Name: __________________________________________ Grade & Section: ____________________________
LEARNING ACTIVITY SHEETS
English 10 (Q3-Week 1)
I. Introduction
These learning activity sheets will help you distinguish argumentative essay.
II. Learning Competency
MELC-1 Compose an argumentative essay.
III. Objectives
After going through these learning activity sheets, you are expected to:
1. identify argumentative essay;
2. distinguish the parts of an argumentative essay;
3. construct an argumentative essay.
IV. Discussions
Day1- Listen and Wonder
Listen to the song “What a Wonderful World” by Louis Armstrong. Then, do the following activities .
"What A Wonderful World"
I see trees of green
Red roses too
I see them bloom
For me and you
And I think to myself
What a wonderful world
I see skies of blue
And clouds of white
The bright blessed day
The dark sacred night
And I think to myself
What a wonderful world
The colors of the rainbow
So pretty in the sky
Are also on the faces
Of people going by
I see friends shaking hands
Saying, "How do you do?"
They're really saying
"I love you"
I hear babies cry
I watch them grow
They'll learn much more
Than I'll never know
And I think to myself
What a wonderful world
Yes, I think to myself
What a wonderful world
Oh yeah
https://www.azlyrics.com/lyrics/louisarmstrong/whatawonderfulworld.html
Task 1: Complete the following graphic organizer based on the song:
Task 2: Think about the meaning of the song by answering three of the given questions below.
Task 3: Picture Perfect: Make an interpretative drawing of the message of the song as a wonderful world.
Day 2
Task 1: Thought-gether
Directions: Examine the infographic below and write your thoughts and opinions about it. Do this in your activity
notebook.
(www.who.int)
It is shown on the image how the people protect themselves from coronavirus. They performed the right
protocols while having a great time and doing their assigned tasks, to protect not only themselves but also their family.
They are the right models that we should follow to keep ourselves from the disturbing virus.
Lesson 1: What is an essay?
An essay is a piece of writing based on a single topic and often gives the personal opinion of the author by
explaining in several main points. It has three main parts namely the introduction, the body of the paragraph, and
conclusion.
Parts of an Essay
1. An Introduction opens the essay. It is a short paragraph that intends to prepare the reader about the content
of the essay. The topic is introduced and background information is given by providing a thesis statement.
A thesis statement is a sentence that expresses the main idea of the essay. It makes a claim that directly
answers a question.
Give an impact to your introduction by including facts, quotation, or a rhetorical question.
2. The Body of the Paragraph is the main part of the essay. It contains one or more paragraphs that support the
thesis statement made in the introductory paragraph. Here, you may give your opinions and reasons about the topic.
Each paragraph discusses one point or idea that supports the main idea. Each paragraph has a topic sentence,
supporting statement and concluding paragraphs.
Main idea is the most important thought about the topic. It may be directly stated through a topic sentence or
implied.
Topic sentence is sentence that states the main idea of a paragraph. It can be found in the beginning, middle,
end, or sometimes split –beginning and end.
3. The Conclusion is the end paragraph of an essay. It completes the essay by summarizing or repeating the
most important ideas and also by restating the thesis statement. Clincher sentence is a sentence that restates the main
idea at the end of the paragraph.
Below is a graphic organizer that shows the parts of an essay.
Overview of an Essay
Day 3
Lesson 2 : TYPES OF ESSAY AND ITS PURPOSES
Task 1: Sort It Out
Directions: Determine whether the following statements are expressing information, persuasion, or making a stand.
Write I for expressing information, P for persuasion, and A for making a stand.
_____ 1. Handling out trophies to everyone on a team has created a generation of children who feel entitled.
_____ 2. It is too late to save earth; therefore humans should set a date for their relocation to Mars, where they can,
with proper planning, avoid issues of famine, war and global warming.
_____ 3. The doctor is talking to a group about ways to avoid heart disease.
Types of Essay and its Purposes
1. Informative Essay - a type of essay that explains a certain issue or a topic. An informative writer should always
maintain an objective neutral tone throughout the essay, or they shouldn’t try to argue one side over another; only to
state the facts, not to offer any sort of opinion.
Example:
The Company President is presenting information about last quarter’s sale to a group of board members.
2. Persuasive Essay - a type of essay which is meant to convince or persuade the target audience to do something or not
to do something.
Example:
Students who overuse Facebook may have interactive online lives, but in reality, they are more isolated than
ever because they are missing out on true face-to-face interaction with their peers.
3. Argumentative Essay - a type of essay where you prove that your opinion, theory or hypothesis about an issue is
correct or more truthful than those of others. It very similar to persuasive essays, but the difference is that you are
arguing for your opinion as opposed to others, rather than directly trying to persuade someone to adopt your point of
view. It intends to make readers see both sides of the coin. It is up to them to select any of the two.
Example:
Filipinos should eliminate the regular consumption of fast-food diet leads to preventable and expensive heath
disease.
Task 2: You Got It!
Directions: Identify the following statements. Write your answer on the blanks provided.
_____ 1. It is an essay that intends to make the readers see the pros and cons of an issue and let them decide which side
they will take.
_____ 2. It is an essay that intends to convince the readers to agree with the writer’s opinion and let them take an action
on the issue.
_____ 3. It is an essay that intends to explain a certain topic only by stating facts.
Task 3: Three-In-One
Directions: Base on the given topic, write two (2) to three (3) sentences that express giving information, persuasion, and
making an argument. Write this in your activity notebook.
ISSUE/TOPIC: Online Gaming
Informative : __________________________________________________________________________
Persuasive: ___________________________________________________________________________
Argumentative: _______________________________________________________________________
Day 4
Lesson 3: Parts of an Argumentative Essay
1. In the introduction, give a background on the topic by presenting facts, a quotation, or a rhetorical question. Your
thesis statement is included in the introduction so the reader knows what you’re going to talk about. Try to address
some of these questions in your introduction: Why is this topic important? How does it affect me? What can be done
about it?
2. In Body Paragraph 1, present the main points of your argument that supports your thesis statement.
3. In Body Paragraph 2, present evidences that supports your main idea.
4. In Body Paragraph 3, present the counterargument of an opposing argument. Partly admit that the other side of the
argument is correct but make it a point that your argument is taking a stronger position.
5. In the conclusion, summarize the main points made in the body of the essay and suggest next steps, further research
or possible legislation that could support your thesis. Rephrase your thesis statement by using synonyms. In writing the
conclusion, you may use ‘in conclusion’ or ‘to sum up’ and end it with a ‘call to action’ or a rhetorical question.
Example of an Argumentative Essay
Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic
JAIME SAAVEDRA|MARCH 30, 2020
We are living amidst what is potentially one of the greatest threats in our lifetime to global education, a gigantic
educational crisis. As of March 28, 2020, the COVID-19 pandemic is causing more than 1.6 billion children and youth to
be out of school in 161 countries. This is close to 80% of the world’s enrolled students. We were already experiencing a
global leaning crisis, as many students were in school, but were not learning the fundamental skills needed for life. The
World Bank’s “Learning Poverty” indicator – the % of children who cannot read and understand at age 10 – stood at 53%
of children in low- and middle-income countries – before the outbreak started. This pandemic has the potential to
worsen these outcomes even more if we do not act fast.
What should we be worried about in this phase of the crisis that might have an immediate impact on children and
youth? (1) Losses in learning (2) Increased dropout rates (3) Children missing their most important meal of the day.
Moreover, most countries have very unequal education systems, and these negative impacts will be felt
disproportionately by poor children. When it rains, it pours for them.
Learning. Starting the school year late or interrupting it (depending on if they live in the southern or northern
hemisphere) completely disrupts the lives of many children, their parents, and teachers. A lot can be done to at least
reduce the impact through remote learning strategies. Richer countries are better prepared to move to online learning
strategies, although with a lot of effort and challenges for teachers and parents. In middle-income and poorer countries,
the situation is very mixed and if we do not act appropriately, the vast inequality of opportunities that exists – egregious
and unacceptable to start with – will be amplified. Many children do not have a desk, books, internet connectivity, a
laptop at home, or supportive parents. Others do. What we need to avoid – or minimize as much as possible – is for
those differences in opportunities to expand and cause the crisis to have an even larger negative effect on poor
children’s learning.
Fortunately, we are seeing a lot of creativity in many countries. Rightly so, many ministries of education are worried that
relying exclusively on online strategies will imply reaching only children from better-off families. The appropriate
strategy in most countries is to use all possible delivery modes with the infrastructure that exists today. Use online tools
to assure that lesson plans, videos, tutorials, and other resources are available for some students and probably, most
teachers. But also, podcasts and other resources that require less data usage. Working with telecommunication
companies to apply zero-rate policies can also facilitate learning material to be downloaded on a smartphone, which
more students are likely to have.
Radio and TV are also very powerful tools. The advantage we have today, is that through social networks, WhatsApp or
SMS, ministries of education can communicate effectively with parents and teachers and provide guidelines, instructions
and structure to the learning process, using content delivered by radio or TV. Remote learning is not only about online
learning, but about mixed media learning, with the objective of reaching as many students as possible, today.
Staying engaged. Maintaining the engagement of children, particularly young secondary school students is critical.
Dropout rates are still very high in many countries, and a long period of disengagement can result in a further increase.
Going to school is not only about learning math and science, but also about social relationships and peer-to-peer
interactions. It is about learning to be a citizen and developing social skills. That is why it is important to stay connected
with the school by any means necessary. For all students, this is also a time to develop socio-emotional skills and learn
more about how to contribute to society as a citizen. The role of parents and family, which has always been extremely
important, is critical in that task. So, a lot of the help that ministries of education provide, working through mass media,
should also go to parents. Radio, TV, SMS messages can all be used to provide tips and advice to them on how to better
support their children.
Meals. In many parts of the world, school feeding programs provide children with their most nutritious meal of the day.
They are essential for the cognitive development and well-being. These programs are complex logistical and
administrative endeavors. It is not easy, but countries should find the way to provide those meals using the school
buildings in an organized fashion, community buildings or networks, or, if needed, distribute directly to the families. If
delivering meals or food is not feasible logistically, cash transfer programs should be expand
or implemented to compensate the parents. Planning is needed, but one has to be ready to flexibly adjust plans, as the
information we have about the likely paths of the pandemic change day by day, influenced by the uncertainty around
which mitigation measures countries are taking. The process of reopening of schools might be gradual, as authorities will
want to reduce agglomeration or the possibility of a second wave of the pandemic, which can affect some countries. In
that uncertain context, it might be better to make decisions assuming a longer, rather than a shorter scenario. The good
news is that many of the improvements, initiatives, and investments that school systems will have to make might have a
positive long-lasting effect.
Some countries will be able to increase their teachers’ digital skills. Radio and TV stations will recognize their key role in
supporting national education goals – and hopefully, improve the quality of their programming by understanding their
immense social responsibility. Parents will be more involved in their children’s education process, and ministries of
education will have a much clearer understanding of the gaps and challenges (in connectivity, hardware, integration of
digital tools in the curriculum, teacher’s readiness) that exist in using technology effectively and act upon that. All of this
can strengthen the future education system in a country.
The mission of all education systems is the same. It is to overcome the learning crisis we were already living and respond
to the pandemic we are all facing. The challenge today is to reduce as much as possible the negative impact this
pandemic will have on learning and schooling and build on this experience to get back on a path of faster improvement
in learning. As education systems cope with this crisis, they must also be thinking of how they can recover stronger, with
a renewed sense of responsibility of all actors and with a better understanding and sense of urgency of the need to close
the gap in opportunities and assuring that all children have the same chances for a quality education.
Task 1: SHOW ME YOUR TRUE COLOR
Directions: Using the essay above, identify the parts of an argumentative essay by highlighting the following
with the suggested colors:
Green – Introduction which includes the hook, the background, thesis statement.
Violet – Body which includes the developing argument, the claim, or the stand, evidence.
Pink –the opposing views
Red – Refutation or the refuting opponents
Yellow – Conclusion
Task 2: Final Assessment
Directions: Write an argumentative/persuasive essay on the following topics. Choose only one. Remember to support
your arguments with facts and observe unity and coherence in your writing.
a. Is video/online game can be educational?/ Video/online game can be educational.
b. Is social distancing an effective measure to avoid COVID-19?/ Social distancing is an effective measure to avoid
COVID-19.
c. Are the Filipinos prepared for the ‘new normal’ way of living?/ The Filipinos are prepared for the ‘new normal’ way of
living.
d. Does my role create impact to environmental protection?
Here is the rubric for writing an argumentative essay.
Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide
when writing your essay and check it again before you submit your essay
Rubric for Assessment of the Argumentative Essay
3 2 1 0 Score
A.
Introduction Well developed Introductory paragraph Introduction states the Thesis and/or problem is
Background/ introductory paragraph contains some thesis but does not vague or unclear.
history contains detailed background information adequately explain the Background details are a
Define the background, a clear and states the problem, background of the seemingly random
problem explanation or definition but does not explain problem. The problem collection of information,
Thesis of the problem, and a using details. States the is stated, but lacks unclear, or not related to
Statement thesis statement. thesis of the paper. detail. the topic.
Conclusion does not
Conclusion adequately summarize
Conclusion
Conclusion summarizes summarizes main summarizes main the main points. No
Conclusion the main topics without topics. Some topics, but is repetitive. suggestions for change
repeating previous suggestions for change No suggestions for or opinions are included.
sentences, writer’s are evident. change and/or opinions
opinions and are included.
suggestions for change
are logical and well
thought out.
B.
Main Points Three or more main Three or more main Three or more main Less than three or more
Body points are well points are present but points, but all lack main points, with poor
Paragraphs developed with may lack detail and development. development of ideas.
supporting details. development in one or
Refutation two. Refutation Refutation paragraph(s)
Refutation paragraph(s) Refutation paragraph(s) paragraph(s) missing missing and/or vague.
acknowledges the acknowledges the and/or vague.
opposing view and opposing view but
summarizes their main doesn’t summarize
points. points.
C.
Logical, compelling Overall, the paper is Progression of ideas in Arrangement of essay is
Organization progression of ideas in logically developed. essay is awkward, yet unclear and illogical.
essay; clear structure Progression of ideas in moves the reader The writing lacks a clear
which enhances and essay makes sense through the text without sense of direction.
showcases the central and moves the reader too much confusion. Ideas, details or events
idea or theme and easily through the text. The writer sometimes seem strung together in
moves the reader Strong transitions exist lunges ahead too a loose or random
through the text. throughout and add to quickly or spends too fashion; there is no
Organization flows so the essay’s coherence. much time on details identifiable internal
smoothly the reader that do not matter. structure and readers
hardly thinks about it. Transitions appear have trouble following
Effective, mature, sporadically, but not the writer’s line of
graceful transitions exist equally throughout the thought.
throughout the essay. essay. Few, forced transitions in
the essay or no
transitions are present.
D.
Works Cited Source material is Source material is Source material is Lacks sources and/or
smoothly integrated into used. All sources are used, but integration sources are not
the text. All sources are accurately documented may be awkward. All accurately documented.
accurately documented but a few are not in the sources are accurately Format is incorrect for all
in the desired format desired format. Some documented, but many sources.
both in the text and on sources lack credibility. are not in the desired
the Works Cited page. format or lack
credibility.
E.
Mechanics Sentence structure is Sentence structure is Work contains Work contains multiple
Sentence correct. generally correct. Some structural weaknesses incorrect sentence
Structure awkward sentences do and grammatical structures.
appear. errors.
Punctuation There are one or two There are four or more
and errors in punctuation There are three or four errors in punctuation
Capitalization and/or capitalization. errors in punctuation and/or capitalization.
Punctuation and and/or capitalization.
capitalization are
correct.
Total
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