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English Quarter 1 – Module 4:

Identify and Use Signal that Indicate Coherence

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English- Grade 8 Alternative Delivery Mode First Quarter- Module 4: Identify and use signals that indicate coherence 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 – Region VII, Division of Cebu Province Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City Telefax: (032) 255-6405 Email Address: [email protected]

Development Team of the Module Writer: Blessilda M. Pitogo Editors: Christy Kemeiafar, Imelda Lazaga Reviewers: Sonia Lauronal Illustrator: Larisa N. Prado Layout Artists: Achilles B. Mendez, Resdale Venz R. Palabrica Quality Assurance Team: Dr. Emma C. Olandria (Moderator, English-Key Stage 3)

Mr. Michael Angelo S. Magalso (Evaluator for Grade 8 English)

Management Team: Schools Division Superintendent:

Dr, Marilyn S. Andales, CESO V Assistant Schools Division Superintendents:

Dr. Cartesa M. Perico Dr. Ester A. Futalan Dr. Leah B. Apao Chief, CID: Dr. Mary Ann P. Flores EPS in LRMS: Mr. Isaiash T. Wagas EPS in English: Dr. Ma. Chona B. Redoble

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English Quarter 1 – Module 4:

Identify and use signals that indicate coherence

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Key Message For Educators: Learning is a constant process. Amidst inevitable circumstances, the Department of Education extends its resources and looks for varied ways to cater to your needs and to adapt to the new system of Education as a fortress of the Learning Continuity Plan. One of the probable solutions is the use of Teacher-made Educational Modules in teaching. You are reading the English-Grade 8: First Quarter Alternative Delivery Mode (ADM) Module on “Identify and use signals that indicate coherence” as written and found in the K-12 Most Essential Learning Competencies. The creation of this module is a combined effort of competent educators from different levels and various schools of the Department of Education-Cebu Province. In addition, this module is meticulously planned, organized, checked, and verified by knowledgeable educators to assist you in imparting the lessons to the learners while considering the physical, social, and economic restraints in the teaching process. The use of Teacher-made Educational Module aims to surpass the challenges of teaching in a new normal education set-up. Through this module, the students are given independent learning activities, which embody the Most Essential Learning Competencies based on the K-12 Curriculum Competencies, to work on in accordance with their capability, efficiency, and time. Thus, helping the learners acquire the prerequisite 21st Century skills needed with emphasis on the utmost effort in considering the whole well-being of the learners. In addition to the material in the main text, you will also see this box in the body of the module: As the main source of learning, it is your top priority to explain clearly how to use this module to the learners. While using this module, learner’s progress and development should be recorded verbatim to assess their strengths and weaknesses while doing the activities presented independently in the safety of their homes. Moreover, you are anticipated to persuade learners to comply and to finish the modules on or before the scheduled time.

Notes to the Teacher! This part of the module gives you helpful tips, suggestions or strategies that will make the learning process easy and efficient to the learners.

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For the Learners: As a significant stakeholder of learning, the Department of Education researched and explored innovative ways to address your needs with high consideration on social, economic, physical, and emotional aspects of your well-being. To continue the learning process, DepEd came up with an Alternative Delivery Mode of teaching using Teacher-Made Educational Modules. You are reading the English-Grade 8: First Quarter Alternative Delivery Mode (ADM) Module on “Identify and use signals that indicate coherence” as written and found in the K-12 Most Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue

learning even at home. Using guided and independent learning activities, rest assured

that you will be able to take pleasure as well as to deeply understand the contents of

the lesson presented, recognizing your own capacity and capability in acquiring

knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

track on the Competencies, Objectives, and

Skills expected for you to be developed and

mastered.

This part aims to check your prior knowledge of

the lesson to take.

This part helps you link the previous lesson to

the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

part of the module creatively. It may be through

a story, a song, a poem, a problem opener, an

activity, a situation, or the like.

A brief discussion of the lesson can be read in

this part. It guides and helps you unlock the

lesson presented.

WHAT I NEED TO KNOW

WHAT I KNOW

WHAT’S IN

WHAT’S NEW

WHAT IS IT

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A comprehensive activity/es for independent

practice is in this part to solidify your knowledge

and skills of the given topic.

This part of the module is used to process your

learning and understanding of the given topic.

A transfer of newly acquired knowledge and

skills to a real-life situation is present in this part

of the module.

This activity assesses your level of mastery

towards the topic.

In this section, enhancement activities will be

given for you to further grasp the lesson.

This contains answers to all activities in the

module.

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government-owned. Handle it with care. Unnecessary marks are prohibited. Use a separate sheet of paper in answering all the given exercises.

2. This module is organized according to sequential levels of understanding. Skipping one part of this module may lead you to confusion and misinterpretation.

3. The instructions are carefully made for you to understand the given lessons. Read each item cautiously.

WHAT’S MORE

WHAT I HAVE LEARNED

WHAT I CAN DO

ASSESSMENT

ADDITIONAL ACTIVITIES

ANSWER KEYS

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4. This is a Home-Based class, your reliability and honor in doing the tasks and checking your answers are a must.

5. This module helps you attain and learn lessons at home. Make sure to clearly comprehend the first activity before proceeding to the next one.

6. This module should be returned in good condition to your teacher/facilitator once you completed it.

7. Answers should be written on a separate sheet of paper or notebook especially prepared for your English subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with

him/her for further discussion. Know that even if this is a home-based class, your

teacher is only a call away. Good communication between the teacher and the

student is our priority to flourish your understanding of the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills

for you to be fully equipped and ready to answer the demands of the globally

competitive world. We are confident in you! Keep soaring high!

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Hello dear learner!

This module is intended to provide you with worthwhile activities to

develop your knowledge and skills in this level. The learning steps

are designed to help you grasp the key concept through various

assessments and discussions.

You are encouraged to trust in your potential as you work through the module

independently and accomplish tasks successfully. Rest assured, you will be properly

guided so that you can meet the expected outcomes.

As we explore the first quarter, you will be exposed to more understanding of

your identity through various topics as well as acquiring grammatical knowledge and

skills.

The target of this module focuses on helping you understand the significance of

well-developed sentence structures, paragraph or text by relating one idea to another

smoothly.

Specifically, it aims for you to identify and use signals that indicate coherence

based on the K to 12 Most Essential Learning Competencies Quarter 1. To realize this

target, there are exercises, drills, and assessments prepared for you. Provide your

answers in a separate sheet.

At the end of this module, you are expected to achieve the following:

identify the functions of coherence signals;

analyze the relationship of ideas between sentences;

use coherence signals between sentences effectively;

construct coherent paragraphs; and

respond to issues on equality.

WHAT I NEED TO KNOW

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PHGRARAAP

AIMN AEID

CSONNOJUNCIT

ORNIAGZAOTIN

Arrange the following letters to form the word or phrase described in each item.

Read each item carefully. Tell if the statement is correct or not. Put a check mark ( √ ) on the item in your answer sheet.

_____ 1. Ideas should be connected from beginning to end. _____ 2. In writing about a topic, ideas can be arranged in any order. _____ 3. A writer can provide supporting ideas not relevant to each other. _____ 4. There are devices that can be used to connect ideas between sentences. _____ 5. The writer can suddenly change the idea from one paragraph to another. _____ 6. The paragraph discusses the idea from general concept to particular or from specific details to the general concept. Analyze the relationship of ideas. Match sentences in Column A with those in Column B. A B 1. I am born with unique abilities. a. Every person is significant. 2. I treat others with respect. b. God bestowed these gifts. 3. People may look differently. c. People will be kind to me too. 4. Men perform heavy tasks. d. They are still human beings. 5. There should be no rich or poor. e. Women have their strength.

WHAT I KNOW

It is the central topic in a written discussion.

It is a group of related sentences about a topic.

These link words, phrases, and clauses.

It is the arrangement of ideas in a paragraph.

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Let us now begin to improve your grammatical knowledge and writing skills.

Try doing the first exercise.

Rate your abilities or attitude for each item based on the scale below:

5 - Very true 3 – Slightly true 1 - Never true

4 – Usually true 2 – Usually not true

1. I can write a good paragraph about an interesting topic. 5 4 3 2 1

2. I can write good supporting sentences on the main idea. 5 4 3 2 1

3. I can arrange my ideas well in a paragraph. 5 4 3 2 1

4. I can write a smooth flow of ideas from beginning to end. 5 4 3 2 1

5. I can use proper words to connect ideas effectively. 5 4 3 2 1

6. I can connect sentences effectively. 5 4 3 2 1

TAKE TIME TO PONDER…

How do you find the self-assessment activity?

Do you still need to improve on something?

What is/are the aspect/s you need to enhance?

What needs to be done?

If so, then you are ready to take the challenge.

Continue to next page.

WHAT’S IN

SELF-CHECK

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Let’s check your knowledge level and your readiness for this lesson.

Please accomplish the task below diligently so that we will know what

needs to be done to help you. Write your answers on a separate sheet.

I. Identify the words or phrases used to link ideas in the passage below.

II. Tell how ideas are linked between sentences by identifying the relationship shown in each sentence. Choose the letter of the correct answer from the

options below.

A. Adding of ideas C. Showing the next idea E. Giving a reason B. Giving a condition D. Simplifying the idea

1. The issue on equality in the past highlighted racial discrimination. Hence, colored

races received unfair treatment. Disrespect on their identity was very evident.

2. Poverty was a determining factor between the whites and the blacks. For that

reason, the whites were deemed rich and dominant. This intensified the racial

inequality and disparity between them.

3. The Africans cried for freedom from oppression and discrimination. In fact, Nelson

Mandela fought for this cause to stop Apartheid and redeem the human rights for his

fellowmen.

4. Economic activities for the non-whites were also restricted. If they would go to the

areas of the whites, they were required to bring papers that allow them to enter such

prohibited areas.

5. The Black Africans received more social injustices. They were forced to live in

towns outside cities where whites owned the land. Furthermore, there was even

unequal access to education.

The beauty of a person is beyond the image the eyes can see. Admittedly, many consider the outward appearance as the measure of the person’s worth

such as skin color, physical form, hair type, etc. When they treat others, they

show an unfair regard. In this case, the truth should be known.

To begin with, every person is inherently special. Each being is gifted with

unique qualities since he or she has intelligence, traits, behavior, and

attractiveness apart from others. Additionally, it is the inner self of an individual

that makes him or her shine.

Knowing these aspects will lead to a better understanding and respect for

any individual. Thus, it is imperative to say that every person is special and

beautiful.

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III. Read each set of sentences. Choose the correct word that will connect every

set of sentences in the box. Write the letter only.

1.

2.

3.

4.

5.

Poverty becomes a great hindrance to progress. Lack of resources does not

help the economy.

Education is a crucial factor in sustainable development. Government puts

priority on this vital key for progress.

Some ethnic tribes strongly adhere to customs until now. They have not

adapted to the changes in the modern world.

Strategic plans for economic growth must be well- thought. Better results will be

evident in the services given to people.

Many foreign countries colonized colored races in the past. These minorities

suffered oppression and discrimination from the tyrants.

a. since b. also c. eventually d. unless e. put simply f. in case

Way to go! Thank you cooperating in this mission.

For sure, you already have an idea of the lesson.

Heads up! You still need to do more tasks. Keep your

brain cells active. The next part is the discussion

proper. Fasten your seatbelt because you’ll learn

more in this knowledge-filled ride.

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Read the excerpt below. Observe the flow of ideas in the paragraph.

WHAT’S NEW

Nelson Mandela’s speech at the opening of the defense case

in the Rivonia Trial, Pretoria, South Africa, 20 April 1964

“The complaint of Africans ... is not only that they are poor and the whites are

rich, but that the laws which are made by the whites are designed to preserve this

situation. There are two ways to break out of poverty. The first is by formal

education, and the second is by the worker acquiring a greater skill at his work

and thus higher wages. As far as Africans are concerned, both these avenues of

advancement are deliberately curtailed by legislation. ... Above all, we want equal

political rights, because without them, our disabilities will be permanent. I know

this sounds revolutionary to the whites in this country, because the majority of

voters will be Africans. This makes the white man fear democracy. But this fear

cannot be allowed to stand in the way of the only solution which will guarantee

racial harmony and freedom for all. It is not true that the enfranchisement of all

will result in racial domination. Political division, based on colour, is entirely

artificial and, when it disappears, so will the domination of one colour group by

another. The ANC* has spent half a century fighting against racialism. When it

triumphs, it will not change that policy. This then is what the ANC is fighting. Their

struggle is a truly national one. It is a struggle of the African people, inspired by

their own suffering and their own experience. It is a struggle for the right to live.

During my lifetime, I have dedicated myself to this struggle of the African people.

I have fought against white domination, and I have fought against black

domination. I have cherished the ideal of a democratic and free society in which

all persons live together in harmony and with equal opportunities. It is an ideal

which I hope to live for and to achieve. But if needs be, it is an ideal for which I

am prepared to die.”

*ANC is - African National Congress, a South African political party and black nationalist organization Excerpt Adapted from: Nelson Mandela Speech Excerpts.

(https://mhsliterature.weebly.com/uploads/3/0/3/9/3039381/mandelaexcerpts.pdf)

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COMPREHENSION RESPONSE: Answer the questions briefly.

1. According to Nelson Mandela, what did the Africans dislike?

2. How were the lives of the whites and Africans compared?

3. What were the means of ending poverty?

4. What did Mandela and the Africans desire amidst the issues?

5. What were the hindrances in achieving their aspiration?

6. How did Mandela dedicate himself to this cause?

7. What was the scenario of a democratic society?

8. As citizens in a tourist-bound country, how should we, Filipinos, treat others?

Looking into the structure of the text, ponder on the questions below to help you

understand today’s lesson. Answer briefly.

What is the main idea in the excerpt?

What details or evidences support the main topic?

How are ideas connected to each other?

What relationship of ideas are shown between sentences?

What have been used to link one idea to another in the excerpt?

What is the impact of well-connected ideas from beginning to end?

WHAT IS IT

Good job! You have explored this activity well. You have been able

to grasp the message of Nelson Mandela. Also, examined how he

has delivered his points in the excerpt. It’s time to learn the lesson.

THINKING THROUGH

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“There are two ways to break out of poverty. The first is by formal

education, and the second is by the worker acquiring a greater skill at his work

and thus higher wages.”

EXPLANATION:

In this part, the topic is introduced in the first sentence. The signal word “first”

relates the second sentence to the topic. Another signal words “and” and

“second” adds to the idea presented. The word “thus” shows that “higher wages”

happens next.

“Above all, we want equal political rights, because without them, our

disabilities will be permanent. I know this sounds revolutionary to the whites in

this country, because the majority of voters will be Africans.”

EXPLANATION:

The idea in the first sentence is emphasized by the phrase “above all”. The

transition signal “because” indicates reason in the second sentence.

“Political division, based on colour, is entirely artificial and, when it disappears,

so will the domination of one colour group by another.”

EXPLANATION:

The phrase “based on” points out the specific idea while the word “when” points

to a condition in the clause.

“The ANC* has spent half a century fighting against racialism. When it triumphs,

it will not change that policy. This then is what the ANC is fighting.”

In the sample above, the second sentence is introduced by the word “when” showing a condition. The word “then” in the third sentence signals the outcome of

the situation in the previous sentence.

Notice how the ideas in the excerpt are woven effectively.

Take a look at the examples from the excerpt.

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A written discourse must be clear, effective and creative. To do this,

important techniques can help in the clarity and organization of ideas relating to

the main topic.

Coherence serves as the bridge between ideas in a text or discussion.

Without coherence, the reader cannot acquire full understanding of the central

message. It links one idea to another as it establishes the relationship between

them.

To achieve this, appropriate words or phrases show the relationship and

create a smooth flow of meaning. These words or phrases are called coherence

signals.

Coherence signals connect the ideas between sentences and within paragraphs. The following are the uses or functions of the coherence signals:

Additive - additionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then, likewise, etc.

Causative - accordingly, as a result, and so, because, thus, since, hence, consequently, for that reason, on account of, therefore, etc.

Sequential - In the (first, second, third, etc.)place, To begin with, next,

To start with, initially, thus, subsequently, before, from, then,

etc.

Conditional – unless, if, when, in case, in that case, even if, only, if,

provided, given that, etc.

Concessional - although, at any rate, at least, still, though, even though, admittedly, granted that, while it may be true, in spite of, etc.

Clarifying – in other words, that is, in this case, I mean, up to a point, under certain circumstances, put another way, simply, etc.

KEY CONCEPT

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I. Identify the coherence signals used in the sentences below. Write the word or

phrase on your answer sheet.

1. Apartheid was a political and social system in South Africa. Due to this, the white

people were separated from the black people.

2. Africa was divided into four races under the strict laws. Subsequently, people lived

and stayed away from each other.

3. This system greatly affected the lives of the Africans. Even if they opposed this

unequal treatment, the Blacks were not allowed in many public places.

4. Racial discrimination created a drastic change in the social activities of people in

Africa. The blacks were banned to vote, were not allowed to own lands in white areas,

and were restricted to mix with whites in public facilities. In other words, the blacks

were denied of many rights.

5. Various protests occurred in South Africa to abolish Apartheid. In addition, UN did

not agree with this system of inequality.

II. Read each item carefully. Choose the correct signal word to establish

coherence between sentence structures.

1. People are alike in this world since we are all humans. _________, we are born with

rights to dignify and protect us.

a. Unless b. In spite of c. Besides d. Since

2. No one should be superior nor inferior. _________, treating each other fairly is a

human trait and responsibility.

a. In other words b. As a result c. Although d. If

3. __________ a different perspective on outward appearance, people have made

skin color a basis of human value. Despite social changes, this notion is still very

evident.

a. Until then b. Additionally c. Because of d. Even though

4. Skin color does not dictate other’s worth. _________ we see the true inner self of

individuals, we get to give the right treatment they deserve.

a. Thus b. Therefore c. Before d. Only if

WHAT’S MORE

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5. As people learn to show respect to any person or race, discrimination will be

avoided, _________, creating an equal society and a peaceful world.

a. in spite of b. thus c. likewise d. meanwhile

III. Combine the following sentences to make a more creative structure and

meaning. Use the most appropriate coherence signal showing either of the

following: addition, causation, sequence, clarification, condition or concession.

also because unless simply then

moreover since when in other words thus

and therefore although that is eventually

1. Africans are unique people. They have a rich culture and a glorious history.

2. The Africans are proud of being black. They suffered from discrimination in the past.

3. They were under a system of separation back then. They gain their freedom from

discrimination and social injustice through their efforts.

4. The Blacks endured the physical labor and slavery from the whites. They are a

symbol of resilience, patience and optimism through time.

5. Many influential African leaders fought for equality. Nelson Mandela even offered

his life and his freedom for this cause. They were willing to do anything for this dream.

IV. Read the given topic. Develop the idea based on Nelson Mandela’s message.

Explain in at least 10 sentences. Use coherence signals effectively in the

paragraph.

EQUALITY : AN AFRICAN DREAM

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After learning the concept and doing all the tasks, express your understanding by

responding to what is asked. Answer briefly on a sheet.

WHAT I HAVE LEARNED

1. What are coherence signals?

______________________________________________________

______________________________________________________

2. What are the functions of coherence signals?

______________________________________________________

______________________________________________________

3. How will coherence help in effective writing?

______________________________________________________

______________________________________________________

______________________________________________________

I have learned that equality ________________________________

______________________________________________________

______________________________________________________

What the world needs is __________________________________

______________________________________________________

______________________________________________________

Wow, that’s awesome! You have been able to grasp the lesson.

Keep up the good work and always put this learning in mind and

heart. Now, let’s put this learning into good use.

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WHAT’S YOUR GREAT IDEA!

Below are reality-based scenarios on inequality. Express your reaction or

solution to each situation. Write down your response in at least 3 sentences.

Use signal word/s for each short paragraph.

WHAT I CAN DO

Levi is an exchange student from Nigeria. He

studies at a big university in Cebu. Other

students pick a fight against him after classes

since they dislike his color. He just keeps silent

of the beating since he is a foreigner.

Rania is half-Filipino and half-Black American.

She works as a café part-time worker in

Minglanilla. She gets a lot of reprimands from

the owner and is named ‘dirty’ every time she is

scolded.

Zane is from China and has been adopted by a

couple in Medellin, Cebu. When they take a walk,

neighbors give a horrible gaze. They even stay

away from her when they meet on the streets.

Tim is an Indian who now lives in Consolacion.

He has transferred because of his business. He

needs an apartment and contacts a landlady. The

unit is ready based on the phone call. But she

cancels the deal due to his looks upon meeting.

Leny is a Filipino who migrated with her family in

the US. One time, they dine in a restaurant for a

birthday celebration. Then, a native guy in the

next table begins shouting and asks them to

transfer. He even says racist remarks.

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Good job! You have put much hard work in the previous tasks.

The next part will tell how much you understand the lesson. Do well and you’ll see

good results. Use a separate sheet for your answers.

I. Choose the correct word to indicate coherence between sentence structures.

1. Discrimination has persisted through time. ______ the racial prejudice on Africans

to modern day biases, the issues on inequality have not been scrapped.

a. When b. From c. Before d. In this case

2. Physical harassment is a worse scenario of racial prejudice. _______, many victims

get attacked by individuals or groups.

a. At any rate b. Equally c. Next d. Therefore

3. Equality acts and other related laws have been imposed in the modern times to

stop racism. ______, a lot of people start to become open-minded on true human

worth.

a. Since then b. In case c. Even though d. Above all

4. Such legal remedies provided opportunities for the discriminated group not only to

black people but also to other races. _______, people need to put these laws into

practice.

a. Equally important b. Until then c. In short d. Even though

5. Changing past perspectives on the way we regard others has come to a more

positive goal. _______, the world will be a place where the rights of peoples are

protected.

a. Unless b. Additionally c. Initially d. Hence

ASSESSMENT

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II. Arrange the following sentences by making a coherent passage using correct

transitional words.

2. It leads to closer affinity amidst

diversity.

Brotherhood weaves the bond between

men.

The spirit of comradeship promotes

peace.

4. Do not judge a person by looks. Know

the inner character.

You are not perfect either.

There’s more to see beyond the eyes

can see.

3. People still belong to one humane

world.

Culture defines the people’s

distinctiveness.

We live for each other’s welfare.

5. They are aware of their rights.

People must be well-educated.

They can rise from poverty.

They will realize their dreams.

There are more opportunities.

III. Write a short essay about how to promote equality among us. Make use of

coherence signals to connect sentences effectively. Be creative in presenting

your helpful tips and make a good title. Refer to the rubric for scoring.

Here is an example of a creative presentation on your paper:

1. I have visited Africa in a Safari tour.

Africa is full of magnificent pure nature.

I saw the wildlife and national park.

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NEWS ALERT!

Have you been aware of what’s going on in the country lately?

Check this out.

The Palace has announced that the President has signed the Anti-Terrorism Bill

on July 3, 2020. This bill aims to stop any terrorism which the nation has been

suffering for many years. Most importantly, it aims to protect the lives of Filipinos

from any danger of terrorist acts. Consequently, this approval has received

varying opinions from the society.

Now, let’s have a look at your views. Do you agree with this law or not?

Share your reaction or opinion. Write your explanation in at least 10 sentences.

Establish coherence in your paragraph/s using appropriate linking words.

RUBRIC for SCORING

Criteria 3 – Very Good 2 – Good 1 – Poor

Content The write up targets the intended topic. Relevant

details are evident.

The write up targets the

intended topic. Some

details are present.

The write up does not

target the intended topic.

Details are not relevant.

Organization The ideas are well-developed. Good

transition and coherence

are evident.

The ideas support the

main topic. Good

transition and coherence

are slightly evident.

The topic development

is poorly established.

Grammar,

Mechanics, &

Spelling

The write up follows

grammar and spelling

conventions. Mechanics

are observed.

Some grammatical

errors are present.

Misspelled word/s is/are

evident. Format is weak.

It does not follow

grammar rules. Spelling

errors are quite evident.

Poor mechanics are

present.

Word Choice Word choice is at a high level and creative. There

is a good style of

argumentation.

Word choice enhances

the argument.

There is enough

attention to word choice.

Presentation The material is creatively presented. Colors are

appealing. Design aids

the content. Concept is

clear.

The material has a good

design. Some colors do

not aid content

presentation.

Design is dull. Visual

presentation is weak.

ADDITIONAL ACTIVITY

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WHAT I KNOW A. Word Jumble

MAIN IDEA PARAGRAPH CONJUNCTIONS ORGANIZATION B. Is It Right? 1. √ 2. 3. 4. √ 5. 6. √

C. Pair Perfect 1. b 2. c 3. d 4. e 5. a

WHAT’S IN I. Admittedly When In this case To begin with Additionally Thus

II. 1. c 2. e 3. d 4. b 5. a

III.1. b 2. d 3. e 4. c 5. a

WHAT IS IT

THINKING THROUGH

The main idea in the excerpt is the fight for equality.

The speaker supports the main topic by citing the ways to achieve it

and the factors that hinder it.

The ideas are connected to each other using the linking words.

The excerpt shows giving of details and cause and effect relationship.

Conjunctive adverbs or transitional words are used to link ideas.

WHAT IS IT : 1. The Africans dislike the

laws that distinguish classes.

2. The whites were rich while

the Africans are poor.

3. Education and skills end

poverty.

4. They want equality in rights.

5. The hindrances in achieving

their aspiration are fear and

political division.

6. Mandela have fought

against domination as well as

cherished the ideals of society.

7. A democratic society has

harmony and equality.

8. We regard each other

equally and respect foreigners.

ANSWER KEY

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WHAT’S MORE :

I. 1. Due to this II. 1. c III. Answers may vary. 2. Subsequently 2. a 3. Even if 3. c IV. Answers May vary. 4. In other words 4. d 5. In addition 5. b

WHAT HAVE YOU LEARNED Coherence signals are words or phrases that link ideas between sentences or paragraphs smoothly.

Coherence signals establish various relationships between ideas such

as the following functions: additive, causative, sequential,

conditional/concessional, and clarifying.

Coherence creates a clear and effective development of the main idea.

It gives a smooth flow of discussion from beginning to end.

Answers may vary in the sentence completion part.

WHAT I CAN DO Answers may vary ASSESSMENT ADDITIONAL I. 1. b II. Answers may vary ACTIVITY 2. a III. Answers may vary Answers may vary 3. a 4. a 5. d

Notes to the Teacher! For What I Know part Test I, it should be drawn from the students. The Answer Key uses words for easy access. For the part tagged with “Answers Vary”, the teachers will be the ones to check them.

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References: Apartheid. History.com Editors. Updated March 3, 2020. Accessed on June 18 , 2020. https://www.history.com/topics/africa/apartheid Apartheid in South Africa facts for kids. Kids Encyclopedia Facts. Modified May 22,

2020. Accessed on June 18, 2020.

https://kids.kiddle.co/Apartheid_in_South_Africa#:~:text=Apartheid%20was%20a%20p

olitical%20and,was%20stricter%20and%20more%20systematic.

Apartheid. Encylopaedia Britannica. Accessed on June 18, 2020.

https://www.britannica.com/topic/apartheid

Coherence. Southeastern Writing Center. Adapted from The Little, Brown Handbook,

11th Edition, Contributors Dayne Sherman, Jayetta Slawson, Natasha Whitton, and

Jeff Wiemelt, 2010, 42-45. Prepared by the Southeastern Writing Center. Last updated

July, 2011. Accessed on june 18, 2020 http://www.southeastern.edu/acad_research/

programs/writing_center/handouts/pdf_handouts/coherence.pdf

Coherence: Transitions between ideas. Accessed on June 18, 2020. http://guidetogrammar.org/grammar/transitions.htm Lapid, M. and Serrano, J. English Communication Arts and Skills through Afro-Asian Literature. Quezon: Phoenix Publishing House. 2010. Transitional Words and Phrases. The writing Center. University of Wisconsin-Madison.

Accessed on June 18, 2020. https://writing.wisc.edu/handbook/style/transitions/#10

Nelson Mandela Excerpts from Speeches 1961-2008: In His Words. UN Department

of Public Information.

https://www.un.org/en/events/mandeladay/assets/pdf/mandela100-booklet.pdf

AVATARS www.bitmoji.com ILLUSTRATIONS Canva for Education. www.canva.com

https://www.history.com/topics/africa/apartheidhttps://kids.kiddle.co/https://kids.kiddle.co/Apartheid_in_South_Africa#:~:text=Apartheid%20was%20a%20political%20and,was%20stricter%20and%20more%20systematic.https://kids.kiddle.co/Apartheid_in_South_Africa#:~:text=Apartheid%20was%20a%20political%20and,was%20stricter%20and%20more%20systematic.https://www.britannica.com/topic/apartheidhttp://www.southeastern.edu/acad_research/%20programs/writing_center/handouts/pdf_handouts/coherence.pdfhttp://www.southeastern.edu/acad_research/%20programs/writing_center/handouts/pdf_handouts/coherence.pdfhttp://guidetogrammar.org/grammar/transitions.htmhttps://writing.wisc.edu/handbook/style/transitions/#10https://www.un.org/en/events/mandeladay/assets/pdf/mandela100-booklet.pdfUserDMWMark

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For inquiries or feedback, please write or call: Printed in the Philippines by: Department of Education – Region VII,

Division of Cebu Province Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City Telefax: (032) 255-6405 Email Address: [email protected]

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