
Facts, opinions, and making a stand
The module has one lesson, Lesson 1: Making a Stand. It teaches that listening for facts and opinions is an important skill when you make a stand.
- Fact: a statement that can be verified or proven true by objective means, such as records, experiments, or observation.
- Opinion: a statement that cannot be verified by objective means. It can express a person’s feelings about an idea or situation, or a judgment or prediction based on facts. An opinion is valid only if facts are stated to support it. Opinions are neither right nor wrong, because they are views, judgments, or beliefs.
- Making a stand: making an effort to defend something or to stop something from happening. The key is believing in the topic yourself. It is about your own convictions, not about what other people want or agree with.
The module gives a quick test: if some people agree with a statement and others disagree, the statement is most likely an opinion. Its example is the rule that face shields should be worn in school, at work, and in public places together with facemasks.
Five tips for defending your ideas
- Be prepared. Some people will not agree with your idea.
- Be generous. Thank others for their constructive feedback.
- Be patient. Few people, if any, will embrace your idea right away.
- Don’t take things personally.
- Show respect.
The module’s examples
- Facts and Rumors: A short reading about a gossipmonger, a person who starts or spreads gossip or sensational facts about others. The reading says it is fairer to talk directly to a person about your differences. It also says it is best to keep sensational information about others to ourselves rather than treat it as a “news item,” following the Golden Rule. A vocabulary guide explains words such as gossips, rumors, rude, personal, and sensational.
- Fruits or vegetables? Learners pick which they think is more nutritious. Then they look for facts to support their choice, listen to others’ ideas, stay patient, and respect people who chose differently instead of ridiculing them.
- Care for Mother Earth: A passage on environmental issues such as air pollution, soil degradation, ozone depletion, global warming, acid rain, and ground water contamination. It asks whether children can help save the planet.
Activities in the module
| Part | What learners do |
|---|---|
| What I Know | A picture game: choose singing or dancing, and staying home or going out to shop, then explain the choice |
| What’s In | Write AGREE or DISAGREE for five statements about classes, health, and the pandemic |
| What’s New | Read “Facts and Rumors” and answer two opinion questions |
| What’s More | Activity 1: describe pandemic-related pictures, agree or disagree, and explain why. Activity 2: defend a stand on face-to-face or online classes |
| What I Have Learned | Answer two questions on preparing to make a stand and why it matters |
| What I Can Do | Defend answers with at least three reasons: Are TV and cellphones effective tools for modular and online classes? Are curfews effective in keeping children safe? |
| Assessment | Part A: draw a happy or sad face for five statements and give reasons. Part B: write three to five sentences about one issue (helping a person with disability, illegal logging, garbage disposal, dynamite fishing, or bullying) |
| Additional Activities | Make a stand on “Care for Mother Earth” |
How to use this module
- Learners: Answer the pretest (What I Know) first, then go through each part in order. Write all answers on a separate sheet of paper, and do not put marks on the module. Read the instructions carefully before each task. Many answers “may vary,” so focus on giving clear reasons for your stand.
- Parents: Talk with your child about the issues in the module, such as gossip, the environment, and safety during the pandemic. Ask “Why do you think so?” to help your child give reasons.
- Teachers and facilitators: The module includes an answer key for each activity and test. Learners are asked to use it honestly. Since most items are open-ended, check whether learners support their stand with valid reasons and facts. Encourage learners to consult you if they have questions or trouble with any task.
Frequently asked questions
What grade and quarter is the Making a Stand module for?
It is for Grade 5 English, Quarter 3, Module 3. It was published as an Alternative Delivery Mode module, First Edition 2020, by DepEd Region VIII.
What is the difference between a fact and an opinion in this module?
A fact can be verified or proven true by objective means such as records, experiments, or observation. An opinion cannot be verified that way. It expresses feelings, judgments, or predictions, and it is valid only when facts support it.
What does it mean to make a stand?
The module defines making a stand as making an effort to defend something or to stop something from happening. It is based on your own convictions, not on what others want or agree with.
Does the module have an answer key?
Yes. An answer key is included for the activities and tests. Many items are marked “answers may vary” because learners give their own stand and reasons.
How many lessons are in this module?
The module has one lesson, Lesson 1: Making a Stand. It is followed by an assessment and additional activities.
Full text of the module
The text below is a transcription of the PDF above, as printed.
English Quarter 3 – Module 3: Making a Stand
[illustration: cover art of students reading and studying outdoors and at a desk with a teacher, a globe, and a lamp]
CO_Q3_English 5_Module 3
English – Grade 5 Alternative Delivery Mode Quarter 3 – Module 3: Making a Stand First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________ Department of Education – Region VIII Office Address: Government Center, Candahug, Palo, Leyte Telefax: 053 – 832-2997 E-mail Address: region8@deped.gov.ph
Development Team of the Module
Writers: Donabella P. Boller and Rhey P. Fuentes
Editors: Rustum D. Geonzon
Reviewers: Josefina F. Dacallos and Ferdinand A. Negros
Layout Artist: Janssen Louel C. Dabuet, Gibson J. Gayda and Jay Lord B. Gallarde
Management Team:
Ma. Gemma M. Ledesma
Arnulfo M. Balane
Rosemarie M. Guino
Joy B. Bihag
Ryan R. Tiu
Dean Ric M. Endriano
Carmela R. Tamayo
Moises D. Labian Jr.
Antonio F. Caveiro
Josefina F. Dacallos
Faustino M. Tobes
Rustum D. Geonzon
English Quarter 3 – Module 3: Making a Stand
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
[illustration: target with arrow icon beside the heading]
In every decision we make, we need to stand by it. Making a stand is taking action. It entails believing in or supporting a cause.
At the end of this module, you are expected to:
- Pick an option or a side and tell why you chose it;
- Make a stand in response to given issues or problems;
- Support one’s stand with valid reasons; and
- Explain why it is important to make a stand and defend what one believes in.
What I Know
[illustration: pencil icon beside the heading]
A. Pick a picture game.
Let’s play a game! Are you ready?
Choose from the options and tell why you are choosing them, write your answers on a separate sheet of paper.
- Singing or Dancing?
[illustration: a woman singing into a microphone] [illustration: a girl dancing on one leg]
- Stay at home or go out and shop?
[illustration: a boy studying at a desk] [illustration: a person shopping in a store aisle]
__________________________________________________________________________.
By choosing one from the options presented, you have already made a stand. Making a stand is an important skill we all need to do. This means defending our beliefs, our choices, and our rights.
Lesson 1: Making a Stand
Lesson 1 Making a Stand
What’s In
[illustration: puzzle-piece icon beside the heading]
Directions: Read each sentence and decide whether you agree or disagree with them. Write AGREE if you believe in the statement, and DISAGREE if you don’t. Do this on a separate sheet of paper.
_______1. Face to face classes should be allowed in some areas with fewer Covid-19 cases.
_______2. Fruits and vitamins C are helpful in boosting the immune system.
_______3. Online classes must be applied to areas with high internet connection.
_______4. Children should wear facemasks when going out.
_______5. Instead of going out, spend more time on backyard gardening.
What’s New
[illustration: sprouting-plant icon beside the heading]
An opinion tells what a person thinks about something. It cannot be described as true or false. Opinions are also neither right nor wrong because these are merely views, judgments, or beliefs. Face shields must also be worn in school, at work, and in public places in addition to facemasks. Do you think everyone will have the same opinion about this? Can you say that this is true or false? Right or wrong? If you see that there are answers which agree with the statement and also answers that disagree with it, you can be sure that what was said is just an opinion.
Try to take the next sample reading material and make a stand about the issue.
VOCABULARY GUIDE:
→ gossips– information about the behavior and personal lives of other people.
→ news-.new information or a report about something that has happened recently.
→ “news item”– publicize or to cause (something) to be publicly known.
→ personal– belonging or relating to a particular person.
→ rude– offensive in manner or action
→ rumors– information or a story that is passed from person to person but has not been proven to be true.
→ sensational– causing very great excitement or interest with shocking details.
FACTS AND RUMORS
A gossipmonger is a person who starts or spreads gossips, or personal or sensational facts about other people. They could be rude towards their neighbors. They can hurt others with their unkind remarks. They like to ask questions, such as “What’s the latest news about someone?” or “Do you know that he/she is…?”
Isn’t it nicer to talk directly to the person about your differences? That is fair and right because you are trying to help him or her change for the better. For all you know, he or she has something to say about you, too.
Even if there is something sensational that we know about another person, it is best to keep the information to ourselves and not use it as a “news item”. This way, we can avoid hurting other people’s feelings. In short, let us not forget to apply the Golden Rule in our everyday lives.
COMPREHENSION QUESTIONS:
Directions: Express your opinion about the issues presented in the article by answering the questions that follow. Do this on a separate sheet of paper.
Have you encountered a gossipmonger in your community? What do you feel towards them? Do you treat them nice or not?
From your own point of view, will you try to talk to the person involved in a manner that will change her/his way of treating others? Why or why not?
What Is It
In making a stand, one important skill is listening for facts and opinions. Sometimes, we may consider some facts we hear as opinions. Some opinions we hear may sound interestingly like facts. How can we tell which is which?
A FACT is a statement that can be verified or proven true by objective means. We use records, experimentation, or observation to verify the statement.
An OPINION is a statement that cannot be verified by objective means. It can express a person’s feelings about an idea or situation. It can also express a judgment or a prediction based on facts. However, an opinion is valid only if facts are stated to support it.
Going back to the selection earlier, can you tell which ones were the facts and which were opinion?
To MAKE A STAND is to determine efforts, to defend something, or to stop something from happening. The key is completely believing in the topic yourself. It is not about what people want, like, or agree with. It is about what you want, like, or agree with. It is about your own convictions.
HOW DO YOU DEFEND YOUR IDEAS/MAKE A STAND?
- Be prepared. Whenever you propose an idea there will certainly be people who may not agree with you.
- Be generous. Compliment others for the constructive feedback they are offering.
- Be patient. Few, if any, will embrace your idea.
- Don’t take things personally.
- Show respect.
Example: Choose from a certain issue which you need to defend like the sample below. Here is the scenario that may help you understand more about making a stand.
A. Which is more nutritious, fruits or vegetables?
[illustration: a pile of fruits, including a pineapple, bananas, grapes, apples, and cherries] [illustration: a pile of vegetables, including cabbage, pumpkin, carrots, broccoli, and potatoes]
- Whatever you choose from your own point of view you should be ready to assert it and defend your views by searching for facts about fruits or vegetables.
- When you select one of the choices and you discover insights about fruits or vegetables, you listen to other’s ideas. It might be more informative than yours so respect it.
- You can’t please everybody in your own point of views or vice versa but you have to be patient in coming out with the best results of your ideas. The more positive information you got from any of fruits or vegetables, the more you will be convinced that one of them is more nutritious than the other.
- Showing your own convictions by defending your ideas is not merely allowing yourself to be involved in it and showing your emotions overflow more than the true information can affect the integrity of your ideas and convictions.
- Respect the opinions of every individual. Whoever chooses fruits or vegetables as not more nutritious than the other should not be ridiculed. Instead give them the benefits to learn and grow more because sharing is also a virtue.
What’s More
Amidst the pandemic, learning must not be stop. The Department of Education is doing its best to sustain the knowledge and skills of everyone in any learning modality applicable to the learners. It will be difficult for both the teachers and learners but everything is set for the common good. Following the safety protocols in school will give a successful result in this time of New Normal.
Here are some of the activities you might encounter in your daily activities.
Activity 1
Directions: Study the following pictures. These pictures are all related to the pandemic. Copy and fill in this table on your answer sheet.
| Pictures | Description | Agree or disagree? | Why? |
|---|---|---|---|
| [illustration: a boy wearing a face mask and giving a thumbs-up] | |||
| [illustration: a boy washing his hands at a faucet] |
[transcriber’s note: table continued from the previous page]
| Pictures | Description | Agree or disagree? | Why? |
|---|---|---|---|
| [illustration: two boys facing each other and pointing, one with a finger raised] | |||
| [illustration: a boy and a girl sitting on steps in front of a house] | |||
| [illustration: a boy studying at a table by a window] |
Activity 2
If you will be given a chance to be one of the representatives to raise the opinions for the conduct of classes during this time of pandemic in our country, what will be your stand about this controversial issue?
FACE-TO-FACE CLASSES OR ONLINE CLASSES?
Defend your stand on this issue. Do it on a separate sheet of paper.
What I Have Learned
Directions: Answer the following questions to show how much you already understand about the lesson. Write your answers on a separate sheet of paper.
- What preparations should you do every time you need to make a stand?
- Why is it important to make a stand and defend what you believe in?
What I Can Do
Directions: Study and answer the following questions carefully. Defend your answer by citing at least three different reasons or justifications. Write your answers on a separate sheet of paper.
Situation 1 -Are television and cellular phones effective tools in modular and online classes? Explain your answer.
Situation 2 – Are curfews effective in terms of keeping children safe in this time of pandemic? Explain your answer.
Assessment
A. Directions: Analyze the given issues. What is your position about the given situation? Copy the following questions on a separate sheet of paper and draw a happy face [illustration: happy face icon] if you agree with the statement or a sad face [illustration: sad face icon] if you disagree. Then, defend your answer by giving valid reasons to support your ideas.
_______1. Are front liners considered heroes? Why or why not?
_______2. Is modular distance learning helpful for the pupils to avoid contamination of virus?
_______3. Face-to-face classes can be implemented in some areas with active covid-19 cases.
_______4. The Inter-Agency Task Force is doing everything to lessen the spread of COVID-19 virus.
_______5. Maintaining proper hygiene like washing your hands lessen the transmission of the virus.
B. Directions: Choose one from the given pictures below and write a paragraph about your stand on it. Write at least three to five sentences showing your own convictions.
_____.
[illustration: a person pushing a wheelchair with a child in it] Helping a person with disability
[illustration: people cutting down trees in a forest] Illegal Logging
[illustration: garbage bags and trash on the ground, with flies] Garbage disposal
[illustration: a man in a boat throwing an object into water] Dynamite Fishing
[illustration: four girls standing together, two with arms folded] Bullying
Additional Activities
Directions: Read the passage below and study the issue in order to make a stand about it.
CARE FOR MOTHER EARTH
We are continuously ruining the environment. Little do we realize that if we keep the environment clean, we make it a better place for our families.
The overall cleanliness of the environment is a prize in itself. It is a wake-up call for all of us to raise our level of public awareness on environmental issues like air pollution, soil degradation, ozone depletion, factory drainage, global warming, acid rain, and ground water contamination. We can take part in waste management programs and convert trash into treasure. The planet Earth is the only planet we have. It’s time to move and take part and be counted. How can you save the planet Earth from destruction?
Do you think children or learners like you can contribute in saving planet Earth from total destruction? Why or why not? (Explain)
_____.
Answers Key
[transcriber’s note: this page is printed upside down; the boxes are transcribed in upright reading order]
What I Know
1.-2 (Answers may vary)
What’s In
- agree
- agree
- agree
- agree
- agree
What’s New
Answers may vary.
What’s More
- agree
- agree
- disagree
- agree
- agree
(Description and reason may vary)
What I Can Do
Answer may vary.
Assessment
A.1. ☺ B.1.-5
- ☺ (Answers may vary)
- ☹
- ☺
- ☺
Additional Activities
Answer may vary.
References
Angeles, E., Galapon, A., Relente, C.,& Santos, R. (2010) English Expressways Language Grade 5, pp. 242-243.
Angeles, E., Galapon, A., Relente, C.,& Santos, R. (2010) English Expressways Reading Grade 5, p. 205.
Buenaventura, R. & Cupcupin, R. (2014). Care for Mother Earth. The New Grade 5 English Language Power, p.149.
Buenaventura, R. & Cupcupin, R. (2014). Facts and Rumors. The New Grade 5 English Language Power, p.227.
How to Make a Stand While Maintaining Your Relationships. (n.d.). Retrieved February 23, 2021. from https://maybusch.com/how-to-take-stand/
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 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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