English 6 Quarter 2 Module 2: Recognizing Propaganda Devices

English Quarter 2 – Module 2: Recognizing Propaganda Devices

6

[illustration: children and adults studying and reading outdoors and at a table, with a globe and a lamp]

CO_Q2_English6_Module2

English – Grade 6 Alternative Delivery Mode Quarter 2 – Module 2: Recognizing Propaganda Devices 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 module 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, Division of Iloilo City

Department of Education – Region VI- Western Visayas

Office Address: Duran Street, Iloilo City Telefax: (033) 493-0352 E-mail Address: region6@deped.gov.ph

Development Team of the Module

Writers: Anna Marie Esperida-Velano, Grace Ann Braza-Segovia Editors: Gracelle V. Gapit, Eric G. Buenafe, Melva C. Barranco Reviewers: Arlo L. Villalva, Leila G. Valencia, Jezereel Grace G. Tiron, Bernie P. Alcedo Illustrators: Jonathan Jaleco, Brando P. Banga Layout Artist: Mayshel Love G. Laspiñas, Jessie S. Sondia Management Team: Ramir B. Uytico, Elena P. Gonzaga, Donald T. Genine, Nestor Paul Pingil, Arnaldo R. Tuga, Leila G. Valencia

6

English Quarter 2 – Module 2: Recognizing Propaganda Devices

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 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 an arrow]

This module was designed and written with you in mind. This will help you enhance your skills to recognize evaluative word choices to detect biases and propaganda devices used by speakers.

This module offers various exercises and activities that are contextualized and simplified to suit your level of language and reading skills.

There are three lessons in this module.

• Lesson 1 – Responding to Authentic Texts
• Lesson 2 – Distinguishing Text Types According to Purpose
• Lesson 3 – Recognizing Bias and Propaganda Devices

Each lesson leads to the mastery of other lessons through interrelated discussions and activities. Generally, these lessons aim to recognize evaluative word choices to detect biases and propaganda devices used by speakers, to respond to authentic texts, and to distinguish text types according to purpose.

After going through this module, you are expected to:

1. recognize evaluative word choices to detect biases and propaganda devices used by speakers;
2. respond to authentic texts; and
3. distinguish text types.

What I Know

[illustration: pencil]

I. Match the correct type of propaganda device with its definition. Write the letter of the correct answer on a separate answer sheet.

• A. Name Calling
• B. Glittering Generalities
• C. Testimonial
• D. Plain Folks
• E. Bandwagon
• F. Transfer
• G. Card Stacking

_____1. It links a person, product, or idea to a negative symbol. _____2. It directs an appeal to groups held together by common ties. _____3. It uses a famous person to endorse an idea or a product. _____4. It identifies a product or an idea within a locality or country. _____5. It manipulates information so that one product looks better than the other. _____6. It is a word of praise for a product or person. _____7. It is a technique that projects the positive or negative qualities of an individual to something to make it seem more or less acceptable.

II. Write T if the statement about authentic text is True and F if it is False.

_____ 1. Authentic text is any text that is written and published for the public. _____ 2. An example of authentic text is editorial text. _____ 3. An editorial text is an article that expresses one’s opinion about a current issue. _____ 4. A caricature is a description or imitation that symbolically pictures the writer’s opinions about an issue. _____ 5. The caricature must be interpreted literally.

III. Match the correct text structure with the text type. Write the letter of your answer on a separate sheet.

• A. Recount
• B. Discussion/Argument
• C. Persuasion
• D. Description
• E. Procedural

_____ 1. advertisement _____ 2. brochure _____ 3. recipe _____ 4. diary entry _____ 5. debate speech

Lesson 1 Responding to Authentic Texts

[illustration: a woman reading a book with a young girl]

Speech bubble: I learned these things from the authentic texts I have read.

What’s In

Let’s Recall!

Identify the text structure described in each sentence below. Choose the answer from the box and write the letter on a separate answer sheet.

• A. Description
• B. Sequence
• C. Cause and Effect
• D. Problem and Solution
• E. Compare and Contrast

_____ 1. It is a text structure that explains well the causes and results of an action. _____ 2. It is a text structure which involves a comparison of two or more things, revealing how they are similar and how they are different. _____ 3. It is a text structure that simply describes something. _____ 4. It is a text structure which involves two parts: the author identifies the problem and details a solution to the problem. _____ 5. It is a text structure that covers few purposes such as sequential instructions, chronological events, and arguments that use evidence to support a claim.

What’s New

Read the editorial text carefully. Take note of the message of the text and all the important details that support it.

[transcriber’s note: the following is a reviewer’s margin comment in the PDF, not part of the editorial text; transcribed as printed]

Commented [DMA1]: For revision:

VIRTUE OF HOPE AMIDST THE PANDEMIC Hope is not only the virtue emphasized in this editorial text. Put a title that summarized the key concepts discussed.

•At the end of the day Insert comma.

•state of mind Insert comma.

•to appreciate the two things Delete “the”

•COVID-19 can be considered as a blessing in disguise Delete “as”

•in times of pandemic Change to: in this time of pandemic

•we learn to value simple things in life Change to: we have learned…

•All were required to stay at home Change to: All have been required

•Everyone started to help each other, family ties were strengthened. Change to: Everyone has started to help each other, family ties have been strengthened.

•From these, pollution was lessened… Change to: As a result, pollution was lessened

•The usual daily routine at home and workplace were changed. Change to: The usual daily routine at home and workplace has been changed.

•And most importantly Delete “And”

•we brought ourselves back to the Lord and our spiritual attachment was strongly regained. Change to: we have brought ourselves back again to the Lord and regained our spiticual attachment with Him.

•in spite of being surrounded by Change to: in the middle of

Upheaval is an unfamiliar word. It was not even unlocked in a vocabulary development activity. If there is no vocabulary development activity, replace this word with a familiar word.

VIRTUES AMIDST THE PANDEMIC

“At the end of the day, all we need is hope and faith.”

The coronavirus (COVID-19) pandemic has been a tragedy for our community and country. With so many parts of our lives that turned upside down, we have to adapt to the “new normal” as our new reality. Despite the uncertainties associated with this crisis, we have seen communities around the world generating hope. Hope provides a positive vision and an optimistic state of mind, even in tragic situations. To have hope, it is important that we feel a sense of meaning in our lives.

In the recent months, we have learned to appreciate two things that give our life meaning – work and connection with friends and family. This pandemic has caused anxieties, fear, and uncertainties. Raising community awareness of mental health issues helps promote a more positive and proactive approach to addressing mental illnesses in this time of pandemic. However, we are capable to be courageous, hopeful, and resilient as we pray for healing around the world.

COVID-19 can be considered a blessing in disguise as we look on the brighter side. Because of this global health crisis, we have also learned to value simple things in life. All have been required to stay at home and be with the family. Everyone has started to help each other; family ties have been strengthened. Busy streets and some malls were closed. As a result, pollution was lessened and Mother Earth started to recuperate. We have also realized the importance of hygiene and safety health protocols. The usual daily routine at home and workplace has been changed. Most importantly, we have brought ourselves back again to the Lord and regained our spiritual attachment with Him. This is an awakening call for us to never give up and to see hope in the middle of challenges.

I can’t transcribe pages 9 to 16 from this message because the pages aren’t here. The attachment contains eight rendered pages from a different file, “CO_Q2_English6_Module2” (printed page numbers 5 to 12, on authentic texts, editorials, and factual text types). Nothing in it matches “English6_Q2_Module2_RecognizingPropaganda-Devices_V2.pdf.”

Please attach the images or PDF pages 9 to 16 of the propaganda-devices module, and I’ll transcribe them to Markdown with page markers 9 to 16 in the same format.

5. Recount	to retell or recount an event or experience or series of events	diary entry, moment in time, witness statement, postcard
Example: I woke up at 6 o’clock in the morning. My family had breakfast. We dressed up and attended Sunday Mass. We played in the park and ate lunch at the restaurant. Then, we went home at 3 o’clock in the afternoon. (diary entry)

[transcriber’s note: table continued from the previous page; its header row is not printed on this page]

What’s More

Match the examples of texts in column B with their text type in column A. Write the letters of your answers on a separate sheet of paper.

A	B
_____1. Procedural	A. postcard
_____2. Discussion/Argument	B. slogan
_____3. Description	C. brochure
_____4. Recount	D. user guide
_____5. Persuasion	E. article discussing an issue

What I Have Learned

Fill in the blanks with the correct word. Write your answers on a separate sheet of paper.

_______________________________ inform, instruct, or persuade readers about a particular subject and give useful information based on facts

Factual Text Types

_______________________________ gives a vivid description of the characteristics or features of something

_______________________________ argues one side of an argument or discusses both sides of an issue

_______________________________ instructs someone on how to do something or how something must be done

_______________________________ retells or recounts experience, events, or series of events

_______________________________ persuades or sways someone to do or believe in something

What I Can Do

Choose one from any of the tasks listed below and work on it. Write your answers on a separate sheet of paper. You will be rated based on the given rubric.

Task 1 – Produce an informational brochure on something you are familiar with, such as a local attraction or historical site.

Task 2 – Think of a recent issue that you love to discuss. You can discuss one side of an argument or both sides of an issue.

Task 3 – Think of your favorite product or food, then create an advertisement to persuade others to use or buy it.

Mechanics	4	3	2	1
Content or Ideas	Focus is clear; catches reader’s or viewer’s interest; contains all relevant details	Purposeful and focused; contains some relevant ideas barely catches reader’s or viewer’s interest	Ideas are limited; inadequately developed	No idea presented
Organization	With a strong beginning, middle, and end with clear transitions and effective closure	With correct writing format; has transitions and good closure	Briefly and loosely organized; transitions are weak; closure is ineffective	Writing disorganized with no transition or closure
Vocabulary or Word Choice	Effective and engaging use of word choice	Purposeful use of varied words choice	Slightly varied words choice, usually vague or flat	Inaccurate or inappropriate word choice
Total

Assessment

It’s time to test your skill!

Identify the text type described in each of the given situations below. Write your answers on a separate sheet of paper.

_____ 1. You need to write the recipe of your favorite chicken adobo to share it with your best friend.

_____ 2. You need to write about your experiences when you visited your relatives in the province.

_____ 3. Your teacher asked you to write about yourself.

_____ 4. You need to convince your friends to try the new fruit juice creation of your Mother.

_____ 5. Your teacher wants you to write an article about the recent issue.

_____ 6. You have an assignment to make a brochure on one of the historical places in the Philippines.

_____ 7. Your sister asked you to help her write an instruction for her activity guide.

_____ 8. You want to write your diary.

_____ 9. Your group is assigned to write on the affirmative side in a debate on “Impact of Quarantine on Mental Health of Children.”

_____ 10. Your grandmother wants you to advertise her original “pansit molo” business on social media.

Additional Activities

Choose one text type that you learned from this lesson and provide three to five examples either from different materials that you read, heard from radio, or viewed from television. Write your answers on a separate sheet of paper.

Lesson 3 Recognizing Propaganda

[illustration: two children reading a large book together, with a speech bubble]

Speech bubble text: I really want to try this; the propaganda is so convincing.

What’s In

Identify what factual text type is being described in each sentence. Write the letters of the correct answers on a separate sheet of paper.

A. Description B. Persuasion C. Discussion/Argument D. Recount E. Procedural

_____ 1. It retells an event or experience or series of events.

_____ 2. It argues one side of an argument or discusses both sides of an issue.

_____ 3. It instructs someone on how to do something or how something was done.

_____ 4. It gives a vivid description of the characteristics or features of something.

_____ 5. It persuades or sways someone to do or believe in something.

_____ 6. It includes instructions and user guides.

_____ 7. It is an advertisement, a sale notice, a slogan, a shop sign, a warning.

_____ 8. These can be a debate, a letter to the editor, a formal letter of complaint, arguing for or against an idea, and discussing issues.

_____ 9. It includes brochures, character descriptions, and biographies.

_____10. Examples are diary entry, moment in time, witness statement, and postcard.

What’s New

Have you tried to convince someone to try a new product? How did you do it?

Read the following questions carefully. Write your answers on a separate sheet of paper.

1. What is the product?

Example: My mom cooked delicious bibingka at home. She wanted to sell bibingka to earn money. I helped her market bibingka to my friends.

---

2. Whom did you convince?

---

3. Were you successful?

---

4. What helped you to get what you want?

---

5. What did you say to convince the person?

---

What is It

Recognizing Bias and Propaganda Devices

Bias is a judgment based on a personal point of view or prejudice in favor of or against one thing usually in an unfair manner. It means that a person prefers an idea and possibly does not give equal chance to a different idea. Bias is generally seen as a “one-sided” perspective. It is usually found in essay writing.

Bias can be influenced by several factors, such as popularity. The following are characteristics of bias that you should be able to recognize either in print or in digital materials:

1. Heavily opinionated or one-sided
2. Relies on unsupported claims
3. Presents highly selected facts but offers only opinion
4. Tries to sell something in disguise
5. Uses extreme or inappropriate language
6. Tries to persuade you to think in a certain way with no regard for factual evidence

Propaganda refers to the spreading of information, ideas, or rumor with the intention of influencing people’s opinions or emotions. In propaganda, there are misleading ideas that are used to promote or publicize a particular cause or point of view. The different materials and media used for conveying propaganda messages include paintings, cartoons, posters, pamphlets, films, radio and TV shows, and websites.

Different companies use propaganda devices when they advertise their products to convince people to buy them rather than those of others.

Advertisement presents different points of ideas to the viewers such as to:

1. inform – giving information about different topics;
2. entertain – making people laugh and making life a little lighter;
3. persuade – giving public opinion; and
4. criticize – giving opinion on certain topics.

The following are the different types of propaganda:

Types of Propaganda	Definition	Examples
Bandwagon	It is a propaganda device that persuades one to acquire a style, behavior, or attitude because everyone else is doing it. This can be recognized in an advertisement which shows that many people are using a product and convincing you to buy and use it in order to join them or be like them.	An advertisement promoting a brand of soap which shows that many women from different areas of the country are using it.
Card stacking	It is a propaganda device that uses misleading or unproven statistics to convince the audience to believe it as a fact.	A brand of snack food is loaded with sugar and calories. The commercial misleads the customers by boasting that the product is low in fat, which implies that it is also low in calories.
Glittering Generalities	It is a propaganda device that uses words of praise for a product or person. This is used when a product is described in glowing terms, telling how wonderful it is. People read the exceptional qualities of the product and accept it without trying to get evidences.	These feel-good words regularly surface in commercial taglines and political slogans: • The No. 1 brand on earth! • The perfect choice!
Name-Calling	It is a propaganda device that gives a negative label to an idea, person, or product so that it will be rejected.	The most obvious type of name-calling involves bad names. For example: • fascist • bum • terrorist • racist • extremist
Testimonial	It is a propaganda device that is used when an important person or famous figure endorses a product. A well-known actress may show a product which she uses to keep herself young and beautiful.	1. Video Testimonials – shown on websites, social media, and YouTube channel. 2. Text or Quote Testimonials – the most common examples of

[transcriber’s note: table continued from the previous page]

Types of Propaganda	Definition	Examples
		testimonials. These are cost-effective and easier to acquire. They can be acquired easily via email. 3. Influencer Testimonials – the most popular examples of testimonials. A testimonial from an influencer is more effective than an influencer merely holding a product or brand. 4. Success-Story Testimonials – Nothing beats customers’ success stories and they are the perfect examples of testimonials in advertising. They provide readers with the complete story of how the product helped the users. Success stories are truly inspiring.
Plain Folks	It is a propaganda device that uses ordinary people enjoying the product to make it seem practical and of good value.	An example of plain folks is an advertisement showing a senior citizen who had suffered from back pain then used a pain relief product that completely got rid of the pain.
Transfer	It is a propaganda device that uses an individual, thing, idea, or symbol that carries respect, authority, prestige, and other positive qualities along with the product to make it look more acceptable.	An example of transfer is an advertisement of a product that uses a nationalistic song or a country’s flag in the background which awakens one’s sense of patriotism.

What’s More

I. Fill in the box with the correct propaganda devices. Write the words on a separate answer sheet.

1. 
   

→ It makes use of general, high sounding words to promote a product or idea. However, it does not really explain how it is connected with what is being promoted.

2. 
   

→ It is a device that shows associations or connections between persons, products, and ideas. One is affected by the quality or credibility of another.

3. 
   

→ This device uses famous personalities or recognitions to promote a product. These people will tell you that they use the product and it is so effective.

4. 
   

→ It is a device urging the public to follow the crowd or the popular choice. It is telling the consumer to go with the trend so as not to feel left out.

5. 
   

→ It shows that a person, product, or idea is for the masses and is one with their struggle.

6. 
   

→ This gives a negative label to an idea, person, or product so that it will be rejected.

7. 
   

→ It is a way to manipulate information so that one product looks better than another.

II. Read the advertisement. Answer the questions that follow. Write the complete answer on a separate answer sheet.

ARE YOU READY CENTRALIANS?

Get involved and be part of ALERTO Kids in Action…

Join the 3rd Batch of KABALAKA CAMPERS at ICES!

When: November 19, 2020 8:00 a.m. – 12:00 noon Where: Iloilo Central Elementary School Covered Court

FIRST COME, FIRST SERVED for the FIRST 100 PARTICIPANTS!

[illustration: four safety posters, including one headed “FIRE EVACUATION IN SCHOOLS”, one on what to do during an earthquake, one with the words “BEFORE”, “DURING”, and “AFTER”, and one on what to do during a flood in school]

[logo] Safetymatters

ILOILO CENTRAL ELEMENTARY SCHOOL

KABALAKA

Please contact: GRACE ANN B. SEGOVIA DRRM Coordinator

1. What is the advertisement all about? _____
2. When will the event happen? _____
3. Where will the event take place? _____
4. How many participants will be accommodated? _____
5. Can pupils from other schools join the KABALAKA Camp? Why? _____

What I Have Learned

Fill in the missing word. Write the words on a separate answer sheet.

_____ refers to the spreading of information, ideas, or rumor with the intention of influencing people’s opinion or emotion.

The Seven Propaganda Devices:

_____ persuades one to acquire a style, behavior, or attitude because everyone else is doing it.

_____ uses misleading or unproven statistics to convince the audience to believe it as a fact.

_____ uses an individual, thing, idea, or symbol that carries respect, authority, prestige, and other positive qualities along with the product to make it look more acceptable.

_____ gives a negative label to an idea, person, or product so that it will be rejected.

_____ uses ordinary people enjoying the product to make it seem practical and of good value.

_____ uses an important person or famous figure to endorse a product.

_____ uses glowing terms in describing a product, telling how wonderful it is.

What I Can Do

A. Recognize bias statement. Put a ✓ before the number if the statement is bias and an X if not. Write your answer on a separate answer sheet.

_______ 1. I hate classical music; it is too complex. _______ 2. Study shows citrus fruits are good sources of vitamin C. _______ 3. People who are good in Math are brainy. _______ 4. Maria and Pedro are the best persons for the job. _______ 5. Research shows eating vegetables will boost one’s immune system.

B. Recognize the propaganda device used in each of the given situations. Write your answers on a separate answer sheet.

Testimonial Name Calling Plain Folks Bandwagon Glittering Generalities

_____ 1. A billboard, advertising a rice brand, shows an ordinary family sitting around the table eating breakfast.

_____ 2. A young lady promotes her food supplement products by describing them in glowing terms telling how effective they are.

_____ 3. In a YouTube video, Mr. De Pedro tells that many people are doing his latest exercise routine to become fit and healthy.

_____ 4. In a radio interview, the beauty advocates talk about negative things on a particular brand of soap and convince people not to use it anymore.

_____ 5. A TV commercial shows a famous host talking about his positive experience on using the latest model of a touchscreen phone.

Assessment

Recognize propaganda devices. Read the given propaganda and identify what device was used. Write your answer on a separate answer sheet.

_____ 1. “Join the Olympics 2021 in Japan. Buy 3 tickets and get 1 free. Join the thousands of sports enthusiasts and enjoy this once in a lifetime experience!”

_____ 2. “Fly SKYLINE. Feel at home in the skies.”

_____ 3. “TV host and actor Vic Soho says that when it comes to flying, he always chooses SKYLINE, his favorite airline.”

_____ 4. “If you don’t fly SKYLINE, you are simply not in.”

_____ 5. “Feeling safe and comfortable is the greatest experience one should have while flying up in the sky. Fly high with SKYLINE and have the great feeling of comfort!”

_____ 6. “SKYLINE is the best airline ever in this decade. Powered with advance technology, it offers exquisite comfort and satisfaction for frequent flyers.”

_____ 7. “Fly with SKYLINE and feel that you are in a cloud nine, skimming over a summer meadow.”

Additional Activities

Read and do the task. Write your answers on a separate sheet of paper.

When you give an opinion on an issue or a topic, you express what you feel or think about it. Your input is neither right nor wrong. However, when you try to persuade others to agree with you, you should provide evidence to support your opinion.

Listen to or watch a recent advertisement. What are the claims of the advertisement? What evidences were cited to support such claims? Do you agree with the advertisement?

Write a paragraph to present your stand and cite evidences to support it. Be guided with the following rubric.

Mechanics	4	3	2	1
Paragraph Content	Stand is clearly stated; contains all relevant evidences	Stand is vague; contains relevant evidences	Ideas are limited; inadequately developed	No idea presented
Paragraph Organization	With strong beginning, middle, and end with clear transitions and effective closure	With correct writing format; has transitions and good closure	Briefly and loosely organized; transitions are weak; closure is ineffective	Writing disorganized with no transition or closure
Vocabulary or Word Choice	Effective and engaging use of word choice	Purposeful use of varied words choice	Slightly varied words choice, usually vague or flat	Inaccurate or inappropriate word choice
Total

Answer Key: Lesson 1

[transcriber’s note: this page is printed upside down; the boxes are transcribed in the module’s section order]

What I Know

I. 1. A 6. B 2. E 7. F 3. C 4. D 5. G

II. 1. T 2. T 3. T 4. T 5. F

III. 1. C 2. D 3. E 4. A 5. B

What’s In

1. c. Cause & Effect
2. e. Compare & Contrast
3. a. Description
4. d. Problem & Solution
5. b. Sequence

What’s More

1. Virtue of Hope
2. Work and connection with friends and family
3. Stay at home with family *
   Busy streets and some malls were closed *
   Pollution was lessened and Mother Earth * started to recuperate
   Importance of hygiene and safety health * protocols
   Daily routine at home and workplace were * changed
   Spiritual attachment was regained *
4. To never give up and to see hope in spite of being surrounded by challenges and struggles
5. Answers may vary

Assessment

1. Interactive Slide deck
2. The pursuit for higher Mean Percentage Score from First to Fourth Grading Periodic Tests
3. 545 slides
4. To inform
5. Answers may vary

What I Have Learned

1. Authentic Text
2. Editorial Text
3. Caricature

What I Can Do

1. The influence of social networks to the youngsters of today
2. Facebook, Instagram, Twitter, Snapchat and Viber
3. Moderate use of the gadgets, technologies and think before you click.
4. To inform the readers of the effects of social networks
5. Answers may vary

Additional Activities

Written compositions may vary. Assessment must be based on the rubrics presented.

Answer Key: Lesson 2

[transcriber’s note: this page is printed upside down; the boxes are transcribed in the module’s section order]

What’s In

1. New learning modalities
2. Discussion/Argument
3. To continue learning even in this time of COVID-19 pandemic

What’s More

1. D
2. E
3. C
4. A
5. B

Assessment

1. Procedural
2. Recount
3. Description
4. Persuasion
5. Discussion/Argument
6. Description
7. Procedural
8. Recount
9. Discussion/Argument
10. Persuasion

What I Have Learned

Factual Texts

Factual Text Types

Description Discussion/Argument Procedural Recount Persuasion

What I Can Do

Answers may vary

Additional Activities

Output may vary

Answer Key: Lesson 3

What’s In

1. D
2. C
3. E
4. A
5. B
6. E
7. B
8. C
9. A
10. D

What’s New

Answers may vary

What I Have Learned

Propaganda

7 Propaganda Devices

Bandwagon

Card Stacking

Transfer

Name Calling

Plain Folks

Testimonial

Glittering Generalities

What’s More

I.

1. Glittering Generalities
2. Transfer
3. Testimonial
4. Bandwagon
5. Plain Folks
6. Name Calling
7. Card Stacking

II.

1. KABALAKA Camp at ICES
2. November 19, 2020
3. Iloilo Central Elementary School
   Covered Court
4. 100 participants
5. No, it is exclusive to ICES learners.

What I Can Do

A.

1. ✓
2. X
3. [illegible]
4. [transcriber’s note: the mark for item 4 is not legible in the image]
5. X

B.

1. Plain Folks
2. Glittering Generalities
3. Bandwagon
4. Name Calling
5. Testimonial

Assessment

1. Bandwagon
2. Plain Folks
3. Testimonial
4. Name Calling
5. Transfer
6. Card stacking
7. Glittering Generalities

Additional Activities

Answers may vary

References

https://www.centralriversaea.org/curriculum/literacy/writing/text-type

https://www.familyfriendpoems.com/collection/poems-for-middle-school-students/

Text Types and Different Styles of Writing: The Complete Guide

https://www.yourarticlelibrary.com/sociology/propaganda-7-most-important-technique-of-propaganda/24309

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