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ENGLISH
Third Quarter – Module 1
Week 1

SDO TAGUIG CITY AND PATEROS

Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

Let’s Learn
This module was designed and written for you, dear Grade- 10
[Junior High School] Learners. It will be a great help to you in writing an argumentative
essay. The scope of this module permits you to be used in many different learning
situations. The language used recognizes the varied vocabulary levels. The lessons are
organized to follow the standard structure of the Enhanced K to 12 Curriculum. The
sequence of the lessons given will help you to clearly understand and use information
about argumentative essay in your everyday conversation and exchanges.

The module discusses this topic:

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 ● Lesson 1 – Compose an Argumentative Essay

After going through this module, you are expected to:

1. identify parts and features of argumentative essay;
2. describe the characteristics of an argumentative essay;
3. explain the elements of argumentative essay;
4. understand the purpose of writing an argumentative essay; and
5. demonstrate understanding of argumentative essay through writing.

Let’s Try

Choose the letter of the best answer. Write the chosen letter on the space provided for.

1. What is an argument? _____

A. A claim that has logic and facts
B. A claim that tells a story
C. A claim that has feelings in it
2. What is a hook or lead? _____
A. The sentence that is the main idea of an essay
B. A sentence that gets the reader’s attention
C. The sentence that ends the paper
3. What is a claim? ____
A. The sentence that gets the reader’s attention
B. Your views on a topic
C. The main idea of an essay
4. What is a counterclaim? _____
A. Agreeing with your opponent’s claim
B. The ending of an essay
C. The rebuttal
5. There are three parts of an argumentative essay; what are they? _____
A. Introduction, Body, Conclusion
B. Claim, Counterclaim, rebuttal
C. Lead, Thesis, Conclusion

Compose an Argumentative
Lesson 1
Essay

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What is the point of arguing? It is because you want to get your point across, and you
want others to believe in what you have to say. An argumentative essay does the same
thing – it tries to convince readers of your point of view.

To successfully convince or persuade your readers, you have to cite relevant facts as
proof of evidence.

Let’s Recall

From the dialog below, label each statement such as: evidence, counterclaim,
refutation, or claim. Write your answer on the blank.

Everyday Life Example

When we argue
1._____________ Bob: That was a lame movie!
Suzy: Why?
2._____________ Bob: The special effects were bad. The
monsters were obviously fake.
3._____________ Suzy: I thought the movie was good because
the acting was believable.
4._____________ Bob: Yes, the acting was good but the horrible
special effects were too distracting and caused
some awkward moments.

Let’s Explore
Go to https://www.youtube.com/watch?v=wB6QAfoyCS0 and note important details
which may help you in answering the following activity.

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Match the words in Column A with its meaning in column B by writing the letter of
your answer on the blanks provided for.

You may also access and answer this activity via this Google Form link:
https://forms.gle/dzaKWPBhvjPQVm9J6.

A B

_____1. Argumentation A. a person who disagrees with

something and speaks against it

_____2. Refutation B. the act or process of forming

reasons, drawing conclusions and
applying them to a case in discussion

_____3. Proponent C. point or statement that supports

one’s ideas and/or thesis

______4. Evidence D. point or statement in opposition to

the argument being made in a written
document or speech

______5. Counter Argument E. the process of discrediting the

arguments that oppose your thesis
statement

______6. Pro argument F. someone who argues in favor of

something; advocate

______7. Conclusion G. informs the reader of your

position and reasons for taking that
stand

______8. Introduction H. tells the reader what your essay is

about

______9. Opponent I. support for your claim; must be cited

(credit is given to the source) and from
a reliable source

______10. Thesis Statement J. wraps up your essay with a

restatement of your position and claim

Let’s Elaborate

Argumentative Essay

An argument states a claim and supports it with reasons and evidence from
sources. It tries to change the reader’s mind by convincing the reader to agree with
the writer’s point of view.

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Elements of Argumentative Essay

Introduction a compelling and interesting first section of your paper that talks about
the issue and has an attention getting hook.
Background Information readers are informed about the topic, the arguments being
made in support of the question about the topic and opposing arguments.
Thesis statement one or more sentence that expresses the main idea of an essay. It
makes a claim, directly answering a question.
Claim a statement or assertion that is open to challenge and that requires support
(your basic belief about a particular topic, issue, event or idea). A counterclaim is the
opposite of the argument or the opposing argument.
Evidence refers to facts, documentation or testimony used to strengthen a claim,
support an argument, or reach a conclusion.
Reasons tell why the claim is made and it is supported by the evidence. They support
the thesis and form argument with evidence.
Refutation is the part of an essay that disproves the opposing arguments. It is always
necessary in a persuasive paper to refute or answer those arguments.
Conclusion. closes the essay and tries to close the issue. The aim is to convince the
reader that your essay has covered all the most important arguments about the issue
and that your main premise is the best position on the issue.
Characteristics of an Argumentative Essay

An argumentative essay conveys opinions that are proposed as true and justifiable.
It attempts to be highly persuasive and logical. It usually assumes that the reader
disagrees with the writer, but it should be noted that the reader is no less intelligent
than the writer. Hence, an argumentative essay should be written objectively and
logically.

An argumentative essay has the following characteristics:

● Convincing
● Written discussion is about a single topic
● Provides background information so the reader or the writer have a point of agreement
● States clearly the author’s claim
● Presents reasons for the claim
● Presents logical evidence to support the reasons for the claims
● Recognizes and refutes the opposing claim
● Uses transitional words and phrases
● Well organized
● Has a reasonable conclusion

Parts of an Argumentative Essay

1.Introduction

It introduces the problem and gives the background information needed for the
argument and the thesis statement. It contains a contextualization and a concise
explanation of the claim you are arguing for or against.

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2. Body

The body of the essay contains reasons. Each paragraph talks about one reason. The
reason is included in the topic sentence and is supported by details or materials.
These supporting materials can be examples, statistics, personal experiences or
quotations.

3. Conclusion

The conclusion restates the main claim and gives one or two general statements which
exactly summarize the arguments and support the main premise.

Extend your knowledge

You can watch and read more about Argumentative Essay and its elements with
given examples on the following sites:
https://www.youtube.com/watch?v=pxksY-O74og
https://www.tamiu.edu/uc/writingcenter/documents/WritinganArgumentativeEssayCDA.pdf
https://slideplayer.com/slide/10001571/

Note: (All web sites were last accessed on August 15, 2020)

Let’s Dig In
Activity 1.1 Understanding Elements of Argumentative essay
Choose the letter with the best answer. Write your answer before the number. You
may also access and answer this via Google Form link
https://forms.gle/dzaKWPBhvjPQVm9J6.

_____1. What is a hook?

A. an interesting introduction that informs the reader about what they will be
reading and pulls them in
B. an interesting piece of evidence
C. last sentence
D. a statement that expresses your claim

_____2. Section of the writing that provides information your reader needs to know to
understand your claim such as the history, key terms and explanation of the topic.

A. Thesis B. Background Information C. Claim D. Evidence

_____3. Which of these does not describe a thesis?

A. It states the main idea or argument of your essay
B. It describes your topic, what your essay is about
C. the central point or main idea of an essay
D. reemphasizes the main points made in your paper

_____4. What do you need in order to make a claim?

A. questions and answers C. Introductions and conclusions
B. Puzzle D. facts and reasoning

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_____5. Which is not an example of evidence?
A. definitions B. facts C. my opinions D. research

_____6. Why do you need reasoning?

A. you need reasoning to explain and justify your claim
B. because you will win the argument
C. you don’t need at all
D. it proves you know what you are talking about

_____7. Refutation is comparing your claim to…

A. your dog’s claim C. your friend’s claim
B. Google’s claim D. your opponent’s claim

_____8. Your conclusion should include:

A. a summary of the points made
B. a reflection of why you chose to write what you wrote and how fun it was
C. evidence of your reasons
D. why they should like to read

_____9. What is the purpose of a claim?

A. To show both sides of an argument
B. To show which side of the argument I am on
C. To show why the other side is wrong
D. To summarize the argument

_____10. What is the purpose of a rebuttal?

A. To introduce what my paper will be about
B. To prove that the opposing side is wrong
C To summarize all my ideas
D. To provide background information

Assessment 1.1 Argumentative Thesis statement Activity

Visit https://examples.yourdictionary.com/thesis-statement-examples.html to find tips in
answering the following activity. You may also access and answer this also via this
google form link https://forms.gle/dzaKWPBhvjPQVm9J6.
Read the thesis statements in this activity. Each one has potential but not as an
argumentative essay. Select the best revised/stronger thesis based upon the original
thesis statement. Write your answer before the number.

_____1. In this paper, I will explore the topic of gaming in education.

A. Gaming in education is an important issue.
B. Most people agree that games in education is a controversial issue, and this
essay will explore that issue, ultimately, working to convince you of the value
of gaming in education.
C. As a new generation of students enter college, it is time for higher education
to use gaming to appeal to students and make learning more engaging.

_____ 2. Most states have animal rights laws that are too lenient.
A. This paper will explore animal rights laws in all fifty states and share which
states have the best laws.
B. This essay will explore the large amount of current animal abuse cases in
the media and argue for better laws to protect animals.

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 C. Animal abuse laws in most states are so lenient that offenders face almost
no punishment, so stronger, stricter laws are necessary to protect animals.

_____ 3. Our country needs to support organic farmers better.

A. The number of small farmers is on the rise in some states, but, nationally,
most farming is done by factory farms, most of which are not organic farms.
B. In order to provide consumer with healthier food options, our government’s
needs to provide the same kind of subsidies to small, organic farmers that
it offers to large factory farms.
C. This essay will explore some of the many options available to potential
farmers who are interested in organic farming, which provides people in
our country with healthier food options.

_____4. Although providing more educational options seems like a good idea, this essay
will argue that more options, such as having more charter schools, is not always a
good thing.
A. Although providing more educational options seems like a good idea in
theory, the reality is that charter schools and other alternative school
options have not proven beneficial as a whole and may in fact, be harming
the public school system.
B. This essay proposes that educational reform is needed but more school
options may not be the solution.
C. It is a simple fact that educational reform is necessary. Research shows
charter schools are not the answer.

_____5. It is about time that we support small businesses better in this country.
A. It is difficult to say what the right course of action is in a tough economy,
but helping small businesses seems like a good idea.
B. This essay will argue for better financial support for small businesses, as
they are truly the backbone of the American economy and our only chance
for success during difficult times.
C. Because small businesses can make such an important difference in a
struggling economy, right now, our government needs to offer better financial
support for individuals seeking to start a business.

Activity 1.2 Understanding the text

Read an example of argumentative essay below. Then, answer the questions that
follow.

Remember:
In an argumentative essay, your job is to make the reader agree with your
opinion about a controversial topic. You have to (1.) state your opinion, (2.) give
reasons to support your opinion, and (3.) argue against the opposite opinion. Overall,
you must convince the audience that your side of the argument is correct.
The most common type of argumentative essay has six paragraphs. Like all
essay, it begins with an introduction and ends with a conclusion. In between are the
body paragraphs where you must do three things: support your opinion, present the
opposing point of view and tell why that viewpoint is wrong.

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Challenges of Home Learning during a Pandemic through the Eyes of a Student
(Access this online via this link: https://www.thejakartapost.com/academia/2020/08/15/rural-
children-across-developing-world-facing-education-emergency.html)

The COVID-19 pandemic took the world by surprise.

Globally, everything has stopped. projects have been delayed, workplaces closed and
schools shut down. The world seems to have ground to a halt because of the novel
corona virus.
However. students continue their education through online learning and via video calls
with their teachers, especially in big cities such as Jakarta. The model is currently the
best alternative as keeping schools open poses a safety risk for students.
Globally, many countries have adopted this approach. Schools in New York, the United
States, prepared for online learning by distributing gadgets to their students, ensuring
they had access to learning materials. As of early April, education authorities
distributed around 500,000 laptops and tablets to their students, allowing them to
participate in classes online.

When the first two COVID-19 cases were announced in Indonesia in early March, the
country was in a panic. On March 14, Jakarta Governor Anies Baswedan announced
that all schools in Jakarta were to be closed. However, many schools were not ready
to apply home learning programs yet. The online classes implemented in Indonesia
work differently from those in the US. This is due to a lack of preparation in this
country.

As a student participating in the home-learning program, online school was confusing

to adjust as we had not been prepared through simulations or practices beforehand.
Students reported the home-learning program to be even more stressful than regular
classrooms. Some of the common reasons for this went along the lines of: Normal
classes may have been difficult, but having friends makes it so much more manageable
and less stressful. Online classes take out the benefits of having friends to socialize
with and being stuck alone with nothing but assignments.
Many students participating in home-learning programs also say that the workload of
online classes is larger than that of regular classes. The general consensus is that
home-learning programs – although highly beneficial and a good alternative to school
as schools are closed – still require some getting used to by students, as it is a novel
concept and not many are experienced with them.

However, although the closing of schools does have a silver lining (home-learning
programs where students are still able to learn), the true sufferers of the government
order of school closings are the students in less fortunate situations and the students
who are in schools that are not well-funded.
This is because those students lack the devices and internet access to be able to
participate in online classes, and the schools do not have the capacity to teach online.
Unlike in New York where devices are distributed to students by schools and private
companies, in Indonesia, there is yet to be this kind of effort.

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This leaves many students in a bad spot where they are unable to receive an education.
Although internet service providers have been giving out free data packages, they are
simply not capable of supporting video calls on programs such as Zoom.

To further complicate things, it seems that COVID-19 will last a while in Indonesia.
For context, in China, it took months for the transmissions to stabilize – and this was
with a fast government response, Instant lockdown and people obeying the rules and
quarantine policies.

Despite the lack of a nation-wide lockdown, schools remain closed, meaning that
students who have no access to a device or internet connection will have a difficult
time maintaining their education. Due to these factors, they will be in a very difficult
spot educationally until the COVID-19 pandemic dies down in Indonesia. In this
situation, the government should make extra efforts to support the education sector
and build a sense of solidarity among schools, such as by facilitating networks
between international and national public schools to share experiences and study
methodologies for online teaching.

Thankfully, there are now some alternatives to online learning in which students in
less fortunate situations could participate. The Education and Culture Ministry
recently introduced a Belajar di Rumah (Learning at Home) program through state-
owned broadcaster TVRI (for the next three months) and platform called Guru Berbagi
(Teachers Sharing), providing creating learning and teaching materials. To add on to
this, however, the government should still have more offline options for students
without internet access, such as the distribution of books and learning materials.

Personally, I feel that online classes are a great alternative to normal in-school classes.
As a 10th grader participating in online classes right now. I have been able to focus
more and perform better.

The presence of COVID-19 will directly and permanently change education in the
future, seeing that we must be able to adapt to working and studying online for any
kind of reasons and situations. I believe, both TVRI’s Belajar di Rumah program and
the Guru Berbagi platform will leave a legacy and should be continued to support class
teachings for good.

Only time will tell whether online classes will be a good substitute for normal classes,
and if they are, there will be a rise in online educational programs and online
universities.
Activity 1.2 Post-Reading: Answer the following questions based on the given
argumentative essay above on a separate sheet of paper.

1. What is the hook in the first paragraph?

2. What is the essay all about?
3. In terms of home learning during pandemic, what were the challenges which
students encountered according to the essay?
4. Who suffered most in the government’s order of school closings?
5. What alternatives to online learning are introduced by the Education and Culture
Ministry?

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Assessment 1.2 Identifying Topics for Argumentative Essays

Read the following topics. Put a check mark ( ⁄ ) next to the ones that could be good
topics for argumentative essays and (x) if not.

_______1. The first time I flew in a plane.

_______2. University education should be free.
_______3. Philippine Eagle participate in courtship activities and go about business
during day time
_______4. High school teachers need a higher salary.
_______5. Steps needed to get a driver’s license.
_______6. Legalizing gay marriage.
_______7. Increasing tax on imported food.
_______8. How to become a karate master.
_______9. Effects of technology on the social habits of teenagers and children today
_______10. Online classes during Enhanced Community Quarantine

Topics for Argumentative Essays

After choosing a topic, think whether you agree or disagree with the statement [What
you know about it. What do you know about your side of the argument? What do you
know about the opposite side of the argument?] A good way to organize your ideas is
to use a Pro & Con T chart. (Pro-in favor of thesis statement, Con-against thesis
statement)
Example: Thesis statement: Cell phones should not be allowed in university classroom

PRO CON

1.Cell phones distract students 1. Cell phones can easily be turned off
from learning if they send and kept out of sight.
messages or play games in class.
2. Cell phones might ring in class 2. University students are not
and disturb the teacher. children cell phones are
important in an emergency
3. Students could use cell phones
to cheat on tests. 3. Cell phones can be useful tools for
education such as being used as
a dictionary or to make memos.

Activity 1.3 Brainstorming Supporting Ideas

Read the thesis statements below and complete the Pro & Con T-charts like what is
shown above on a clean sheet of paper. Write three ideas to support each statement.
Then write three ideas against each statement.
1.Thesis statement: New normal: Students getting an education online
2. Thesis statement: Parents pay their children when they get good grades.

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 Let’s Remember

1. An argumentative essay uses evidence and facts to prove whether or not a thesis
is true. It presents two side of a single issue and covers the most important
arguments for and against.
2. An argument states a claim and supports it with reasons and evidence from
sources. Arguing your side makes you the proponent.
3. The counterargument is your opponent’s (the other side’s) argument that tries to
explain why you are wrong.
4. Introduction can be personal anecdote, example (real or hypothetical), question,
quotation, statistics or striking image.
5. Below is a flowchart which you may use as guide in writing argumentative essay.

Let’s Apply

Read an example of an argumentative essay below. Then answer the activity that
follow by completing the outline with necessary information on a separate sheet of
paper.
Every school day, more than seven thousand students become dropouts. Annually,
that adds up to about 1.3 million students who will not graduate from high school
with their peers as scheduled. Students should never drop out of high school
because they will be far more likely to spend their lives periodically unemployed, on
government assistance, or cycling in and out of the prison system.
One reason that someone should not drop out of high school is that they are far
more likely to struggle keeping a good job. Most places would prefer to hire a worker
that as completed high school. This is important because even a person is capable
of doing the job, the employer might overlook them simply because they are a
quitter. Even if the dropout gets a job, others that are more educated are more likely
to be promoted faster because they are more qualified. Therefore, a person that has
dropped out will be forced to work at places that do not require much skill and thus,
make less money. More specifically, high school dropouts earn 143 dollars less per

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 week than a worker with their diploma. This totals to nearly a 7,500 dollars
difference each year, and that is if the dropout can keep their job.
All in all, it is quite clear that nothing good will come from students dropping out of
high school. Struggling to keep a job, relying on government assistance, and being
in and out of prison are very realistic possibilities for the students who do not
graduate. Do not be part of the 7,000 – refuse to quit. When school gets tough, seek
the help needed in order to graduate on time and help make the future brighter.
1.Introduction
A. Hook:
B. Thesis Statement:

2. Body

A. Topic Sentence:
B. Reasons:

3. Conclusion

A. Restated Thesis:
B. Suggestion/call to action:

Let’s Evaluate

How well do you understand argumentative essay? Determine whether the sentences
below are True or False. Write your answer on the blanks provided.

__________1. An argumentative essay tells a story.

__________2. Keeping an open mind may stop your point from being strong.
__________3. Readers often form conclusions based on their judgment of the writer.
__________4. Using abuse and ridicule can convince reader of the validity of an
argument.
__________5. In the Introduction you must have a topic sentence.
__________6. You never ever add a new idea in the conclusion.
__________7. In your conclusion you must reemphasize the main points.
__________8. Hook is a sentence that gets the reader’s attention.
___________9. Argumentative writing is most persuasive when accuracy, honesty
and respect are foremost.
__________10. Using emotion in a written argument is often enough to sway an
audience.

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 Let’s Extend

Write an argumentative essay about this topic: “Coronavirus Disease (COVID-19):

The Role of Mass Media During the Pandemic”

Introduction:

Body:

Conclusion:

Beyond Walls: Go Online

The following Web sites can help you accomplish the task above:
https://grammar.yourdictionary.com/for-students-and-parents/argumentative-essay-writing-tips.html

https://www.masterclass.com/articles/how-to-write-a-good-argumentative-essay#3-main-
types-of-arguments-and-how-to-use-them

(All web sites were last accessed on 15 August 20202)

References
https://quizizz.com/admin/quiz/56c75fd508af0bea550f8527/argumentative-essay
https://www.slideshare.net/resanoel85/argumentative-writing-ppt-grades-1011-forms-4-5
https://www.slideshare.net/jdsmithii/argumentative-essay-ppt-42497160
https://study.com/academy/lesson/parts-of-an-argument-claims-counterclaims-reasons-and-
evidence.html
https://literarydevices.net/argumentative-essay/
https://www.aims.edu/student/online-writing-lab/understanding-writing/argument.php
https://quizlet.com/85923739/elements-of-an-argumentative-essay-flash-cards/
Celebrating Diversity Through World Literature
Crosscurrents: Developing Global English Skills for the 21 st Century

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 Development Team of the Module
Writer: Gladysmie R. Rosario, Ed.D.
Editors:
Content Evaluator: Celeste D. Monge
Language Evaluator: Angelus B. Salespara
Reviewers: Name
Illustrator: Bernard Marc E. Codillo
Layout Artist: Michael N. Evans
Management Team: Dr. Margarito B. Materum, SDS
Dr. George P. Tizon, SGOD – Chief
Dr. Ellery G. Quintia, CID Chief
Mr. Noel T. Balubal, EPS- English
Dr. Daisy L. Mataac, EPS- LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig City and Pateros, Upper Bicutan, Taguig City
Telefax: 838-4251
Email Address: sdo.tapat@deped.gov.ph

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