G10-MELC4-WEEK 4-Lesson-Exemplar

Learning Area English
Learning Delivery Modality Online/Modular Modality
School Pangao Integrated Grade Level Grade 10

LESSON School
Teacher
EXEMPLAR Ginelyn D. Maralit Learning Area English
Teaching Date Quarter First Quarter
Teaching Time No. Of Days 4 Days
I.OBJECTIVES At the end of the lesson, learners are expected to:

a. Distinguish between accessibility and effectiveness
b. Identify the varied, outside sources of information
c. Draw generalizations and conclusions based on the materials viewed
A. Content Standards The learner demonstrates understanding of how world literature and other text
types serve as ways of expressing and resolving personal conflicts, also how
to use strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a variety of
Standards persuasive techniques and devices.
C. Most Essential
Learning Compare and contrast the contents of the materials viewed with outside
Competencies sources of information in terms of accessibility and effectiveness
D. Enabling Express insights based on the ideas presented in the material viewed.
Competencies
II.CONTENT Sources of Information: Accessibility and Effectiveness
III.LEARNING
RESOURCES
A. References English Grade 10 PIVOT IV-A Learner’s Material Quarter 1 First Edition, 2020
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages
c. Textbook Pages
d. Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
Activities
IV.PROCEDURES
A. Introduction The advent of technology has brought wide opportunities in knowledge
production and dissemination. Bits of information have become largely
available anytime, anywhere. This lesson highlights various sources of
information that you may use. Understanding content is also essential.
Accessibility and effectiveness of contents are also highlighted in this lesson to
provide allow you to compare and contrast information to avoid information
gap, misinterpretation and misinformation.
You are expected to identify sources of information; define accessibility and

effectiveness; and recognize, compare and contrast contents of materials
viewed from various sources.
Are you familiar with flu? Examine the infographic below about it.
Learning Task 1: Using the given picture, answer the questions below in your
notebook.
 What information can be provided by the
said picture?
 Which sources or references can you use to
find other information about the issue or topic
presented?
 Will you easily believe in the information
presented? Explain.
 Is the information accessible and effective?
B. Development Learning Task 2: Read the items below. Match the information source in
Column B with their appropriate descriptions in Column A. Write the letters of
your answers in your notebook.
Column A Column B
_______1. documents written by a. books
experts or scholars discussing results
of scholarly works like research b. reference materials
_______2. reports, censuses, policies,

c. scholarly articles
data and statistics issued and published
by the government and its attached
d. news/magazines
agencies
_______3. sources providing answers e. government
to questions such as statistics, maps, documents
background information (re)directing to
additional sources Learning Task 3: Read each item
_______4. source containing timely, carefully. Identify what is asked in
each item. Write the letters of your
brief and non-technical explanations of
answers in your notebook.
events or commentaries for the general
public 1. This characteristic of written
_______5. source providing information communication enables one to
in details segregated into chapters or understand, evaluate, use and
engage with written texts to
parts
participate in society, achieve
goals and realize potentials.
a. effectiveness c. reliability
b. accessibility d. credibility
2. It is described as the degree to which something is successful in producing

a desired result
a. effectiveness c. reliability
b. accessibility d. credibility
3. This information accessibility focuses on the visual input presented using

an additional description of the information in order for images to be useful for
all.
a. video accessibility c. text accessibility
b. audio accessibility d. image accessibility
4. This information accessibility deals with scripts about the video which are
required for users who cannot access visual or audio media channels.
a. text accessibility c. audio accessibility
b. video accessibility d. image accessibility
5. This kind of information source contains the most recent information or

opinions
a. reference materials c. government documents
b. books d. news/magazine articles
6. This information source uses technical language and contains bibliography

as well as research methods, data and conclusions.
a. scholarly articles c. reference materials
b. government documents d. news/magazine articles
7. The use of outside sources of information helps the writer and reader to do
the following EXCEPT _____________.
a. to gain additional information on the topic
b. to lend credibility to the written material
c. to influence the reader to agree with the writer
d. to make the writing less persuasive
SOURCES OF INFORMATION
As information is highly available everywhere, it is essential that you

identify the sources of your information. Understanding and verifying the
sources of your information establish you credibility. Evaluating where they
came from will help you get rid of fake news and other unverified information.
Basically, there are three major sources of information: primary, secondary
and tertiary documents.
Primary Documents
These are first-hand documents written by those who experience
and/or see it at the period of research or the time an event happens. These are
original documents which include personal accounts, personal documents,
pictures, videos, speeches, historical documents (on eyewitness perspective),
literary texts, literary works and letters.
Examples: artifacts photos audio-recordings diaries journals
video recordings manuals letters speeches interviews original
documents
Secondary Documents
These are documents written as recount of events. The author has not
personally witnessed what he or she has written. These include interpretations,
discussions, commentaries or evaluations of prima resources.
Examples: biographical works evaluation history (retold
version) news (not by eyewitnesses) books criticisms
Tertiary Sources
Tertiary sources are basically collections of information from primary
and secondary sources.
Examples: almanacs bibliography indexes/indices
directories database dictionaries encyclopedia abstracts
Aside from the major sources specified above, there are specific
information sources that may be used in accessing certain details or
information. These include the following:
As those sources provide significant information, it is your duty to

provide check the information in terms of two criteria: accessibility and
effectiveness.
 Effectiveness refers to the degree of being able to achieve the desired

result based from their objective or purpose.
 Accessibility refers to the quality of being easy to find, obtain and use.
a. Text accessibility - arrangement of words for them to be easily accessed.
b. Image accessibility - provides additional information about the text or
concept.
c. Audio accessibility - provides additional information through listening skills.
d. Video accessibility - provides additional information through listening and
viewing skills.
Aside from accessibility and effectiveness, it is essential to review the

source of information for the readers to:
1. Satisfy the expectations of the academic community you are writing for;
2. Show evidence of wide, informed and relevant reading’
3. Show that your writing does not rely mainly on personal opinion;
4. Show the process by which you have arrived at your own conclusions about
the topic, and to enable the reader to understand and evaluate the ideas and
information you are presenting;
5. Show your ability to integrate material from a range of sources;
6. Show evidence of an analytical and critical approach to your source
material;
7. Enable readers to follow up references or perspectives of particular interest
to them; and
8. Avoid plagiarism.
C. Engagement Learning Task 4: In each group of sources, provide at least five sample
documents classified under their classification. Write your answers in your
notebook.
Learning Task 5: In each information source, provide at least five examples of

documents classified under their groups. Write your answers in your
notebook.
D. Assimilation Learning Task 6: Are you familiar with cybercrime law? Examine the picture
below. Write a 3 to 5-paragraph essay about it. Place your work in your
notebook.
 Identify the major points presented in the

infographic.
 Determine the meaning of each identified
complaint below.
 In developing your essay, use various sources
such as scholarly articles, book, government
documents, reference materials and news/
magazine articles.
Learning Task 7: Using your essay in Learning Task 6, analyze it using the
questions below. Do this in your notebook.
 Underline once the information from scholarly works; underline twice those
from books; encircle the ones from government documents; box those from
reference materials and highlight/color those from news/ magazine articles.
 Accomplish the table below by examining how you evaluated the concepts
you included in your essay in terms of accessibility and effectiveness.
Information
Learning Task 8: In your notebook, write a 5-sentence essay on your
reflection on the importance of understanding the content of a particular
material in terms of accessibility and effectiveness.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
V.REFLECTION
I understand
that____________
I realize that
________________
Noted by:
ALELI C. NITORAL, EdD.

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Learning Area English

Learning Delivery Modality Online/Modular Modality

School Pangao Integrated Grade Level Grade 10

I.OBJECTIVES At the end of the lesson, learners are expected to:

You are expected to identify sources of information; define accessibility and

_______2. reports, censuses, policies,

2. It is described as the degree to which something is successful in producing

3. This information accessibility focuses on the visual input presented using

5. This kind of information source contains the most recent information or

6. This information source uses technical language and contains bibliography

As information is highly available everywhere, it is essential that you

As those sources provide significant information, it is your duty to

 Effectiveness refers to the degree of being able to achieve the desired

Aside from accessibility and effectiveness, it is essential to review the

Learning Task 5: In each information source, provide at least five examples of

 Identify the major points presented in the

ALELI C. NITORAL, EdD.

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