NOT

WEEKS 1-2

English 10
Quarter 4 – Module 1
Creating An Advocacy Campaign

NAME: ______________________________________
GRADE & SECTION:___________________________
Lesson Should Children Care About
1 The Climate Change?
Task 3: DEFINE THROUGH CONTEXT CLUES

1. Cristene is a young _______________ of environmental conservation through

educating fellow Filipino children.
2. The _______________ of the Earth affects the livelihood of the people.
3. He is a _______________ farmer who experienced shortage in his corn yield.
4. We should learn to _______________ our garbage to manage our household
wastes.
5. Clorox decided to try to make a line of cleaning supplies that are only made with
mineral-based and natural plant ingredients that are completely _______________.

deterioration emissions small-scale

manifestation segregate advocate
biogedradable non-biodegrable

SHOULD CHILDREN CARE ABOUT CLIMATE CHANGE?

Cristene is a young environmental advocate who’s on a mission to educate fellow

Filipino children on the causes and effects of climate change, as well as on the different
ways students like her can help protect the environment.
―We should take care of nature,‖ Cristene said in Filipino.―So that our environment
will be even more beautiful and clean.‖
―I wish all schools can have plenty of trees,‖ she added. The classrooms in Cristene’s
school are small, but its gardens and open fields are huge. Here, children are free to run and
play in the grass.
Her school is also equipped with a solar panel, in an attempt to conserve energy.
Awareness, Action
The Earth has been growing warmer over the years, with humans sharing the blame
for its fast deterioration.
The Philippines is known for experiencing several typhoons each year; with the
impact of climate change, however, such extreme weather and climate events become more
intense. Stronger typhoons could mean worse flooding and larger damages.
Due to climate change, droughts can also worsen.
All these affect our livelihoods, safety, biodiversity, health, water and food security.
Food insecurity might not be immediately felt by all Filipino households, but those
dependent on small-scale farming or subsistence agriculture will be the first to experience
such shortages. Since environmental conditions make it harder for them to grow crops, they
will have less to eat and sell.
Cristene’s father is among them, ―he works in the mountains,‖ the young girl said.
―We’re also experiencing more typhoons because people aren’t disposing their
garbage properly,‖ said Cristene. ―And people cut down trees, without replacing them.‖
As our carbon emissions grow and our environment becomes even more polluted,
the manifestations of climate change may worsen. And this is why we need to educate
children, as early as possible, on how to fight all these.

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 Cristene is among the students Save the Children trains on disaster preparedness
and climate change awareness.
―What we can do is segregate our waste,‖ the 5th grader suggested. ―Let’s separate
trash that’s biodegradable and non-biodegradable, and those that are recyclable.‖
―For example, we can recycle bottles and use them in planting vegetables,‖ she
continued. ―And don’t throw your garbage in places other than trashcans. Also, if you’re
going to cut down trees, be sure to replace them.‖
She also advises students to conserve energy by turning off faucets and unplugging
appliances when not in use. It's also helpful to put up waste segregation and recycling bins
at school.

Support our programs educating children on disaster preparedness and climate

change awareness.
Together, let’s empower more students like Cristine. Donate today, save lives!

Assessment
Task 8: CHECK YOUR PROGRESS

A. Answer the test below. Encircle the letter of your answer.

1. What kind of a person is Cristene?

A. Careless B. Conservative C. Proactive D. Serious
2. What is her mission?
A. to protect the children
B. to make people plant trees
C. to educate people regarding waste segregation
D. to educate children on disaster preparedness and climate change
awareness.
3. The following are effects of climate change except:
A. worse floods B. strong typhoons
C. prolonged drought D. abundant vegetation
4. What does the word segregate means?
A. to reveal or display
B. to keep from loss, decay or depletion
C. to place apart from others or the rest; isolate
D. to convert waste materials into new materials and objects
5. How do we conserve energy?
A. use wood B. cut more trees
C. unplug unused appliances D. use kaingin system in farming

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 LESSON 2: COHESION
c AND COHERENCE
COHERENCE IN PARAGRAPH

 technique of making words, phrases, and sentences move smoothly and

logically from one to the other
 a paragraph is unified, have a logical order, and have a consistent point
of view
 the reader grasp the point of the paragraph.
 most helpful for making your communication clear for the reader
In order to achieve this, the writer must use devices that will help his
delivery of thoughts. Study the following cohesive devices:
Words and Phrases That Indicate Specific Relationships
• To signify an additional idea - also, moreover, again, further, furthermore,
in addition, likewise, too, first, initially, second, third, next, finally, last,
another, other, then
• To signify a comparison - likewise, similarly, in a like manner, in
comparison, so it is
• To signify a contrast - however, nevertheless, still unlike, in contrast,
conversely, on the contrary, on the other hand, whereas

Sample of a coherent paragraph:

(1)Throughout most of my school days my eyes failed to focus correctly when reading.
(2)Consequently, I saw different symbols every time I read a sentence. (3)As a result, the
printed page was a chaotic kaleidoscope of constantly changing letters that made no sense.
(4) For example, when reading the last sentence I would see: ―A tters made sense,‖ or ―As
le ter that made no ense,‖ or―Letters mad no sens,‖ depending on how my eyes focused on
a sentence.
(5)After my eye problem was corrected, my real problems began because it was
assumed that I could now read like everyone else. (6)This was a big mistake that
overlooked the psychological effects created by my visual disability. (7)Most importantly, I
was left doubting my understanding when reading unfamiliar material while teachers began
to give me increasingly complex material to read.
(Jeremy Hexham)

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 LESSON 3: DEVELOPING A QUESTIONNAIRE
FOR RESEARCH
HOW TO DEVELOP A QUESTIONNAIRE FOR RESEARCH
1. Figure out what information you are trying to gather from this survey. What is
your main objective in doing the questionnaire? What information do you need
from the respondents in order to meet your objectives? Think of questions that
will address your objectives. You should not include any question that is not
directly useful to your research.
2. Write an introduction for your questionnaire. This should explain a little about
your questionnaire: why are you doing it and what is your goal. The
introduction, while brief, should engage your target audience. Think about
how much time they have, and administer the questionnaire based on that
estimate.
3. Use closed questions for questionnaire. A closed question is one that can be
answered with a word or a phrase. This makes it easy for the respondent to
give their answer without having to think of an articulate way to word it.
Closed questions also make classification of responses earlier.
4. Order your questions in a way that is meaningful and easy to follow. Start with
questions that are easy to understand and easy to answer. Opening with
harder questions is discouraging and may scare your respondents before they
complete your entire survey. Easy questions help encourage your participants
to finish answering. The questions should flow in an order that sounds natural
and does not skip around too much.
5. Put the more important questions at the beginning of your questionnaire.
Often, participants can lose interest on the latter part of the questionnaire,
especially if the survey is rather lengthy. Place more important questions in
the first part of the questionnaire.
6. Add a little variety to your questions. While closed questions are best for ease
of answering and analyzing purposes, adding in a couple of open-ended
questions helps keep respondents for becoming bored. Open-ended
questions require respondents to write out their answers and to include some
details.
Task 4: ASK QUESTIONS
If you are an environmental advocate and you have observed that proper
waste disposal and segregation of garbage is a problem in your school, what specific
questions you would like to ask to your respondents?
Write your questions inside the table.

Question 1:

Question 2:

Question 3:

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 LESSON 4: ADVOCACY CAMPAIGN
What is Advocacy Campaign?
 Advocacy is defined as an active support to an idea or a cause.
 Advocate is a person who speaks or writes in favor of an argument or a
cause.
o Planning for advocacy is often a complex activity because we have to
deal with power and opposition.
o An advocate will usually struggle over problems like lack of funds which
are the main barriers where other types of community development
projects are concerned. There are situations wherein the opponents
are well prepared for the battle and you need to out-plan them.
o You will need to create a plan based on your knowledge of who are
your opponents and who are those who can help you.
o To analyse this, think of the overall campaign as a building project:
 Your vision and mission is to provide a place to live that is
warm and safe
 Your objective is to build a house
 Your strategy will take the form of blueprints for the house
 Your action plan will include the specifics: who will pour
the concrete for the foundation, put up a frame, add the
roof, etc. and when will they do it.
 And all will go together as part of one big action plan.
 ADVOCACY CAMPAIGN OUTLINE

Conducting Advocacy Research

A. Gather initial information about a social problem or issue. This includes
beginning research to understand the problem.
B. Define the problem. Three step processes:
1) Become aware of the issue
2) Refine the problem within the small groups or organizational
context
3) Determine problem priorities

Develop the MISSION, GOALS and OBJECTIVES for the Campaign

A. The mission. The mission statement tells what the campaign is about. It
is a broad statement which provides general direction for
organization or task. group’s work (i.e., what the campaign is about)
(Stay Home - Stay Safe, End Corona Virus)
B. The goals. Goals provide a general direction and commitment to action,
but are rarely achieved, (e.g. to reduce tobacco advertising aimed
at minors, to improve nutrition in school lunches)
C. The objectives. Objectives are relevant, attainable, measurable, and time-
limited outcomes to be achieved.

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A. Read the following text and fill in the blanks with the linking words below.
Furthermore, because, because of, in spite of the fact that, but, in contrast,
although, for, since, and, eventually, even though, in order to, moreover, indeed,
first, as a result of, as a result, also, actually, so that, in fact.

Every person who has lived in a new culture has had some experience with
culture shock, (1) __________________ I am no
exception, (2) __________________ I, too, have had an experience with culture
shock. (3) __________________ I have lived in the United States for almost one
year, I sometimes feel homesick, and still miss my family. When I first came to the
U.S., I was very excited. (4) __________________ everything was new, everything

Design the Advocacy Campaign

A. Determining community and system changes (i.e. new or modified
programs, policies, and practices) the group hopes to bring about.
Include the specific changes (e.g. new hiring policy) sought by the
Advocacy Campaign.
B. The action steps required (who will do what by when to bring about the
specific changes to be sought)

was interesting. I enjoyed my independence from my parents;

I (5) __________________ enjoyed experiencing new situations and making new
friends. (6) __________________ everything was a little strange, I enjoyed these
new experiences.

B. Check the box that corresponds to the characteristics of a good questionnaire for
Research.

Address your objectives

Are not directly useful to your research
Open-ended and require respondents to write out their answers
including some detail
Open with hard questions
Important questions are placed at the beginning of the questionnaire
Do not vary your questions

C. Let’s clarify further, write YES if the sample is an advocacy, if not, write NO.

_____ 11. You join a group that clears Bubunawan River twice a year.
_____ 12. You organize a group of students to appeal to the school principal that
classes be held from 8:00 a.m. to 4 p.m. instead of 7:30 a.m. to 4:30 p.m. to give
considerations to those who are living far from school.
_____13.You spend time on Saturdays to beautify the surroundings of your
community.
_____14. Your group decides to hold a concert for a cause for the family of the covid
19 victims.
_____15. You call the attention of the homeowners’ association officers to address
the problem on improper waste disposal.

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 Quarter 4 – Module 2
SYNTHESIZING ESSENTIAL
INFORMATION
 What Does It Mean to Be a Global Citizen?
by: Ronald C. Israel

At The Global Citizens’ Initiative we say that a ―global citizen‖ is someone who
identifies with being part of an emerging world community and whose actions contribute to
building this community’s values and practices.‖

To test the validity of this definition we examine its basic assumptions: (a) that there
is such a thing as an emerging world community with which people can identify; and (b) that
such a community has a nascent set of values and practices.

Historically, human beings have always formed communities based on shared

identity. Such identity gets forged in response to a variety of human needs— economic,
political, religious and social. As group identities grow stronger, those who hold them
organize into communities, articulate their shared values, and build governance structures to
support their beliefs.

Today, the forces of global engagement are helping some people identify as global
citizens who have a sense of belonging to a world community. This growing global identity in
large part is made possible by the forces of modern information, communications and
transportation technologies. In increasing ways these technologies are strengthening our
ability to connect to the rest of the world—through the Internet; through participation in the
global economy; through the ways in which world-wide environmental factors play havoc
with our lives; through the empathy we feel when we see pictures of humanitarian disasters
in other countries; or through the ease with which we can travel and visit other parts of the
world.

Those of us who see ourselves as global citizens are not abandoning other identities,
such as allegiances to our countries, ethnicities and political beliefs. These traditional
identities give meaning to our lives and will continue to help shape who we are. However, as
a result of living in a globalized world, we understand that we have an added layer of
responsibility; we also are responsible for being members of a world-wide community of
people who share the same global identity that we have.

We may not yet be fully awakened to this new layer of responsibility, but it is there
waiting to be grasped. The major we face in the new millennium is to embrace our global
way of being and build a sustainable values-based world community.

What might our community’s values be? They are the values that world leaders have
been advocating for the past 70 years and include human rights, environmental protection,
religious pluralism, gender equity, sustainable worldwide economic growth, poverty
alleviation, and prevention of conflicts between countries, elimination of weapons of mass
destruction, humanitarian assistance and preservation of cultural diversity.

Since World War II, efforts have been undertaken to develop global policies and
institutional structures that can support these enduring values. These efforts have been
made by international organizations, sovereign states, transnational corporations,
international professional associations and others. They have resulted in a growing body of
international agreements, treaties, legal statutes and technical standards.

Yet despite these efforts we have a long way to go before there is a global policy and
institutional infrastructure that can support the emerging world community and the values it
stands for. There are significant gaps of policy in many domains, large questions about how
to get countries and organizations to comply with existing policy frameworks, issues of
accountability and transparency and, most important of all from a global citizenship
perspective, an absence of mechanisms that enable greater citizen participation in the
institutions of global governance.
 The Global Citizens’ Initiative sees the need for a cadre of citizen leaders who can
play activist roles in efforts to build our emerging world community. Such global citizenship
activism can take many forms, including advocating, at the local and global level for policy
and programmatic solutions that address global problems; participating in the decision-
making processes of global governance organizations; adopting and promoting changes in
behaviour that help protect the earth’s environment; contributing to world-wide humanitarian
relief efforts; and organizing events that celebrate the diversity in world music and art,
culture and spiritual traditions.

Most of us on the path to global citizenship are still somewhere at the beginning of
our journey. Our eyes have been opened and our consciousness raised. Instinctively, we
feel a connection with others around the world yet we lack the adequate tools, resources,
and support to act on our vision. Our ways of thinking and being are still colored by the
trapping of old allegiances and ways of seeing things that no longer are as valid as they
used to be. There is a longing to pull back the veil that keeps us from more clearly seeing
the world as a whole and finding more sustainable ways of connecting with those who share
our common humanity.

FAMILIARIZING INETRNET WEBSITES

Task 3: KNOW ME

A. The icons found below are internet websites. Identify each icons.
1. 4.
____________________ ____________________

2. _____________________ 5. ____________________

What is a website?
 a collection of web pages which are identified by a common website name
 published on at least one web server
 publicly and privately accessible websites constitutes the World Wide Web
 used for news, education, commerce, entertainment or social networking
 can be accessed using devices such as desktops, laptops, tablets and
smartphones with software application called web browser
 can be divided into two broad categories
 interactive – allows interactivity between the site owner and site
visitors or users
 static – captures information but do not allow undertaking with
the users directly
 Aims of producing websites:
1. making money
2. posting interesting content and direct selling
3. E-commerce or direct purchase of products or services through the website
4. Advertising products or services

Type of Website Description Examples

Archive site Used to preserve valuable electronic Internet Archive, Google
content threatened with extinction. Groups

Sites generally used to post online

Blog (weblog) diaries which may include discussion WordPress
forums.
A website the information in which
Celebrity website revolves around a celebrity or public jimcarrey.com
figure.
A website providing a vertical search
Comparison engine that shoppers use to filter and
Shopping.com
shopping website compare products based on price,
features, reviews, and other criteria.
Platform to fund projects by the pre-
Crowdfunding web purchase of products or by asking Kickstarter
site audience members to make a
donation.
 A website that allows the visitor to
donate to charity simply by clicking on
Click-to-donate a button or answering a question
The Hunger Site, Freerice
site correctly. An advertiser usually donates
to the charity for each correct answer
generated.
A site where persons with similar
Community site interests communicate with each other, Myspace, Facebook
usually by chat or message boards.
A site the business of which is the
Content site creation and distribution of original wikiHow.com, About.com
content
A site publishing classified
Classified ads site gumtree.com, Craigslist
advertisements
A site where users can find other single
people looking for long-term
Dating website eHarmony, Match.com
relationships, dating, short encounters
or friendship.
Electronic A site offering goods and services
commerce (e- for online sale and enabling online Amazon.com
commerce) site transactions for such sales.
Websites where users can play online Browser
Gaming website
games games, OGame, Travian,
A site that enables users to upload and
Media-sharing site view media such as pictures, music, YouTube, DeviantArt
and videos
Microblog site A short and simple form of blogging. Twitter
Similar to an information site, but
cnn.com
News site dedicated to dispensing news, politics,
bbc.com/news
and commentary.
A website created to share digital
Photo sharing site photos with the online community. Flickr, Instagram, Imgur
(see Photo sharing).
A website that indexes material on the
Internet or an intranet (and lately on Google
Search engine site traditional media such as books and Search, Bing, DuckDuckGo,
newspapers) and provides links to Ecosia
information as a response to a query.
A site where users could communicate
YouTube, Facebook,
Social with one another and share media,
Instagram, Pinterest, LinkedI
networking site such as pictures, videos, music, blogs,
n
etc. with other users.
Hotmail, Gmail, Protonmail,
Webmail A site that provides a webmail service.
Yahoo!
A site that provides a starting point or a
msn.com, msnbc.com,
Web portal gateway to other resources on the
Newgrounds, Yahoo!
Internet or an intranet.
A site in which users collaboratively
Wiki site Wikipedia, wikiHow, Wikia
edit its content.
Task 4: CONNECT ME.
A. Which websites are you going to open if you want to do the
following: Match the activities in Column A to the websites found in
Column B. Write the letter of your answer before the number.

Column A Column B
_____1. upload videos A. Twitter
_____2. search for information B. Wikipedia
_____3. look for meanings of words C. Facebook
_____4. post a blog D. Youtube
_____5. communicate with friends E. Google

Citing Sources using the APA style

What is citation?

According to A "citation" is the way you tell your readers that certain material in your
work came from another source. It also gives your readers the information necessary
to find that source again, including:

 information about the author

 the title of the work
 the name and location of the company that published your copy of the source
 the date your copy was published
 the page numbers of the material you are borrowing

Why should I cite sources?

Giving credit to the original author by citing sources is the only way to use
other people's work without plagiarizing. But there are a number of other reasons to
cite sources:
 citations are extremely helpful to anyone who wants to find out more about
your ideas and where they came from
 not all sources are good or right -- your own ideas may often be more
accurate or interesting than those of your sources. Proper citation will keep
you from taking the rap for someone else's bad ideas
 citing sources show the amount of research you've done
 citing sources strengthen your work by lending outside support to your ideas

APA (American Psychological Association) style is the most commonly used

to cite sources within the social sciences.
Study the following format and examples:
1. Basic Book Format
Author’s last name, First name Initial. Middle Name Initial. (Year of
Publication). Title of work: Capital letter also for subtitle. Place of
Publication: Publisher.
Example:
Calfee, R. C., & Valencia, R. R. (1991). APA Guide to preparing manuscripts
for journal publication. Washington, DC: American Psychological
Association
2. Articles in Periodicals
Author, A.A., Author, B.B. & Author, C.C. (Year). Title of the Article. Title of
the Periodical, volume number (issue number), pages.
 http://dx.doi.og/xx.xxx/yyyyy
3. Article in a Magazine
Henry, W.A.,III. (1990, April 9). Making the grade in today’s schools. Time,
135, 28-31.
4. Article in Newspaper
Schultz, S. (2005, December 28). Calls made to strengthen state energy
policies.The Country Today, pp. 1A, 2A.
5. Article from An Online Periodical
Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For
People Who Make Websites, 149. Retrieved from
http://www.alistapart.com/articles/writeliving
6. Newspaper Article (Online)
Parker-Pope, T. (2008, May 6). Psychiatry handbook linked to drug industry.
The New York Times. Retrieved from http://well.blogs.nytimes.com
7. Electronic Books
De Huff, E. W. (n.d.). Taytay’s tales: Traditional Pueblo Indian tales. Retrieved
from http://digital.library.upenn.edu/women/dehuff/taytay/taytay.html

Source: General APA Guidelines Retrieved on June 21, 2020. Retrieved from
https://owl.english.purdue.edu/owl/resource/560/01/

A. Identify the following icons.

1. _______________ 3. _______________

2. _______________ 4. _______________

5. _______________

Source: https://en.wikipedia.org/wiki/Website
B. Find and circle all of the words found below that are hidden in the grid.
The words may be hidden in any directions.
w x f h k l m o i b c i
b e r b z f i l n e s n
n r b v h t y o l m a f
i v o s q c d u p e r o
e t l r i t r a g j k r
g k g o n t f y k a g m
j t w g g p e r f h p a
x g d l s h c s g n v t
u n v o a g o f h r s i
o i n b m e p g r g l o
d s h a x c i t i z e n
b i b l i o g r a p h y
bibliography global websites information citizen