Professional Documents
Culture Documents
English Grade 10 TG Unit 1 1
English Grade 10 TG Unit 1 1
Department of Education
Republic of the Philippines
i
Celebrating Diversity through World Literature – Grade 10
English - Teacher’s Guide
First Edition 2015
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,
trade-marks, etc.) included in this book are owned by their respective copyright
holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc.
in
seeking permission to use these materials from their respective copyright owners.
All
means have been exhausted in seeking permission to use these materials. The
publisher
and authors do not represent nor claim ownership over them.
Only institutions and companies which have entered an agreement with FILCOLS
and only within the agreed framework may copy from this Teacher’s Guide. Those who
have not entered in an agreement with FILCOLS must, if they wish to copy, contact
the
publishers and authors directly.
Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 439-2204, respectively.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango
Authors: Liza Almonte, Lerma Flandez, Angelou Hermosa, Nedia Lagustan, Liberty
Mangaluz, Elenita R. Miranda, Paul Anthony Mendoza, Lito Palomar, Grace
Annette Barradas-Soriano, and Karen Villanueva
Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin
Hanson
S. Juan, Jennifer E. Lopez, Carlo Erba Manalo – Pacinos, Dr. Sterling Plata,
Jeanette M. Romblon, Leilani T. Señires, and Dr. Roderick Tadeo
Language Editor: Dr. Ma. Antoinette Montealegre
Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G.
Ador
Dionisio, and Ms. Anna Marie B. San Diego
Illustrators: Angielyn G. Bariñan, Eric S. De Guia, and Jayson M. Gaduena
Layout Artists: Camille Francesca Mondejar, Matthew Leysa, and Jerby S. Mariano
Printed in the Philippines by REX Book Store, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor Mabini Bldg., DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax:
(02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
ii
INTRODUCTION
This Teacher’s Guide is specially designed to provide you the roads to cooperative,
collaborative, and independent learning of the target themes, concepts, and
competencies that will develop your 21st century real life-based skills. This
module
provides you with meaningful tasks to develop your skills for academic success and
the world of work. It is anchored on the general principles, goals, and objectives
of the
K to 12 Basic Education program for Grade 10 that will enable you to become
selfactualizing, productive and effective participant of the society and the world
at large.
This learner’s material provides a variety of texts particularly world literary
pieces
that are both relevant and meaningful to your life. It offers opportunities for you
to
be engaged in varied, interesting, motivating, challenging, meaningful and
worthwhile
tasks to further develop and improve your listening, speaking, viewing, vocabulary,
literary, grammar and reading skills. These tasks are generated as communicative
and
real life-based activities anchored on the integration of literature and language
skills.
Positively, this material will help deepen your understanding on how you can
enrich,
enhance and lead a meaningful life.
There are four modules in this learning material. Each module builds around a
particular
text for you to explore meaningfully through a variety of integrated, challenging,
and
interesting tasks.
Module 1 : Overcoming Challenges
Module 2 : Establishing Solidarity
Module 3 : Reconciling with Nature
Module 4 : Rebuilding Our Societies
Each module consists of six lessons wherein each lesson is developed through the
following phases.
1. Your Journey - provides an overview of what you should understand in the
lesson. This includes clear directions and purpose of the lesson.
2. Your Objectives –states the expectations in line with what you should
know, understand, and be able to do, produce, or perform to show there is
transfer of learning.
3. Your Initial Tasks – activates your prior knowledge and prepares you for
higher level tasks.
iii
4. Your Text -presents the main reading or literary text and the activities/
tasks that leads you to acquire knowledge, make sense of, and construct
meaning out of the information and experiences contained therein.
5. Your Discovery Tasks –includes activities that will expand, enrich, enhance,
and broaden your understanding of the target concepts and skills.
6. Your Final Task –presents the real life- based product or performance task
as final output for the lesson that serves as evidence of understanding of
the target concepts and skills. This is an enabling task for the main real
lifebased product or performance task covering the entire module.
7. My Treasure – enables you to express your insights, learning, and
realization on the lesson. This part contains prompts and other organizers
that will help you sum up and synthesize what you have learned.
This learner’s material includes formal pre and post assessments in both written
response and multiple-choice formats.
We hope that through this material, you will be provided with meaningful learning
experiences and relevant competencies necessary for you to successfully meet the
demands of the 21st century.
iv
TABLE OF CONTENTS
MODULE 1: Overcoming Individual Challenges
Lesson 1: Discovering Personal Challenges
Lesson 2: Building Up Defenses
Lesson 3: Capitalizing on Strengths and Weaknesses
Lesson 4: Dealing with Personal Challenges
Lesson 5: Winning Over Individual Challenges
Lesson 6: Turning Challenges to Opportunities
3
20
35
52
69
84
vi
December 2013
(Grade 10)
ENGLISH
K to 12 Curriculum Guide
THE FRAMEWORK
Language is the foundation of all human relationships. All human relationships are
established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed
through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal
perspectives of the global community. People use language to make sense of
and bring order to their world. Therefore, proficiency in the language enables
people to access, process and keep abreast of information, to engage with the
wider and more diverse communities, and to learn about the role of language in
their own lives, and in their own and other cultures.
Language is the basis of all communication and the primary instrument of thought.
Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and
communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships
(socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples’
intellectual, social and emotional development and has an essential role in all key
learning areas1.
Language acquisition and learning is an active process that begins at birth and
continues throughout life. It is continuous and recursive
throughout students’ lives. Students enhance their language abilities by using what
they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to
extend and enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using them in a
variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school
with a desire to continue to extend their knowledge, skills and interests.
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following
language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language
(L1) strengthens and supports the learning of other languages (L 2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language
(common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2) 2. It
follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it
becomes easier and easier to learn additional languages.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Learners learn about language and how to use it effectively through their
engagement with and study of texts. The term ‘text’ refers to any form
of written (reading and writing), oral (listening and speaking) and visual
communication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and
complex forms of writing. The study of specific texts is the means by which
learners achieve the desired outcomes of language, rather than an end in itself.
Learners learn to create texts of their own and to engage with texts produced
by other people.
Learning requires meaning . We learn when we use what we know to understand what is
new. Start with what the students know; use that to introduce
new concepts. They use language to examine new experiences and knowledge in
relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of
action.
3
x
Gen Z kids will grow up with a highly sophisticated media and computer environment
and will be more Internet savvy and expert than their Gen Y forerunners.
While we don’t know much about Gen Z yet... we know a lot about the environment
they are growing up in. This highly diverse environment will make the
grade schools of the next generation the most diverse ever. Higher levels of
technology will make significant inroads in academics allowing for customized
instruction, data mining of student histories to enable diagnostics and remediation
or accelerated achievement opportunities.
Members of Generation Z are adept at multi-tasking. They can text, read, watch,
talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit
disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
For them, social media platforms are a way to communicate with the outside world.
They are not bothered about privacy and are willing to share intimate
details about themselves with complete strangers. They have virtual friends and for
them hanging out with friends means talking to them over the cell phones,
emails and text messages. However, at the same time, this generation is considered
to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.
The generation born after the year 1994 until 2004 is referred to as Generation Z.
This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous
Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can
email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately,
this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors
and be active. They are leading a sedentary life that can result in health
problems later on.
III.
OUTCOMES
Communicative Competence
Multiliteracies
2.
1.
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce
graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content
areas, and (3) fending for themselves in whatever field of endeavour they may
engage in.
IV.
CONCEPTUAL FRAMEWORK
Component 4 explains the holistic assessment of the Language Arts and Literacy
Curriculum which serves as feedback of its effectiveness to students, teachers,
school
administrators, and curriculum developers.
Component 2 describes knowledge and skill areas which are essential to effective
language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
The curriculum has five (5) components. Each component is essential to the
learners’ ability to communicate effectively in a language leading them to achieve
communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The
diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and
multiliterates.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This
is the rationale why Mother Tongue, Filipino, and English follow a unified
framework
which allows easy transition from acquiring and learning one language to another.
The world is now in the “Knowledge age” where the challenge of education is to
prepare learners to deal with the challenges of the changing world. Students in
this age
must be prepared to compete in a global economy, understand and operate complex
communication and information systems, and apply higher level thinking skills to
make
decisions and solve problems.
IV.
The curriculum aims to help learners acquire highly-developed literacy skills that
enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world
economy. Furthermore, the curriculum aims to help learners understand
that English language is a dynamic social process which responds to and reflects
changing social conditions, and that English is inextricably involved with values,
beliefs, and ways of thinking about ourselves and the world we dwell in. Through
multiliteracy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of
communication depends on context, purpose, and audience.
K to 12 BASIC EDUCATION CURRICULUM
xiii
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and
activities will be designed for learners in such a way that they will have time to
reflect on
and respond to ideas and information. Learners will be provided with sufficient
scaffolding so that they will be able to reach their full cognitive, affective, and
psychomotor potentials and become independent learners who are good consumers and
constructors of meaning.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language
in authentic and meaningful contexts of use. For example, lessons will be planned
around learning outcomes, a theme, or a type of text to help learners use related
language skills, grammatical items/structures and vocabulary appropriately in
spoken
and written language to suit the purpose, audience, context, and culture. Learning
points will be reinforced through explicit instruction and related follow-up
practice.
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be
differentiated according to students’ needs, abilities and interests. Effective
pedagogies will
be used to engage them and to strengthen their language development.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and
grammar and vocabulary will be taught in an integrated way, together with the use
of
relevant print and non-print resources, to provide multiple perspectives and
meaningful connections. Integration may come in different types either implicitly
or explicitly
(skills, content, theme, topic, and values integration).
2. Interaction
Language learning will be situated in the context of communication (oral and
written). Activities that simulate real-life situations of varying language demands
(purposes,
topics, and audiences) will be employed to help students interact with others
thereby improve their socialization skills.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught,
revised and revisited at increasing levels of difficulty and sophistication. This
will allow
students to progress from the foundational level to higher levels of language use.
For effective language acquisition and learning to take place, language teachers
must be guided by the six (6) language teaching principles. These principles
explain the
natural process of language development.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5)
intricately intertwined and integrated sub-strands (listening, speaking, reading,
writing, and
viewing) that serve as building blocks for understanding and creation of meaning
and for effective communication across curricula (Matrix 1).
The skills, grammatical items, structures and various types of texts will be
taught, and revisited at increasing levels of difficulty and sophistication. This
design allows students
to progress from the foundational level to higher levels of language use.
Language is the major instrument in communication (oral and written) and the heart
of which is the exchange of meaning. Language learning should focus on guiding
students make meaning through language for different purposes on a range of topics
and with a variety of audiences. Students must be able to adapt to various
situations
where communication demands greatly vary.
Phonological Awareness
Alphabet Knowledge
Fluency
Spelling
2.
3.
4.
5.
6.
7.
8.
9.
√
√
√
√
√
√
√
√
SPEAKING
LISTENING
Oral Language
1.
READING
WRITING
VIEWING
xvii
Viewing
Study strategies
literature
Listening comprehension
Reading comprehension
Vocabulary development
Spelling
Fluency
Alphabet knowledge
Phonological awareness
Oral language
Domains
K-3
4-6
7-10
Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts
Curriculum
11-12
xviii
Assessment procedures are based on the notion that the interrelationships among the
various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening,
speaking, reading, and writing-are seen to be parts of a structurally integrated
whole.
Assessment approaches should be used for communication and self-expression.
Assessment also takes into account the whole learner and his or her social,
academic, and physical context.
Characteristics of Assessment
3. Content includes print and electronic texts that are age, context and culture
appropriate.
2. Competencies are spiraled across the curriculum and year levels. Upper level
courses will focus on writing, comprehension and study strategies.
goals.
1. The K-12 languages curriculum ensures that processes and products of learning
actively foster and contribute to the achievement of the basic education program
For students, assessment should allow them to see their own accomplishments in
terms that they understand and, consequently, allows them to assume responsibility
for
their learning. Assessment should allow parents to share in the educational
process, and offers them a clear insight into what their children are doing in
school. For teachers,
the primary advantage of assessment is that it provides data on their students and
their classroom for educational decision-making. In addition, it reports the
success of the
curriculum and provides teachers with a framework for organizing student’s works.
Assessment entails obtaining information about the learner from numerous sources
and through various means.
5. Multiple referencing
Assessment procedures set expectations that are appropriate within the cognitive,
social, and academic development of the learner. This characteristic of
assessment makes it particularly valuable for second language learners who come
from culturally diverse backgrounds and who may have atypical educational
experiences.
4. Developmental appropriateness
Assessment attempts to capture the learner’s total array of skills and abilities.
It measures language proficiency in the context of specific subject matter.
Assessment
procedures are based on the idea that various aspects of a learner’s life, both
academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring
and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards
learning.
Be able to demonstrate phonological awareness at the levels of the syllable and the
phoneme
Demonstrate and use concepts of print, such as directionality, spacing, punctuation
and configuration
Recognize, name and sound out all the upper and lower case letters of the alphabet.
Use sight word recognition or phonic analysis to read and understand words in
English that contain complex letter
combinations, affixes and contractions
Read aloud grade level texts effortlessly and accurately, without hesitation and
with proper expression
Spell words with two or more syllables using phonic, semantic, and morphemic
knowledge
Express their ideas effectively in formal and informal compositions to fulfill
their own purposes for writing
Write legibly in manuscript or cursive writing
Phonological Skills
Alphabet knowledge
Fluency
Spelling
Writing /Composition
Handwriting
Acquire, study, and use English vocabulary words appropriately in relevant contexts
Vocabulary
Activate prior knowledge conceptually related to text and establish a purpose for
reading
Be self-aware as they discuss and analyze text to create new meanings and modify
old knowledge
Respond to literary text through the appreciation of literary devices and an
understanding of story grammar
Locate information from expository texts and use this information for discussion or
written production
Demonstrate a love for reading stories and confidence in performing literacy-
related activities/task
Demonstrate critical understanding and interpretation of visual media
Organize, process and use information effectively
Comprehension Strategies
Viewing
Study Strategies
Demonstrate grammatical awareness by being able to read, speak and write correctly
Communicate effectively, in oral and written forms, using the correct grammatical
structure of English
Have sufficient facility in English to understand spoken discourse and to talk and
interact with others about personal
experiences and text listened to or read
Content Standards
Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education
GRADE 6 - Student should be able to construct meanings and communicate them using
creative, appropriate
and grammatically correct oral and written language.
EN10LC-Ia-11.1:
Get information that
can be used in
everyday life from
news reports,
speeches, informative
talks, panel
discussions, etc.
EN10LC-Ib-4:
Determine the
implicit and explicit
signals, verbal, as
well as non-verbal,
used by the speaker
to highlight significant
points
EN10RC-Ia-2.15.2:
Determine the effect
of textual aids like
advance organizers,
titles, non-linear
illustrations, etc. on
the understanding of
a text
EN10RC-Ib-2.15.2:
Determine the effect
of textual aids like
advance organizers,
titles, non-linear
illustrations, etc. on
the understanding of
a text
EN10VC-Ib1.4/2.4:
Determine how
connected events
contribute to the
totality of a
material viewed
EN10VC-Ia1.4/2.4:
Determine how
connected events
contribute to the
totality of a
material viewed
VC
Viewing
Comprehension
EN10V-Ib-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Ia-13.9:
Differentiate
formal from
informal
definitions of
words
V
Vocabulary
Development
EN10LT-Ib-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
EN10LT-Ib2.2.1: Express
appreciation for
sensory images
used
EN10LT-Ia14.2: Explain
how the
elements specific
to a selection
build its theme
LT
Literature
EN10WC-Ib12.1: Identify
features of
persuasive texts
EN10WC-Ia12.1: Identify
features of
persuasive texts
WC
Writing and
Composition
EN10OL-Ib-3.15:
Describe and
interpret the ethics
of public speaking
EN10OL-Ia-3.14:
Identify the factors
of public speaking
F
Oral Language and
Fluency
EN10G-Ib-27: Use
reflexive and
intensive pronouns
EN10G-Ia-27:
Use reflexive and
intensive pronouns
G
Grammar
Awareness
The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
PERFORMANCE STANDARD
LC
Listening
Comprehension
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.
CONTENT STANDARD
RC
Reading
Comprehension
Week
PROGRAM STANDARD
FIRST QUARTER
GRADE 10
Week
EN10LC-Ie-14.1:
Point out the
effectiveness of the
devices used by the
speaker to attract and
hold the attention of
the listener
EN10LC-Id-4.1:
Single out direct and
indirect signals used
by a speaker
EN10RC-Id-2.15.2:
Determine the effect
of textual aids like
advance organizers,
titles, non-linear
illustrations, etc. on
the understanding of
a text
EN10RC-Ie-2.15.2:
Determine the effect
of textual aids like
advance organizers,
titles, non-linear
illustrations, etc. on
the understanding of
a text
EN10LC-Ic-4:
Determine the
implicit and explicit
signals, verbal, as
well as non-verbal,
used by the speaker
to highlight significant
points
LC
Listening
Comprehension
EN10RC-Ic-2.15.2:
Determine the effect
of textual aids like
advance organizers,
titles, non-linear
illustrations, etc. on
the understanding of
a text
RC
Reading
Comprehension
EN10VC-Ie-25:
Express insights
based on the ideas
presented in the
material viewed
EN10VC-Id-25:
Express insights
based on the ideas
presented in the
material viewed
EN10VC-Ic1.4/2.4:
Determine how
connected events
contribute to the
totality of a
material viewed
VC
Viewing
Comprehension
EN10V-Ie-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Id-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Ic-13.9:
Differentiate
formal from
informal
definitions of
words
V
Vocabulary
Development
EN10LT-Ie2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10LT-Id2.2.2: Explain
the literary
devices used
EN10LT-Ie-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
EN10LT-Ic2.2.2: Explain
the literary
devices used
EN10LT-Id-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
EN10LT-Ic-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
LT
Literature
EN10WC-Ie12.2: Formulate a
statement of
opinion or assertion
EN10WC-Ie12.3: Compose a
persuasive text of
three paragraphs
expressing one’s
stand on an issue
EN10WC-Id12.2: Formulate a
statement of
opinion or assertion
EN10WC-Ic12.2: Formulate a
statement of
opinion or assertion
WC
Writing and
Composition
EN10OL-Ic-3.16:
Describe the
techniques in
effective public
speaking
F
Oral Language and
Fluency
EN10G-Ie-26: Using
words and
expressions that
emphasize a point
EN10G-Id-26: Using
words and
expressions that
emphasize a point
EN10G-Ic-26: Using
words and
expressions that
emphasize a point
G
Grammar
Awareness
xxiv
10
Week
EN10LC-Ih-14.3:
Show appreciation for
songs, poems, and
other listening texts
EN10LC-Ii-14:
Examine how spoken
communication may
be repaired or
enhanced
EN10RC-Ii-21:
Compare new insights
with previous
learnings
EN10LC-Ig-8.7:
Make generalizations
EN10RC-Ig-21:
Compare new insights
with previous
learnings
EN10RC-Ih-21:
Compare new insights
with previous
learnings
EN10LC-If-14.2:
Determine the roles
of discourse markers
(e.g. conjunctions,
gambits, adverbs) in
signaling the
functions of
statements made
LC
Listening
Comprehension
EN10RC-If-21:
Compare new insights
with previous
learnings
RC
Reading
Comprehension
EN10VC-Ii1.5/2.5: Draw
generalizations and
conclusions based
on the materials
viewed
EN10VC-Ih1.5/2.5: Draw
generalizations and
conclusions based
on the materials
viewed
EN10VC-Ig1.5/2.5: Draw
generalizations and
conclusions based
on the materials
viewed
EN10VC-If-25:
Express insights
based on the ideas
presented in the
material viewed
VC
Viewing
Comprehension
EN10LT-Ii-18:
Evaluate
literature as a
way of
expressing and
resolving one’s
personal conflicts
EN10LT-Ih-2.3:
Draw similarities
and differences
of the featured
selections in
relation to the
theme
EN10LT-If2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10LT-Ig-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
EN10LT-If-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection.
LT
Literature
Culminating Activity
EN10V-Ii-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Ih-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Ig-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-If-13.9:
Differentiate
formal from
informal
definitions of
words
V
Vocabulary
Development
EN10WC-Ii-12:
Compose short
persuasive texts
using a variety
ofpersuasive
techniques and
devices
EN10WC-Ih12.3: Compose a
persuasive text of
three paragraphs
expressing one’s
stand on an issue
EN10WC-Ig12.3: Compose a
persuasive text of
three paragraphs
expressing one’s
stand on an issue
EN10WC-If-12.3:
Compose a
persuasive text of
three paragraphs
expressing one’s
stand on an issue
WC
Writing and
Composition
F
Oral Language and
Fluency
EN10G-Ii-3.6: Use
modals
EN10G-Ih-3.6: Use
modals
EN10G-Ig-3.6: Use
modals
EN10G-If-3.6: Use
modals
G
Grammar
Awareness
xxv
EN10LC-IIa-11:
Switch from one
listening strategy to
another to extract
meaning from the
listening text
EN10LC-IIb-15.1:
Assess the
effectiveness of a
material listened to
taking into account
the speaker’s purpose
EN10LC-IIc-15.2:
Assess whether the
speaker’s purpose is
achieved or not
EN10RC-IIa-11:
Transcode
information from
linear to non-linear
texts and vice-versa
EN10RC-IIb-11.2:
Explain illustrations
from linear to nonlinear texts and vice
versa
EN10RC-IIc-5.4:
Present information
using tables, graphs,
and maps
EN10VC-IIa-3.8:
Assess the
effectiveness of the
ideas presented in
the material viewed
taking into account
its purpose
EN10VC-IIb-3.8:
Assess the
effectiveness of the
ideas presented in
the material viewed
taking into account
its purpose
EN10VC-IIc-3.8:
Assess the
effectiveness of the
ideas presented in
the material viewed
taking into account
its purpose
VC
Viewing
Comprehension
EN10V-IIc-13.9:
Give technical and
operational
definitions
EN10V-IIb13.9: Give
technical and
operational
definitions
EN10V-IIa13.9: Give
technical and
operational
definitions
V
Vocabulary
Development
EN10LT-IIb14.2: Explain
how the
elements specific
to a selection
build its theme
EN10LT-IIa14.2: Explain
how the
elements specific
to a selection
build its theme
LT
Literature
EN10WC-IIa13.1: Identify
parts and features
of argumentative
essays
WC
Writing and
Composition
EN10OL-IIc3.11:
Use the correct
sound of English
when delivering
impromptu and
extemporaneous
speech
EN10OL-IIb5:Employ
appropriate pitch,
stress, juncture,
intonation, etc.
EN10OL-IIa5:
Employ appropriate
pitch, stress,
juncture,
intonation, etc.
F
Oral Language and
Fluency
EN10G-IIc-29:
Observe correct
grammar in making
definitions
EN10G-IIb-29:
Observe correct
grammar in making
definitions
EN10G-IIa-29:
Observe correct
grammar in making
definitions
G
Grammar
Awareness
The learner demonstrates understanding of how world literatures and other text
types serve as vehicles of expressing and resolving
conflicts among individuals or groups; also how to use strategies in critical
reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.
CONTENT STANDARD
RC
Reading
Comprehension
Week
PROGRAM STANDARD
SECOND QUARTER
Week
EN10LC-IIf-13.2:
Employ analytical
listening in problem
solving
EN10LC-IIe-13.2:
Employ analytical
listening in problem
solving
EN10RC-IIe-7.3:
Read closely to get
the author’s purpose
EN10RC-IIf-13.1:
Read closely to get
explicitly and
implicitly stated
information
EN10LC-IId3.15:Evaluate
listening texts in
terms of accuracy,
validity, adequacy,
and relevance
LC
Listening
Comprehension
EN10SS-IId-1.5.2:
Scan for needed
information
RC
Reading
Comprehension
EN10VC-IIf-26:
Detect bias and
prejudice in the
material viewed
EN10VC-IIe-26:
Detect bias and
prejudice in the
material viewed
VC
Viewing
Comprehension
EN10V-IIf-13.9:
Give technical and
operational
definitions
EN10V-IIe13.9: Give
technical and
operational
definitions
EN10V-IId13.9: Give
technical and
operational
definitions
V
Vocabulary
Development
LT
Literature
EN10SS-IIf1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10SS-IId1.6.3:
Acknowledge
citations by
preparing a
bibliography
WC
Writing and
Composition
EN10OL-IIf-3.8:
Observe the correct
stance and proper
stage behavior as
deemed necessary
EN10OL-IIf2.6.2: Establish
eye contact
EN10OL-IIe-3.8:
Observe the correct
stance and proper
stage behavior as
deemed necessary
EN10OL-IIe2.6.2: Establish
eye contact
EN10OL-IId3.11:Use the
correct sound of
English when
delivering
impromptu and
extemporaneous
speech
F
Oral Language and
Fluency
EN10G-IIf-28: Use
words and
expressions that
affirm or negate
EN10G-IIe-28: Use
words and
expressions that
affirm or negate
EN10G-IId-29:
Observe correct
grammar in making
definitions
G
Grammar
Awareness
xxvii
10
Week
EN10RC-IIi-2.22:
Evaluate text content,
elements, features,
and properties using
a set of criteria.
EN10RC-IIh-2.22:
Evaluate text content,
elements, features,
and properties using
a set of criteria
EN10RC-IIg-13.1:
Read closely to get
explicitly and
implicitly stated
information
RC
Reading
Comprehension
EN010LC-IIi-15.3:
Determine
unsupported
generalizations and
exaggerations
EN010LC-IIh-15.3:
Determine
unsupported
generalizations and
exaggerations
EN10LC-IIg-13.3:
Detect biases and
prejudices
LC
Listening
Comprehension
EN10VC-IIi-27:
Use previous
experiences as
scaffold to the
message conveyed
by a material
viewed
EN10VC-IIh-27:
Use previous
experiences as
scaffold to the
message conveyed
by a material
viewed
EN10VC-IIg-27:
Use previous
experiences as
scaffold to the
message conveyed
by a material
viewed
VC
Viewing
Comprehension
EN10LT-IIi-19:
Evaluate
literature as a
vehicle of
expressing and
resolving
conflicts between
and among
individuals or
groups
EN10LT-IIh-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
EN10LT-IIg2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
LT
Literature
Culminating Activity
EN10V-IIi-13.9:
Give technical and
operational
definitions
EN10V-IIh13.9: Give
technical and
operational
definitions
EN10V-IIg13.9: Give
technical and
operational
definitions
V
Vocabulary
Development
EN10WC-IIi-13:
Compose an
argumentative
essay
EN10WC-IIh-13:
Compose an
argumentative
essay
WC
Writing and
Composition
EN10F-IIi-1.15:
Make and deliver
impromptu and
extemporaneous
speeches with ease
and confidence
EN10F-IIh-3.7:
Demonstrate
confidence and
ease of delivery
EN10F-IIg-3.7:
Demonstrate
confidence and
ease of delivery
F
Oral Language and
Fluency
EN10G-IIi-28:Use
words and
expressions that
affirm or negate
EN10G-II-h-28:
Use words and
expressions that
affirm or negate
EN10G-IIg-28: Use
words and
expressions that
affirm or negate
G
Grammar
Awareness
xxviii
EN10LC-IIIa-16:
Listen to simplify,
reorganize,
synthesize, and
evaluate information
to expand, review, or
update knowledge
EN10LC-IIIb-16.1:
Distinguish the
important points from
less important ones in
a text listened to
EN10RC-IIIa-22.1:
Overall artistic value of
the structure and
elements of the
selection
(structuralist/formalist)
EN10RC-IIIb-22.2:
Treatment of underlying
or overarching issue
concerning human
experience (moralist)
EN10VC-IIIb-23:
Share viewpoints
based on the ideas
presented in the
materials viewed
EN10VC-IIIa-12:
Raise questions to
clarify issues
covered in the
material viewed
VC
Viewing
Comprehension
EN10V-IIIb13.9: Give
expanded
definitions of
words
EN10V-IIIa13.9: Give
expanded
definitions of
words
V
Vocabulary
Development
LT
Literature
EN10WC-IIIb14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
EN10WC-IIIa14.1.1: Expand
ideas using
principles of
cohesion and
coherence
WC
Writing and
Composition
F
Oral Language and
Fluency
EN10G-IIIb-31:
Use pronouns
effectively
EN10G-IIIa-31:
Use pronouns
effectively
G
Grammar
Awareness
The learner skilfully delivers a speech for a special occasion through utilizing
effective verbal and non-verbal strategies and ICT resources.
PERFORMANCE STANDARD
LC
Listening
Comprehension
The learner demonstrates understanding of how world literature and other text types
serve as sources of wisdom in expressing and
resolving conflicts among individuals, groups and nature; also how to use
evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
CONTENT STANDARD
RC
Reading
Comprehension
Week
PROGRAM STANDARD
THIRD QUARTER
K to 12 BASIC EDUCATION CURRICULUM
xxix
Week
EN10LC-IIIf-3.13:
React to the falsity or
soundness of an
argument
EN10LC-IIIe-2.9:
React intelligently and
creatively to the text
listened to
EN10RC-IIIe-22.5:
Relevance of the
selection to the
historical context during
which it was produced
(historical)
EN10RC-IIIf-2.18:
Personal significance of
the selection to the
reader (readerresponse)
EN10LC-IIId-3.2:
Raise questions and
seek clarifications on
issues discussed in
the text listened to.
EN10LC-IIId-3.18:
Get different
viewpoints on various
local or global issues
EN10LC-IIIc-3.14:
Summarize important
points discussed in
the text listened to
LC
Listening
Comprehension
EN10RC-IIId-22.4:
Gender relationships of
characters (feminist)
EN10RC-IIIc-22.3:
Power struggles of
characters (Marxist)
RC
Reading
Comprehension
EN10VC-IIIf-23:
Share viewpoints
based on the ideas
presented in the
materials viewed
EN10VC-IIIe-12:
Raise questions to
clarify issues
covered in the
material viewed
EN10VC-IIId-28:
Disclose the
personal
significance of a
material viewed
EN10VC-IIIc-10:
Evaluate the
information
contained in the
material viewed in
terms of accuracy
and effectiveness
VC
Viewing
Comprehension
EN10V-IIIf13.9: Give
expanded
definitions of
words
EN10V-IIIe13.9: Give
expanded
definitions of
words
EN10V-IIId13.9: Give
expanded
definitions of
words
EN10V-IIIc13.9: Give
expanded
definitions of
words
V
Vocabulary
Development
EN10LT-IIIf-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
EN10LT-IIIe-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
EN10LT-IIId14.2: Explain
how the
elements specific
to a selection
build its theme
EN10LT-IIIc2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
LT
Literature
EN10SS-IIIc-1.6:
Show respect for
intellectual property
rights by
acknowledging
citations made in
the critique
EN10SS-IIIc1.6.4: Use writing
conventions to
acknowledge
sources
EN10SS-IIId1.6: Show respect
for intellectual
property rights by
acknowledging
citations made in
the critique
EN10SS-IIId1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10SS-IIIe-1.6:
Show respect for
intellectual property
rights by
acknowledging
citations made in
the critique
EN10SS-IIIe1.6.5: Use in-text
citations
EN10SS-IIIf1.6.3:
Acknowledge
sources by
preparing a
bibliography
WC
Writing and
Composition
EN10OL-IIId1.4:Use polite
expressions when
giving a roast
EN10OL-IIIc-5:
Employ the
appropriate
prosodic features of
speech
F
Oral Language and
Fluency
EN10G-IIIf-30:
Use structures of
modification
EN10G-IIIe-30:
Use structures of
modification
EN10G-IIId-31:Use
pronouns effectively
EN10G-IIIc-31:
Use pronouns
effectively
G
Grammar
Awareness
xxx
10
Week
EN10LC-IIIh-6.5:
Describe the
emotional appeal of a
listening text
EN10LC-IIIi-2.9:
React intelligently and
creatively to the text
listened to
EN10RC-IIIi-3.1.12:
Examining biases
EN10LC-IIIg-14.3:
Show appreciation for
songs, poems, plays,
etc.
EN10RC-IIIg-2.18:
Personal significance of
the selection to the
reader (readerresponse)
EN10RC-IIIh-23.1:
Identifying textual
details that affirm or
refute a claim
LC
Listening
Comprehension
RC
Reading
Comprehension
EN10VC-IIIi-28:
Disclose the
personal
significance of a
material viewed
EN10VC-IIIh-28:
Disclose the
personal
significance of a
material viewed
EN10VC-IIIg-10:
Evaluate the
information
contained in the
material viewed in
terms of accuracy
and effectiveness
VC
Viewing
Comprehension
EN10LT-IIIh2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
EN10LT-IIIi20: Evaluate
literature as a
source of wisdom
in expressing and
resolving
conflicts between
individuals or
groups and
nature
EN10LT-IIIg20: Evaluate
literature as a
source of wisdom
in expressing and
resolving
conflicts between
individuals or
groups and
nature
other factors
LT
Literature
Culminating Activity
EN10V-IIIi13.9: Give
expanded
definitions of
words
EN10V-IIIh13.9: Give
expanded
definitions of
words
EN10V-IIIg13.9: Give
expanded
definitions of
words
V
Vocabulary
Development
EN10WC-IIIi-14:
Compose an
independent
critique of a chosen
selection
EN10WC-IIIh14: Compose an
independent
critique of a chosen
selection
EN10WC-IIIg14: Compose an
independent
critique of a chosen
selection
WC
Writing and
Composition
EN10OL-IIIi1.10: Deliver
special speeches
like toast and roast
speeches, tributes,
welcome and
closing remarks,
speeches to
introduce guest
speakers/resource
persons etc.
effectively in varied
speech situations
and when
delivering welcome
and closing
remarks
EN10OL-IIIg1.10: Deliver
special speeches
like toast and roast
speeches, tributes,
welcome and
closing remarks,
speeches to
introduce guest
speakers/resource
persons etc.
effectively in varied
speech situations
EN10OL-IIIh3.11: Produce the
sounds of English
correctly and
effectively
F
Oral Language and
Fluency
EN10G-IIIi-30:
Use structures of
modification
EN10G-IIIh-30:
Use structures of
modification
EN10G-IIIg-30:
Use structures of
modification
G
Grammar
Awareness
xxxi
EN10LC-IVa-16:
Listen to simplify,
reorganize,
synthesize and
evaluate information
to expand, review,
or update knowledge
EN10LC-IVb-3.18:
Get different
viewpoints on various
local or global issues
EN10LC-IVb-16.1:
Distinguish the
important points from
less important ones in
any listening text
EN10SS-IVa-1.5:
Use locational skills to
gather information
from primary and
secondary sources of
information
EN10SS-IVb-1.7:
Get vital information
from various websites
on the internet
EN10VC-IVb-15:
Compare and
contrast the
contents of the
materials viewed
with outside
sources of
information in
terms of
accessibility and
effectiveness
EN10VC-IVa-15:
Compare and
contrast the
contents of the
materials viewed
with outside
sources of
information in
terms of
accessibility and
effectiveness
VC
Viewing
Comprehension
EN10V-IVb-30:
Get familiar with
technical terms
used in research
EN10V-IVa-30:
Get familiar with
technical terms
used in research
V
Vocabulary
Development
LT
Literature
EN10WC-IVb14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
EN10WC-IVa14.1.1: Expand
ideas using
principles of
cohesion and
coherence
WC
Writing and
Composition
EN10OL-IVb3.8.1: Show
courtesy and
politeness when
delivering
campaign speeches
EN10OL-IVa-3.9:
Use appropriate
language when
delivering
campaign
speeches.
F
Oral Language and
Fluency
EN10G-IVb-32:
Observe the language
of research,
campaigns, and
advocacies
EN10G-IVa-32:
Observe the language
of research,
campaigns, and
advocacies
G
Grammar
Awareness
PERFORMANCE STANDARD
LC
Listening
Comprehension
The learner demonstrates understanding of how world literature and other text types
serve as instruments to resolve social conflicts, also
how to use the language of research, campaigns and advocacies.
CONTENT STANDARD
RC
Reading
Comprehension
PROGRAM STANDARD
FOURTH QUARTER
Week
EN10LC-IVe-2.9:
React intelligently and
creatively to the text
listened to
EN10LC-IVf-3.2:
Raise questions and
seek clarifications on
issues discussed in
the text listened to
EN10RC-IVf-2.12:
Draw conclusions from
the set of details
EN10LC-IVc-3.18:
Get different
viewpoints on various
local or global issues
EN10LC-IVc-16.1:
Distinguish the
important points from
less important ones in
any listening text
EN10LC-IVd-3.14:
Summarize important
points discussed in
the text listened to
LC
Listening
Comprehension
EN10RC-IVe-15.1:
Evaluate the accuracy
of given information
EN10RC-IVd-2.13:
Distinguish facts from
beliefs
EN10SS-IVc-1.8:
Synthesize essential
information about a
chosen issue
RC
Reading
Comprehension
EN10VC-IVf-6.1:
Evaluate how the
elements that make
up reality and
fantasy affect
viewing habit
EN10VC-IVd29:Appraise the
unity of plot,
setting and
characterization in
a material viewed
to achieve the
writer’s purpose
EN10VC-IVe-30:
Assess one’s
viewing behavior
EN10VC-IVc29:Appraise the
unity of plot,
setting and
characterization in
a material viewed
to achieve the
writer’s purpose
VC
Viewing
Comprehension
EN10V-IVf-30:
Get familiar with
technical terms
used in research
EN10V-IVe-30:
Get familiar with
technical terms
used in research
EN10V-IVd-30:
Get familiarwith
technical terms
used in research
EN10V-IVc-30:
Get familiarwith
technical terms
used in research
V
Vocabulary
Development
EN10-LT-IVd2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
EN10LT-IVe21: Evaluate
literature as an
instrument to
express and
resolve conflicts
within, between,
and among
societies
EN10LT-IVf14.2: Explain
how the
elements specific
to a selection
build its theme
EN10LT-IVc2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
LT
Literature
EN10WC-IVf14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
EN10WC-IVf14.1.1: Expand
ideas using
principles of
cohesion and
coherence
EN10SS-IVe-2.3:
Compose a
research report on
a relevant social
issue
EN10SS-IVc1.6.3:
Acknowledge
sources by
preparing a
bibliography
WC
Writing and
Composition
EN10OL-IVf-5:
Use the correct
prosodic features of
speech
EN10OL-IVe-5:
Use the correct
prosodic features of
speech
EN10OL-IVc-3.8:
Demonstrate the
appropriate stage
stance and
behavior when
persuading others
in a campaign
speech
F
Oral Language and
Fluency
EN10G-IVf-32:
Observe the language
of research,
campaigns, and
advocacies
EN10G-IVe-32:
Observe the language
of research,
campaigns, and
advocacies
EN10G-IVd-32:
Observe the language
of research,
campaigns, and
advocacies
EN10G-IVc-32:
Observe the language
of research,
campaigns, and
advocacies
G
Grammar
Awareness
xxxiii
10
Week
EN10LC-IVh-14.3:
Show appreciation for
songs, poems, plays,
etc.
EN10LC-IVh-6.5:
Describe the
emotional appeal of a
listening text
EN10LC-IVi-3.14:
Summarize important
points discussed in
the text listened to
EN10RC-IVi-10.2:
Distinguish between
general and specific
statements
EN10LC-IVg-16.2:
React to the falsity or
soundness of an
argument
LC
Listening
Comprehension
EN10SS-IVh-1.8.1:
Point out relationships
among statements
EN10RC-IVg-2.12:
Draw conclusions from
the set of details
RC
Reading
Comprehension
EN10VC-IVi-6.1:
Evaluate how the
elements that make
up reality and
fantasy affect
viewing habit
EN10VC-IVi30:Assess one’s
viewing behavior
EN10VC-IVg-15:
Compare and
contrast the
contents of the
materials viewed
with outside
sources of
information in
terms of
accessibility and
effectiveness
EN10VC-IVh-29:
Appraise the unity
of plot, setting and
characterization in
a material viewed
to achieve the
writer’s purpose
VC
Viewing
Comprehension
EN10LT-IVi-21:
Evaluate
literature as an
instrument to
express and
resolve conflicts
within, between,
and among
societies
EN10-LT-IVh2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
EN10LT-IVg-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
LT
Literature
Culminating Activity
EN10V-IVi-30:
Get familiar with
technical terms
used in research
EN10V-IVh-30:
Get familiar with
technical terms
used in research
EN10V-IVg-30:
Get familiar with
technical terms
used in research
V
Vocabulary
Development
EN10SS-IVi-2.3:
Compose a
research report on
a relevant social
issue
EN10SS-IVg1.6.3:
Acknowledge
sources by
preparing a
bibliography
EN10SS-IVg1.6.4: Use writing
conventions to
acknowledge
sources
EN10SS-IVh-2.3:
Compose a
research report on
a relevant social
issue
WC
Writing and
Composition
EN10F-IVi-1.16:
Deliver selfcomposed
Campaign
Speeches on
Advocacies, Social
Issues and
Concerns
EN10F-IVh-1.16:
Deliver selfcomposed
Campaign
Speeches on
Advocacies, Social
Issues and
Concerns
EN10OL-IVg3.10: Use
appropriate
multimedia
resources that
accompany
language
F
Oral Language and
Fluency
EN10G-IVi-32:
Observe the language
of research,
campaigns, and
advocacies
EN10G-IVh-32:
Observe the language
of research,
campaigns, and
advocacies
EN10G-IVg-32:
Observe the language
of research,
campaigns, and
advocacies
G
Grammar
Awareness
xxxiv
Arabic Number
Lowercase Letter/s
Roman Numeral
Uppercase Letter/s
First Entry
LEGEND
Competency
Week
Week six
First Quarter
Grammar
Domain/Content/
Component/ Topic
Quarter
Grade 4
English
Grade Level
SAMPLE
2.5
I
-
EN4
Sample: EN4G-If-2.5
DOMAIN/ COMPONENT
OL
Oral Language
S
SS
VC
V
WC
Study Strategies
Viewing Comprehension
Vocabulary Development
Writing and Composition
RC
Reading Comprehension
Spelling
PA
Phonological Awareness
PWR
LC
Listening Comprehension
BPK
AK
CODE
Grammar
Fluency
Book and Print Knowledge
Alphabet Knowledge
MODULE 1
Description:
Module 1 with the theme, Overcoming Challenges, covers the period from the
Beginnings in Oral Tradition (Myths and Legends) to Classical Tradition. This is
especially designed to cater to learners’ special interests, talents, abilities,
skills,
needs, qualities, attitudes hopes, dreams, challenges and values. It also guides
the students to compose a short but powerful persuasive text using a variety of
techniques and devices.
This offers a full-blown exploration of the interrelated key concepts described in
six sub-themes that learners need to understand to pave way for the development
of their English language communication skills. They are carefully distributed and
organized in six lessons.
Though the activities may be contextualized, bear in mind that the competencies
that the students must meet are non-negotiable.
Periods Covered:
Beginnings of Oral Tradition (Myths
& Legend)
Classical Tradition
Theme:
Overcoming Challenges
Content Standard:
The learner demonstrates understanding on how world literature and other text
types serve as ways of expressing and resolving personal conflicts and 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.
1
Performance Standard
The learner composes a short but powerful persuasive text using a variety of
techniques and devices.
Matrix of Essentials
No. of
Lesson
Sub Theme
Language/Grammar
Focus
Enabling
Activities
Discovering Personal
Challenges
Using Reflexive
Pronouns
Deliver a concise
oral report
Building Up Defenses
Using Intensive
Pronouns
Make a quality
brochure on
building defenses
Capitalizing on
Strengths and
Weaknesses
Modals Expressing
Ability, Possibility, and
Probability
Present a catchy
ad campaign
Special Expressions
Emphasizing a Point
Create an
impressive photo
essay
Modals expressing
obligation, necessity
Participate in
a quick but
meaningful panel
discussion
Winning Over
Individual Challenges
Turning Challenges to
Opportunities
Modals expressing
futurity, willingness
Compose a short
but powerful,
persuasive text
(Culminating
Activity)
Module 1
Lesson 1
Sub-theme: Discovering Personal Challenges
Matrix of Essentials
Reading/Literary Text
Language/Grammar Focus
Enabling
Tasks
(leading to
Culminating
Task)
Reflexive Pronoun
Oral Report
about Cyber
Bullying
Instructional/Learning Plan
Phase of the lesson
Your Journey
This part of the lesson
is composed of two
paragraphs.
The
first
paragraph provides a short
and vivid introduction of the
lesson and the discussion
of the sub theme which
is “Discovering Personal
Challenges”. The second
paragraph provides an
overview of the lesson
and the enduring question
that sums up the enduring
understanding one should
draw out of this lesson.
Your Objectives
This part of the
module provides the
competencies. Remember
that the objectives:
• are taken from the
Curriculum Guide
(CG)
Activities/Tasks
WIPS
Provision
Whole
class
Individual
work
3
•
address the
enabling
knowledge
and skills to
be developed
to achieve the
content and
performance
standard
clarify expectations
in terms of what
the students
should know,
understand and be
able to do
determine
how
connected
events contribute to the totality
of a material viewed.
•
•
•
•
differentiate
formal
from
informal definitions of words.
explain how the elements
specific to a selection build its
theme.
identify features of persuasive
texts.
identify factors of public
speaking
use reflexive pronouns.
Small group
discussion
•
Assessment:
•
Small group
discussion
Small group
discussion
Small group
discussion
Task 5. Guide for Reading is
Your Text
subdivided into different tasks.
In this part of the module,
the teachers must be able Task 5.1 A Scheme for Schema
Let the students answer the questions Whole class
to help the students:
in each balloons found in the LM.
• make sense
Ask them to take note of their answers
of information,
and be able to relate all of them to the
develop, reflect,
selection they are about to read.
rethink, validate,
Share inputs on the following:
and revise
understandings of
Myth - a myth is an ancient story
the lesson;
created to explain natural events. Gods,
• check for
goddesses, and heroes are among
understanding;
the characters in myths. In addition to
provide feedback;
explaining events in nature, some myths
check against
also present a lesson on how to live, or
content standard
serve as a warning to follow society’s
(content tocontent), rules.
• assess student’s
Daedalus and Icarus is a myth. It
skills (checking
discusses adventures and mistakes of
learner’s learning
heroes or characters.
progress and
Before asking the students to read the
interest);
text, inform them to specifically answer
• ask questions
the following questions:
for them to
• How does Icarus get himself into
construct their own
a difficult situation?
meanings and
• How did Icarus escape from
• provide a variety of
Crete?
learning resources
Process the activity using the following
questions:
Assessment:
1. What are some myths that you
have read?
• All the activities
2. Why are these stories called
in this phase
myths?
are formative in
Task 5.2 Anticipation-Reaction Guide
nature. Scores
Ask the students to accomplish the
must be recorded
Whole class
Story Anticipation-Reaction Guide found
for instructional
in the LM using the following steps:
decision not to
1. Before reading – read the
grade the students.
statements and check the
column that corresponds to
their answer of agreement or
disagreement.
6
•
7
Check their answers. Allow the students
to interact with each other.
Task 8. What’s Going On?
Ask the students to answer the
following interpretation questions on
their notebooks.
1. Why did Minos imprison
Daedalus in the Labyrinth?
2. Why did Minos think that if
Daedalus can’t find his way out,
“so much the better”?
3. Minos tells Icarus the plan is
dangerous. Why does he want
them to take this risk?
4. Why did Daedalus leave his
wings on the altar of Apollo?
Why wouldn’t he want to fly
anymore?
Check their answers. Allow the students
to interact with each other.
Task 9. Digging Deeper
Ask the students to answer the
following evaluation questions on their
notebooks:
1. In a short paragraph, describe
how Daedalus planned to
escape from the island prison of
Crete.
2. Do you think Daedalus’s plan
to escape will or will not work?
Explain your answer.
3. Could the events of Daedalus’s
and Icarus’s escape, from the
island prison of Crete, happen
in real life?
4. Which events of the myth could
have happened in real-life?
5. If you had access to building
resources and materials, how
would you design a flying
machine to help you escape
from the island prison of Crete?
Check their answers. Allow the students
to interact with each other.
8
Task 10. Fact or Not
Ask the students to tell whether the
statement is a fact or not. Draw WINGS
if the statement is a fact and SUN if
otherwise
1. Daedalus was an inventor.
2. King Minos wanted to kill the
Minotaur.
3. It would be easy to find your
way out of the Labyrinth.
4. Icarus designed his own wings.
5. The wings were made of
chicken feathers.
Check their answers. Allow the students
to interact with each other
Task 11. Agree or Disagree
Tell the students to state whether they
agree or disagree and find evidence
from the text as evidences to support
their claim.
Check their answers. Allow the students
to interact with each other.
Task 12. Image in my Mind
Tell the students that as they read the
story, there were mental images that
they could have imagined.
Group them into five and ask each
group to illustrate the images formed in
their minds while they were reading the
story.
Group 1: The Labyrinth
Group 2: Icarian sea
Group 3: Minos’ shell
Group 4: Minotaur
Group 5: Icarus’ wings
Process the activity
Task 13. Time line
Ask the students to create a timeline of
what happened in each of the following:
1. The palace of Minos
2. In prison
9
3. Icarus in the sea
4. Sicily
Process their answers.
Task 14. Character Cycle
Have the students extract actions,
dialogues and thoughts of Athene from
the text and create an impression about
the character.
Check their answers. Allow the students
to interact with each other.
Before doing Task 14, the teacher
should provide inputs on reflexive
pronouns.
Task 15. Grammarian for a Day
Allow the students to do the following
activities:
A. Scan the paragraphs below.
Underline all the pronouns used by
the author.
He was then tried at the Areiopagus,
which was the ancient Greek court, and
banished from his home city of Athens.
He fled to the island of Crete, where
he began to work at the court of King
Minos and Queen Pasiphae, in the
magnificent palace of Knossos.
It is said that Daedalus was the first
to conceive masts and sails for ships
for the navy of Minos, helping Crete
become a naval power. The statues he
carved were so exquisite, they looked
as if they were alive. It is said that they
would have escaped were it not for the
chain that bound them to the palace
wall.
Daedelus also constructed a
wooden cow for the queen to hide and
to satisfy her amorous longings for a
white bull sent by Poseidon, and by
which she became pregnant with the
Minotaur.
10
When the dreadful Minotaur was
born, Daedalus built the Labyrinth to
contain the monstrous half-man, halfbull. For years Minos demanded a
tribute of youths from Athens to feed
the creature as punishment for the
accidental killing of his son while he
was visiting Athens.
Eventually, the Athenian hero
Theseus came to Crete to attempt to
slay the Minotaur. Princess Ariadne,
daughter of king Minos and queen
Pasiphae, fell in love with Theseus and
asked Daedalus to help him.
Daedalus gave her a flaxen thread
for Theseus to tie to the door of the
Labyrinth as he entered, and by which
he could find his way out after killing
the monster, simply by following the
thread back. Theseus succeeded, and
escaped Crete with Ariadne.
B. From the identified pronouns
above, ask them to pick at least
five (5) of them and paraphrase the
statement by making the pronouns
reflexive.
C. Using the following pronouns,
ask the students to construct their
own sentences by converting the
assigned pronouns into reflexive
pronouns.
Ask the students if they are ready to
proceed to the next phase of the lesson
as part of assessment as learning.
Your Discovery Tasks
Pedagogy:
Individual
Work
Your main target in this Processing the activity using the
phase is to provide them following questions:
1. What do the similarities of your
the
understanding
of
personal challenges in life and
content as applied to a
those of Daedalus and Icarus
variety of context.
tell? What new discoveries did
Here is where the teacher
you find?
associates the theme
2.
How do you compare the
to the learners personal
similarities of your personal
experience and it should
challenges in life and these of
therefore, provide them
Daedalus and Icarus?
the opportunity to answer
the essential questions
raised at the beginning of Task 17. In your Own Words
Remind the learners that Daedalus
the lesson.
tried to make Icarus pay attention to his
instructions, but Icarus got excited and
Assessment:
didn’t obey the rules.
12
Individual
Work
Individual
Work
Remember that the phase
operate in the premise that
performance
standards
are done only if the content
standards are addressed
and fully understood. This
summative test is recorded
and graded.
Individual
work
13
Individual
work
Task 21. The Worry Sheet
Tell the students that the things that
worry us could be a great challenge.
Ask them about what worries them at
the moment and what they can do about
it.
Let them accomplish the chart found in
the LM.
Check their answers. Allow the students
to interact with each other.
Process the activity. Emphasize the
value of positive thinking.
Task 22. Stress Tabs
Tell the students that stress is a
personal challenge. It drags them from
their studies and slows them down in
accomplishing a lot of things.
Use the chart found in the LM to identify
what causes their stress and their
effects to them.
Check their answers. Allow the students
to interact with each other.
Process the activity. Emphasize the
value of stress management.
Task 23. Peer Pressure
Tell the students that peer pressure
is another personal challenge to
overcome. Ask them about how they
would respond to a friend who forces
them to do things described in the LM.
Check their answers. Allow the students
to interact with each other.
Process the activity. Emphasize the
value of positive thinking
Task 24. React to the Max,
Explain to the students that their instant
reactions tell something about them.
Ask them how they would react in each
of the situations described in the LM.
Instruct them to copy the chart on their
notebooks and place their answers in
the balloon.
14
Check their answers. Allow the students
to interact with each other.
Process the activity. Emphasize the
value of positive thinking.
Task 25. Matter of Judgement
Relate to the students that weighing Small Group
between two or more decisions could
be a challenge.
Ask them: “If you are a judge and is set
to free one from the following prisoners,
who would it be and why? “
Ask them to check the entries in the
box of their choices and justify their
answer on their notebooks.
Task 26. The Great Eight
The students will be grouped according
to their intelligences/abilities.
Ask each group to do any of the
following:
A. Across Thy Mind (ATM) [LogicalMathematical]
• Make a survey within the group
on how disciplined the members
are using the following scale: Well
Disciplined, Moderate Disciplined,
Not Disciplined.
• Make a tally of your data according
to the scale
• Construct a graph of the data.
• Interpret your graph and make a
conclusion.
B. Youth Power [Verbal-Linguistic]
• Imagine that you are SK officers
and your task is to write a barangay
ordinance that requires the youth
to participate in community service
activities.
C. A Tree for a Day [Naturalistic]
• Picture yourself as a tree and you
would like to express how you
feel about the residents of your
15
D. Goal Setting [Intrapersonal]
• Make a list of your strengths and
weaknesses.
• Set a plan of action that would
transform your weaknesses into
strengths and further improve your
strengths.
E. The Filipino Spirit is Water Proof!
[Visual-Spatial]
• Draw an interpretation of the line
“The Filipino Spirit is Water Proof!”
which showing how the Filipinos
face calamities.
F. Strong U [Bodily-Kinesthetic]
• Make a dance interpretation of the
song “Stronger” by Kelly Clarkson.
G. Sing [Musical]
• Sing a song with any of the following
themes:
• Nature
• Discipline
• Patriotism
H. Ma’am, May I? [Interpersonal]
• Interview your teacher about
how difficult their job is and how
personal discipline helps improve
their work.
16
Individual
work
Small group
Present Republic Act No. 10627 or the
“Anti-Bullying Act of 2013″ found in the
LM and let them accomplish the chart
found in Module1.
Process the activity.
Task 28. Bull and Bully
Ask the students about what they would
do to stop or at least to minimize the
case of bullying if they would be a…
Group 1: A Senator for a Day?
Group 2: A School Janitor for a Day?
Group 3: A Teacher for a Day?
Group 4: A Parent for a Day?
Group 5: A Newscaster for a Day?
Accept varied responses. Allow the
students to interact with each other.
Process the activity. Emphasize the
value of empathy.
Ask the students if they are ready to
proceed to the next phase of the lesson
as part of assessment as learning.
Provide a short summative test that
sums up the content standard and
must be recorded and graded as part
of assessment of learning
Final Task
Pedagogy:
Final task is the part of the
module that addresses the
performance standard.
Since this is the final task
of Lesson 1, the task is
referred to as “enabling
task” or “enabling activity.
This enabling activity
forms a scaffold to the
succeeding activities to
17
Individual
work
equip the learners with Allow the students to present their
skills in performing the outputs in the class.
culminating activity or the Provide feedback.
performance standard for
the first quarter.
Teachers should bear in
mind that this phase:
•
serves as enabling
task for the
main product/
performance at
the end of each
module;
includes tasks
that are essential
for learners’
development;
is based on real
life situations (if the
teacher wishes to
do modifications or
improvisations)
Assessment:
•
GRASPS-based
assessment criteria
My Treasure
18
Individual
work
Materials:
1. Instructional aids (photos, rubrics)
2. Technology Aids (computer, internet, television, movies DVD)
References:
Inspiration to Life. Motivational Video of a Young Boy: An Inspiration to Millions
http://
thanasis.com/icarus02.html
Official Gazette of the Republic of the Philippines
Imagine. http://www.youtube.com/watch?v=t_YXSHkAahE
19
Module 1
Lesson 2
Sub-theme: Building Up Defenses
Matrix of Essentials
Reading / Literary Text
THE GORGON’S HEAD
from ancient Greece
by Anne Terry White
Language/Grammar Focus
Enabling Tasks
(leading to
Culminating Task)
Intensive pronouns
Brochure
on Building
Defenses Against
Discrimination
Instructional/Learning Plan
Phase of the lesson
Your Journey
This part of the lesson
is composed of two
paragraphs.
The
first
paragraph provides a short
and vivid introduction of the
lesson and the discussion
of the subtheme which is
“Building Up Defenses”.
The second paragraph
provides an overview of the
lesson and the enduring
question that sums up the
enduring
understanding
one should draw out of this
lesson.
Activities/Tasks
Your Objectives
This part of the
module provides the
competencies. Remember
that the objectives:
•
WIPS
Provision
address the
enabling
knowledge
and skills to be
developed to
achieve the content
and performance
standard
clarify expectations
in terms of what the
students
should
know, understand
and be able to do
•
•
•
•
•
get
information
from
various text types that can
be used in everyday life;
determine how connected
events
contribute
to
the totality of a material
viewed;
explain how the elements
specific to a genre
contribute to a theme
of a particular literary
selection;
express appreciation for
sensory images used;
describe and interpret the
ethics of public speaking
week; and
use intensive pronouns.
Task 1. What am I?
Ask the students to read each Whole class
statement closely, and identify
In presenting this part of what is suggested by each
the module, the teacher statement:
should be able to:
1. I am a vitamin you need if
• diagnose and
you have colds. What am
activate prior
I?
knowledge;
2. I am what you hold on to
• hook and engage
when it’s raining. What
learner’s interest;
am I?
21
•
ask questions;
encourage
student questions;
welcome tentative
responses as
guide to further
exploration; and
clarify the learners’
expectations and
how learning shall
be assessed by
presenting the
enabling activity
and the rubrics.
Assessment:
•
22
- Who do you consider
as a person who inspires
you because he/she has
successfully
combated
discrimination?
- What do you think are the
defences he/she has built
to overcome discrimination?
Write your answers in the
balloon.
• Allow them to share answers
with their classmates.
Task 4. Reflection
Let the students watch the video
or listen to the song “reflection”
and answer the questions that
follow.
After listening, process the activity
by using the following questions:
1. What is the song all about?
2. What type of discrimination
has been underscored in
the song?
3. How is this discrimination
related to your life (if
there’s any)?
4. Pick out your favorite lines
from the song and explain
why.
Let them share their answers with
a partner.
Then ask them to sing the song
aloud.
Task 5. Enduring and Essential
Write the question on the board /
or use charts for the said purpose:
“How do I build the best defenses
against challenges to acquire the
best quality of life possible for
me?”
23
Individual work
Ask them to keep this question in
mind as they work on the phases
of this lesson.
Allow them to list logical and
temporary answers to the
enduring question. Use the table
in found in the LM for this purpose.
Task 6. Learning Expectations
Ask the students to write their
targets on what they expect /
need / hope to learn in this lesson.
• As they explore this
lesson, they can add /
answer the question and
consider how the tasks
will help them become
better prepared for life.
Ask the students if they are ready
to proceed to the next phase of
the lesson as part of assessment
as learning.
Task 7. Guide for Reading
Whole class
In this part of the module, Allow the students to read the
the teachers must be able succeeding text carefully.
to help the students:
Discuss the chart found in the LM
as the learners’ guide in reading
• make sense
the text.
of information,
Your Text
develop, reflect,
rethink, validate,
and revise
understandings of
the lesson;
check for
understanding;
provide feedback;
check against
content standard
(content to
content);
assess student’s
skills (checking
learner’s learning
progress and
interest);
24
•
Assessment:
•
25
Task 8. My Mystery Word
Ask the students to unscramble Individual Work
the letters to form the correct
word in each item found in the
LM. Then ask them to write the
word in the box.
Before reading the text, ask them
to reflect on the question, “How do
I build the best defenses against
challenges to acquire the best
quality of life possible for me?”
Provide the learners with a copy
of the texts. Allow them to write
the questions and answers
on the breakers (questions
inside the boxes) to enrich their
understanding of the text.
Task 9. Dissecting the Text
Test the students’ comprehension Individual Work
of the text by asking the following
questions:
1. What is “dreadful oracle”
that is delivered to King
Acrisius?
2. What adventure does
Polydectes suggest that
Perseus undertake?
3. List
three
perilous
encounters
Perseus
experiences during his
adventure.
4. Explain how the oracle
given to King Acrisius is
fulfilled.
5. What is Polydectes’s true
motive in sending Perseus
to kill Medusa?
6. Medusa is beheaded by
Perseus, yet her head
continues to have power.
Explain how the evil
gorgon’s head is beneficial
to Perseus.
26
7. What heroic
characteristics does
persues have?
8. What help does he get on Small Group
his quest?
9. How does Perseus’s
quest enable him to
prove himself a hero?
Task 10. Visualizing the Text
Group the students into five (5),
each of the group will be given a
specific task to work on.
Group 1: Create a timeline of
events in the story.
Group 2: Create a Venn Diagram
that compares the characteristics
of Perseus and Medusa.
Group 3: Create a diagram that
shows the challenges overcame
by Perseus in his quest to
acquire the gorgon’s head.
Group 4: Using the gorgon’s
head as a diagram, point out at
least five utterances of Perseus
that strike your group the most.
Group 5: Create a diagram that
shows the relationship of all the
characters in the myth.
Process the activity using the
following questions:
1. How did you feel about
the activity?
2. What diagram is assigned
to you?
3. Do you find diagramming
difficult? Why or why not?
4. What help would these
textual aids provide?
Give the students time to respond
to the questions and interact with
their classmates.
27
Before doing the next task, ask
the students to go back to their
Anticipation-Reaction
Guide
found in the “Your Text” phase
Task 11. Act and Counteract
Let the students examine all the
group’s outputs from the previous
task. Let them note something
about the outputs of the other
groups. Remind them not to write
anything about their own group’s
output.
Processing the activities using Individual Work
the questions below.
1. What specific
characteristics does each
of the diagrams have you
noticed?
2. Are there notable
similarities or differences
among the diagrams?
3. How would these
diagrams help you in
understanding the text as
a whole?
Task 12. My Coat of Arms
Remind them that to be able to
kill the gorgon, Perseus built an
intelligent line of defenses.
Then ask the students to identify
what these defenses are using
the coat of arm diagram found in
the LM.
Process the activity.
Task 13. Make Sense to Me
Have them pick out at least ten
(10) sentences from the myth
“The Gorgon’s Head” that shows
sensory images.
Let them identify the senses to
which these statements appeal.
28
Process the activity.
Task 14. Triple Treat
Present
to
the
students
paragraphs lifted from “The
Gorgon’s Head”. Ask them to:
Task 14A. Circle all the pronouns
in the paragraph.
That was the last Perseus ever
used the horrible head. (1-2) He
gave it most willingly to Athene,
who kept it ever after.
(3) Now that the Polydectes was
dead, Danae yearned to go home
again and be reconciled to her
father. (4) So perseus made the
fisherman Dictys King of island
and sailed with his mother and
Andromeda to Greece.
(5-6) But it happened that when
they came to Argos, King Acrisius
was away from home. (7) Games
were being held in Larissa,
and Perseus, hearing of them,
decided to go there and take
part. (8) And there at the game it
was that the oracle with Acrisius
had received at Delphi was
strangely fulfilled. (9) For when
it came Perseus’ turn to throw
the discus, (10-11) he threw it so
that it swerved to one side. (12) It
landed among the spectators and
killed an old man. That old man
was King Acrisius, who had gone
to such cruel lengths to avoid the
fate which the gods had ordained.
Task 14B. Paraphrase at least
five (5) sentences by transforming
the circled pronouns into reflexive
or intensive pronouns
29
IF APPLICABLE. Write R on
the blank before each item if
the pronoun is Reflexive or I if
Intensive.
Task 14C. Using the previous
examples of Reflexive and
Intensive pronouns, compare and
contrast the two.
Task 15. A Hero in Me
Let them read the stimulus “A hero
saves the day. Saving people and
saving lives could be in any form
possible.”
Then ask them to complete the
chart and answer the questions
found in the LM.
Ask the students if they are ready
to proceed to the next phase of
the lesson as part of assessment
of learning.
Your Discovery Tasks
Pedagogy:
Remember that the
discovery tasks allow the
students to enrich learning
by contextualizing,
localizing and
differentiating instruction.
Your main target in this
phase is to provide them
the understanding of
content as applied to a
variety of context.
Here is where the teacher
associates the theme
to the lerners’ personal
experience and it should
therefore provide them the
opportunity to answer the
essential questions raised
at the beginning of the
lesson.
31
Task 19. Creating a
Goal
Invite the students to
stimulus “Building up
is like creating a
goal. Each defence is
achieving success.”
Personal
read the Individual work
defences
personal
critical in
32
learners with skills in Their brochure will be graded
performing the culminating using the rubrics found in the LM.
activity or the performance
standard for the first
quarter.
Teachers should bear in
mind that this phase:
• serves as enabling
task for the
main product/
performance at
the end of each
module;
• includes tasks
that are essential
for learners’
development;
• is based on real
life situations (if the
teacher wishes to
do modifications or
improvisations)
Assessment:
•
GRASPS-based
assessment criteria
My Treasure
This part of the module
sums up all the essential
understandings one must
draw out of this lesson. It is
important that answers are
authentic inasmuch as the
word “MY” implies that this
part of the lesson is where
the students develop a
sense of ownership.
33
Materials:
1.Instructional aids (photos, rubrics)
2.Technology Aids (computer, internet, television, movies DVD)
References:
http://www.youtube.com/watch?v=GWooGBya_nk
www.rubrics4teachers.com
34
Module 1:
Lesson 3
Sub-theme: Capitalizing on Strengths and Weaknesses
Matrix of Essentials
Reading / Literary Text
Enabling Tasks
(leading to
Culminating Task)
Modals
Information
Ad (TV, radio
or print) that
would campaign
on capitalizing
strengths and
weaknesses
Instructional/Learning Plan
Phase of the lesson
Activities/Tasks
WIPS Provision
Your Journey
This part of the lesson
is composed of two
paragraphs. The first
paragraph provides a short
and vivid introduction
of the lesson and the
discussion of the subtheme
which is “Capitalizing
on One’s Strengths and
Weaknesses”. The second
paragraph provides an
overview of the lesson
and the enduring question
that sums up the enduring
understanding one should
draw out of this lesson.
Your Objectives
This part of the
module provides the
competencies. Remember
that the objectives:
•
•
•
•
•
•
36
Invite the students to work on
the pre-requisites to check their
background knowledge, and to
In presenting this part of the prepare them for the development
module, the teacher should of their skills on the target through
the following tasks/activities:
be able to:
•
•
•
diagnose and
activate prior
knowledge;
hook and engage
learner’s interest;
ask questions;
encourage student
questions; welcome
tentative responses
as guide to further
exploration; and
clarify the learners’
expectations and
how learning shall
be assessed by
presenting the
enabling activity
and the rubrics.
Assessment:
•
37
Small group
discussion
Small group
discussion
Task 2. Let it Go!
Ask the students to view or listen
to the song entitled “Let it Go”
from the movie FROZEN.
Small group
discussion
Small group
discussion
Individual work
38
Use this activity to build schema
and diagnose prior knowledge
Ask the students if they are ready
to proceed to the next phase of
the lesson as part of assessment
of learning.
Pre-reading:
Your Text
In this part of the module,
the teachers must be able Task 4. Mystery Words
Present the task using a chart
to help the students:
and ask the students to answer
• make sense
the following questions:
of information,
1. What can you notice with
develop, reflect,
the way these words were
rethink, validate
defined?
,and revise
2. How do you differentiate
understandings of
definition A from B?
the lesson;
3. Which of the two is the
• check for
better way to define a
understanding;
word?
provide feedback;
check against
Task 5. From Page to Page
content standard
Discuss with the students what
(content to
myth is. Provide additional inputs
content);
if possible.
• standard (content to
Before reading the text, ask the
content);
• assess
student’s guide question: “To what extent
skills
(checking would you use your strength to
learner’s learning save a person you love?”
progress
and Have them read Orpheus by
interest);
Alice Low. Inform them that
• ask questions for while reading, there are breakers
them to construct (questions enclosed in a box)
their own meanings that they ought to answer / think
and
about.
• provide a variety of Here are different reading
learning resources
techniques you can use:
- (Reading aloud) Throw
a ball to a student who is
going to read the story. The
student holds the ball while
reading. On your signal,
the student then stops
reading and pass the ball on
somebody whom he wants
to continue reading.
39
Whole class
Assessment:
• All the activities
in this phase
are formative in
nature. Scores
must be recorded
for instructional
decision not to
grade the students
since teachers
have to inputs in
this phase.
• Refer the students
back to the
tentative answers
they have written
on their notebooks
to validate whether
their tentative
answers are correct
or not. This process
is important
in validating,
rethinking and
revising their
understanding.
40
Whole class
10. Does the story reveal
certain realities about
Greeks? What are these?
11. Do
these
realities
influence the way you
think and live? How?
Task 6. Element-Array
Ask the students to form five (5)
groups. Each group will draw
their own bulb puzzle and answer
the field required by each piece of
the puzzle.
Give them about five or ten
minutes to do the task. Ask a
representative from each group to
report the group’s output. It is also
important that you give the other
groups to comment on the output
presented by the other groups to
make the discussion interactive.
After all the group representatives
are done with the presentation,
ask them the following questions:
1. How do the elements help
you understand the flow
of the story?
2. In what way do the
elements contribute to
your understanding of
the selection’s over-all
theme?
3. How is a puzzle related
with
understanding
elements to make up a
whole?
Task 7. Alice Low
Provide inputs or recall previous
discussions on tone, mood,
technique, and purpose of the
author in writing a text.
41
After your short discussion, ask
them to recall the story of Orpheus.
Present to them the chart found
in task 6 of this lesson and ask
them to fill out the bubbles with
the corresponding answers.
Ask someone to present the
output in class and allow everyone
to have a free discussion about
each other’s responses.
Ask the students if they are ready
to proceed to the next phase of
the lesson as part of assessment
of learning.
Your Discovery Tasks
Pedagogy:
Remember that the
discovery tasks allow
the students to enrich
learning by contextualizing,
localizing and
differentiating instruction.
Your main target in this
phase is to provide them
the understanding of
content as applied to a
variety of context.
Here is where the teacher
associates the theme to
the learners’ personal
experience and it should
therefore provide them the
opportunity to answer the
essential questions raised
at the beginning of the
lesson.
Whole class
Assessment:
All the activities in this
phase are formative
in nature and must be
recorded but not graded
as bases for instructional
decision whether to
proceed to the next activity
depending on the needs of
your learners.
Refer the students back
to the tentative answers
they have written on their
notebooks to validate
whether their tentative
answers are correct or not.
This process is important
in validating, rethinking
and revising their
understanding.
At the end of this phase,
just before doing the final
task, the teacher may
provide a summative
test (pen-and-paper or
authentic task) which sums
up the content standards.
Remember that the phase
operate in the premise that
performance standards are
done only if the content
standards are addressed
and fully understood. This
summative test is recorded
and graded.
3. Yann
Martel
recalls
that many Pondicherry
residents provided him
with stories, but he was
most intrigued by this tale
because Mr. Adirubasamy
said it would make him
believe in God. Did Pi’s
tale alter your beliefs
about God?
4. Early in the novel, we
discover that the narrator
majored in religious studies
and zoology, with particular
interests in a sixteenthcentury Kabbalist and
the admirable three-toed
sloth.
In
subsequent
chapters, he explains the
ways in which religions
and zoos are both steeped
in illusion. Discuss some
of the other ways in which
these two fields find
unlikely compatibility.
5. Pi’s full name, Piscine
Molitor Patel, was inspired
by a Parisian swimming
pool that “the gods would
have delighted to swim in.”
The shortened form refers
to the ratio of a circle’s
circumference
divided
by its diameter. Explore
the significance of Pi’s
unusual name.
6. How would the novel’s
flavor be changed if Pi’s
sole surviving animal
were the zebra or Orange
Juice? (We assume that
if the hyena had been the
only surviving animal, Pi
would not have lived to tell
us his story.)
43
7. Pi sparks a lively debate
when all three of his
spiritual advisors try to
claim him. At the heart of
this confrontation is Pi’s
insistence that he cannot
accept an exclusively
Hindu, Christian, or
Muslim faith; he can
only be content with all
three. What is Pi seeking
that can solely be
attained by this apparent
contradiction?
8. What do you make of
Pi’s assertion that we
are all “in limbo, without
religion, until some figure
introduces us to God”?
Do you believe that Pi’s
piousness was a response
to his father’s atheism?
9. Among Yann Martel’s
gifts is a rich descriptive
palette. Regarding
religion, he observes
the green elements
that represent Islam
and the orange tones
of Hinduism. What
color would Christianity
be, according to Pi’s
perspective?
10. How do the human
beings in your world
reflect the animal
behavior observed by Pi?
What do Pi’s strategies
for dealing with Richard
Parker teach us about
confronting the fearsome
creatures in our lives?
11. Besides the loss of his
family and possessions,
what else did Pi lose
44
when the Tsimtsum sank?
What did he gain?
12. Nearly
everyone
experiences a turning
point that represents the
transition from youth to
adulthood, albeit seldom
as traumatic as Pi’s. What
event marks your coming
of age?
13. How does Mr. Patel’s zoo
keeping abilities compare
to his parenting skills?
Discuss the scene in
which his tries to to teach
his children a lesson in
survival by arranging
for them to watch a tiger
devour a goat. Did this
in any way prepare Pi
for the most dangerous
experience of his life?
14. Why did Pi at first try so
hard to save Richard
Parker?
15. Pi imagines that his
brother
would
have
teasingly called him Noah.
How does Pi’s voyage
compare to the biblical
story of Noah, who was
spared from the flood
while God washed away
the sinners?
Before asking the students to
accomplish Task 8, the teacher
must provide inputs on strategies
in public speaking. After the
discussion, provide them with a
copy of the selected dialogues
from Life of Pi and ask them
to deliver the lines using the
techniques.
45
After doing the task, have the
students answer the following
questions:
1. Describe
the
public
speaking techniques used
by your partner in each of
the quotations above.
2. How do these techniques
help you in persuading
your partner?
Task 8.1 Thin Line
Ask the students to create
sentences
opposite
each
picture using modals expressing
probability. The teacher might
provide inputs on modals that
express probability before doing
the activity.
Task 8.2 A Quote on Quote
Present the stimulus found
in the learning material. The
situation is about surviving a
shipwreck by being accurate in
all the movements and actions.
Ask them to put themselves
in the shoes of Mr. Patel, to
internalize the situation. As they
do the activity, ask them to use
appropriate modals that express
“ability”.
Task 8.3 Classifying Things
Require the students to picture
the Patel’s zoo in their minds. Ask
them to classify the animals using
modals that express “possibility”.
Task 8. 4 Market! Market!
Ask the students to establish
the relationship of each of the
paired marketing concepts in the
learner’s material. Ask them to
use modals expressing probability
in their answers.
46
Task 9. Modal Modes
Have the students imagine
Orpheus, Pi Patel, and Queen Elsa
sitting together in a conference
about how they capitalized on
their strengths and weakness
to overcome their individual
challenges.
1. Ask them what would be
their response?
2. Which of these strategies
would you adopt and why?
Task 10. A Gift of Change
Ask the students to remember the
gifts of Orpheus, Pi and Queen
Elsa. Ask them If they possess
all the gifts the three characters
have, how would they use them
in improving/resolving each of
the social issues presented in the
learner’s material.
Task 11. A Letter Later
Ask the students to write a letter to
themselves that they have to open
20 years from now. Have them
highlight in their letters they were
able to capitalize their strengths
and weaknesses to be a better
person that they have become 20
years ahead of time. Encourage
them to use statements expressing
opinions or strong assertions in
their letter.
Task 12. Best Magic Ever
Allow the students to read the
stimulus:
“Overcoming
individual
challenges is a difficult task but
not that difficult to require magic
and dissolve them at a snap of our
fingers. The best way to address
them is to have the willingness to
change. The best magic ever is
the recognition of your strengths
47
and admission of weaknesses
these will make you a better
person.”
Ask them to contemplate on the
stimulus.
Ask the students if they are ready
to proceed to the next phase of the
lesson as part of assessment of
learning.
Provide a short summative test that
sums up the content standard and
must be recorded and graded as
part of assessment of learning.
Final Task
Pedagogy:
Final task is the part of the
module that addresses the
performance standard.
But since this is the final
task of Lesson 3, the task is
referred to as “enabling task”
or “enabling activity.
This enabling activity forms
a scaffold to the succeeding
activities to equip the learners
with skills in performing the
culminating activity or the
performance standard for
the first quarter.
Teachers should bear in
mind that this phase:
•
serves as enabling
task for the
main product/
performance at the
end of each module;
includes tasks
that are essential
for learners’
development;
is based on real
life situations (if the
teacher wishes to
do modifications or
improvisations)
48
Individual work
Assessment:
•
GRASPS-based
assessment criteria
49
•
•
•
Were
these
efforts
successful? Why or why
not?
How was this success
measured?
Are they still pursuing
these ideals? If not, has
someone else or another
organization continued to
pursue their work?
51
Module 1
Lesson 4
Sub-theme: Dealing with Personal Challenges
Matrix of Essentials
Enabling Tasks
(leading to
Culminating Task)
Compose an
ARACHNE translated by Special expressions emphasizing
impressive photo
Olivia Coolidge
a point
essay
Reading / Literary Text
Your Objectives
This part of the module
provides the competencies.
Remember that the
objectives:
• are taken from the
Curriculum
Guide
(CG)
Activities/ Tasks
52
WIPS
Provision
Whole class
Individual
work
•
address the
enabling knowledge
and skills to
develop/achieve
the desired content
and performance
standard
clarify expectations
in terms of what
students should
know, understand
and be able to do
•
•
•
•
•
•
•
•
53
Individual
work
Individual
work
•
54
Individual
work
Small group
Pair work
Triads
Task 4. Setting Expectations
Remind them to use the essential
question as a focal point, to project and
to write their answers to this question:
What do I expect or hope to learn?
(Responses may vary)
Your Text
In this part of the module,
the teacher must be able to
help the students:
• make sense
of information,
develop, reflect,
rethink, validate,
and revise
understandings of
the lesson;
• check for
understanding;
provide feedback;
check against
content standard
(content to content);
• assess student’s
skills (checking
learner’s learning
progress and
interest);
• ask questions to
enable the students
to construct their
own meanings/
understandings and
• provide a variety of
learning resources
55
Individual
work
Small group
work
Small group
work
Assessment:
• All the activities Group 2: Image Makers
1. Give the learners a set of
in
this
phase
questions for them to identify
are formative in
the tone and the mood of the
nature.
Scores
selection.
must be recorded
2.
Make them read “Arachne”
for
instructional
translated by Olivia Coolidge
decision
not
to
then discuss the answers to the
grade the students.
questions (See Module 1 Lesson
• Refer the students
4).
back to the tentative
3. Process the learners’ answers.
answers
they
Expected/possible answers:
have written on
1.) Her being reckless and too
their notebooks to
proud of her skill
validate
whether
2.) She tried to hang herself.
their
tentative
3.) She’s too proud of her skill.
answers are correct
4.)
The prevailing mood in
or not. This process
Arachne is being weary on
is
important
in
one’s stubbornness (the
validating, rethinking
state of being difficult or
and revising their
unreasonable or persistent).
understanding.
“I would challenge her in a
contest but she would not
come.”
5.) Tone used – didactic or
moralistic (teaching a lesson,
enlightening)
6.) Posing and giving in to the
challenge clearly conveys
the moral lesson of the story.
Small group
work
Group 3: Justifiers
1. Provide the learners a set of
questions for them to focus on
character traits, conflict and how
it is resolved, and the message
of the selection.
2. Let them discuss the answers
to the questions (see Module 1
Lesson 4).
3. Process the learners’ answers.
Expected answers to question
number
56
Small group
work
1.) Arachne’s pride
2.) She dared/ challenged even
the gods to match her skill.
3.) She paid a high price for her
pride obstinacy when she
failed in matching Athena’s
skill; then she came to her
downfall
4.) skillful but too proud/
obstinate
5.) “I will not live under this
insult.” And she hanged
herself.
6.) (Accept varied answers)
Group 4: Theme Builders
1. Let them discuss the answers
to the questions (see Module 1
Lesson 4).
2. Accept varied answers for
question number 1.
3. Let them find out how poetic
justice is manifested in the
selection and how to connect
the meaning of the selection
to real life situation. They can
also assess the effectiveness of
the literary devices used by the
author. Emphasize to them that
poetic justice is employed in the
selection if it has happy ending
where a virtue is rewarded and
the wrong doing is punished.
Possible answer for question
number 2:
The use of poetic justice is
effective because it gives us
hope and inspiration to promote,
“good always triumphs at the
end”.
4. Ask the students to recall other
literary devices that help in
clarifying the theme like:
57
Small group
work
Small group
work
•
fantastic
details
(magic
becomes realistic)
• verisimilitude (life like quality)
• illusion of reality (fictional or
fantastic world is habituated
by people of human condition
with unquestionable moral
values).
5. Discuss with them how they help
bring out the meaning of life.
Make them cite passages from
the selections for proofs.
6. Clarify the
generalization
or statement about human
experience (theme) the story
makes. Make them explain how
the title “Arachne” relates to the
theme of the selection and how
it is used as a symbol to clarify
the theme.
Possible answers to question
number 3:
1.) I believe the old woman
would not punish Arachne.
Remember she advised
her not to claim to be equal
to the immortal gods, to be
contented with her fame of
being the best spinner and
weaver.
2.) Accept varied answers.
3.) At the end, wrongdoing
is punished and good
triumphs over evil.
4.) Yes, Arachne represents/
suggests the ugliness and
evilness of pride.
7. Give feedback.
58
Small group
work
Whole
class
Task 6. Language Watch
A. Which is Which
1. Ask the students to classify each
of the words inside the box (see
Module 1 Lesson 4 ).
2. Allow them to tell which is
a conjunction, parenthetical
expression, or adverb/
conjunctive adverb.
3. Process the learners’
responses.
Individual
Possible responses:
work
Conjunctions: however, as
Parenthetical Expressions: to
illustrate, on the contrary, in
most cases, in like manner,
provided that, on the condition
that, supposing, to reiterate;
adverb/conjunctive
adverb:
exactly,
apparently,
still,
differently, most importantly, in
my opinion, as such, as long
Small Group
4. Lead them to revisit/review
work
how to use conjunctions,
parenthetical expressions, or
adverb/conjunctive adverbs.
B. Giving Emphasis
1. Let the students read the
sentences lifted from “Arachne”,
and ask them to focus on
the italicized words/ phrases.
Let them find out how each
expression is used.
2. Let them work in small groups of
five, and answer the questions
(refer to Module 1 Lesson 4).
Expected answers for question:
1.) Each of them emphasizes a
point and helps in clarifying
the stand of the speaker
2.) Yes, they stress the
importance of the action.
59
3. Process the learners’ answers
and review with them other
examples of these special
expressions that signal emphasis
(especially, finally, consequently,
immediately, apparently, the
important point is, luckily,
immensely, fortunately, similarly,
unfortunately, etc.)
4. Make them revisit the box
entries in Task 6A, and check the
words/expressions in their list
against the special words and
expressions (that emphasize
points) inside the box.
Small group
work
Pair work
D. Comfort Zone
1. Invite them to reflect on this
question: Do you believe in
sticking to your comfort zone
instead of taking yourself out of
it when you face a challenge?
2. Let them write the reasons why
they say so.
3. Request them to give examples
to prove their point and to
use special expressions to
emphasize and to clarify their
stand. (Responses may vary.)
4. Process the students’ output
and give comments as well as
suggestions.
60
Individual
work
Your Discovery Tasks
Pedagogy:
Remember
that
your
discovery
tasks
allow
the students to enrich
learning by contextualizing,
localizing and differentiating
instruction.
Your main target in this
phase to provide them the
understanding of content
as applied to a variety of
context.
61
Small group
work
Small
group
work
Assessment:
All the activities in this phase
are formative in nature and
62
Small group
work
Small group
work
Invite the students and guide them in
demonstrating and making independent
applications of their understanding
Final task is the part of the of the target concepts, language
module that addresses the communication and literary skills by
performance standard.
composing an impressive photo essay.
This is the evidence or transfer of their
But since this is the final learning.
task of Lesson 4, the task
1. Prepare your students on their
is referred to as “enabling
major task for this lesson, which
task” or “enabling activity”.
is to produce an impressive
photo essay.
This enabling activity forms
a scaffold to the succeeding
2. Remind them to use graphics or
activities to equip the
visuals and text representation
learners with skills in
since this is another concept
performing the culminating
that uses the comic book format
activity or the performance
to present information in new
standard of the first quarter.
ways and to make learning fun.
For them to make it as best as
Teachers should bear in
they can, they must follow some
mind that this phase:
steps.
3.
Advise them to bear in mind some
• serves as enabling
grand ideas for the production of
task for the
their photo essay by following
main product/
the guideposts (refer to Module
performance at
1 Lesson 4) before they engage
the end of each
themselves in composing an
module;
impressive photo essay. Make
• includes tasks
them keep these points in mind
that are essential
as they go through the process.
for learners’
development;
Task 8. For A VIP (Very Impressive
• is based on real Photo) Essay
life situations (if the Let them form small groups of five and
teacher wishes to do the following tasks:
do modifications or
A. Connect and Decide
improvisations).
1. Instruct the learners to think
about and list the five most
Assessment:
important things they would
• GRASPS-based
want to do in facing or dealing
assessment criteria
with personal challenges.
Final Task
Pedagogy:
63
Whole
class
Small group
work
2. Make them tell whether they are
based on fact or opinion.
3. Discuss the choices and decide
on the top three.
4. Help them come up with the
photo essay’s main idea by
letting them choose one literary
selection (from those they have
explored in class/read) that
presents ways of dealing with
challenges and
make them
consider these points as well:
• Which is most liked?
• Which do you feel a close
connection with?
• Which do you want to read
more in public?
5. Guide them to come up with
an introduction by using
a
surprising incident, interesting
question, and characters from
their chosen selections.
B. Scout for Remarkable / Influential
Figures
1. Lead them to come up with
supports and evidences by
choosing at least three characters
(e.g., Athena, Orpheus) who
have made a great impression
on them in dealing/resolving
personal conflicts.
Choose
also the characters who have
influenced their outlook in life.
2. Ask them to rank these
characters according to their
preference and do a character
inventory by considering their
qualities, attitudes, or traits.
64
Small
group
work
Small
group
work
Remarkable/Influential Character
Inventory
Small
group
work
Character
1.
2.
Similarities Differences
3.
C. Unlimited
1. Invite them to take a closer look
at the samples of photo essay
using this link—http://education.
nationalgeographic.com/media/
file/GAW_photo_912edited922.
pdf and find out how each
establishes the tone, mood and
theme of the essay through
visuals and text.
2. Help your students to establish
the tone, mood, and theme of
the essay through visuals and
text. Require them to collect
photos, pictures, drawings,
and video segment (if possible)
illustrations that show and relate
to the theme or the message of
your chosen literary selections.
Use them as supports and
evidences to support their stand.
65
Small
group
work
3. Remind them to provide a catchy
and meaningful title to the photo
essay, explain its significance.
Make the text serious and
straightforward, and express
opinion (personal feelings or
beliefs) about the characters and
the incidents that support them.
4. Organize the visuals and
text. Establish the connection
between and among the visuals
the texts, and the main idea.
5. Let them edit, refine, and polish
their work as they use the
following rubrics as guide.
5 4 3 2
Creativity
(presents original
or unique style to
make it interesting)
Visual, Graphics
(uses sound color,
content of photos
and garaphics
represent the
argument and
convey persuasive
messages)
Text
Representation
Captions (uses
words and
phrases that call
up strong feeling;
uses logical
and emotional
appeal; examples,
statistics to prove
one’s stand; has
convincing tone)
Organization
(presents reasons,
arguments, facts
that are logically
organized around
a particular point)
66
1 Total
Small
group
work
Small
group
work
5
Total
Impact
(convinces the
audience to
accept the ideas
and moves them
to action)
Total
Legend:
Rating – Description
5
4
3
2
1
Excellent
Very Impressive
Impressive
Needs Revision
Inadequate
Formula:
C+VG+TC+O+I= Total ÷ 5 = 5
6. Evaluate their output and check it
against the criteria set in rubrics.
My Treasure
This part of the module
sums up all the essential
understandings one must
draw out of this lesson. It is
important that answers are
authentic inasmuch as the
word “MY” implies that this
part of the lesson is where
the students develop a
sense of ownership.
67
Individual
work
Materials:
1. Instructional aids (graphic aids, rubrics)
2. Technology aids (computer, internet, television, movies, DVD)
References:
1. Balu, Sheridan., et al. Writers Craft. Illinois: McDougal-Littell A Houghton
MIfflin Company, 1998
2. Berliner, Lawrence E., et al. Prentice Hall LITERATURE Copper ed. 1991.
New Jersey: Prentice- Hall Inc., 1991.
3. Davidson, Jeff. The Complete Guide to Public Speaking.
4. Probst, Robert., et al. Elements of Literature Fourth Course with Readings
in World Literature. Austin: Holt Rinehart and Winston, 2000.
68
Module 1
Lesson 5
Sub-theme: Winning Over Individual Challenges
Matrix of Essentials
Reading/Literary
Text
1. How Odin Lost
His Eye retold
by Catherine F.
Sellew
2. Comfort from
The Koran
translated by
N.J. Dawood
Language/Grammar Focus
Enabling Tasks
(leading to
Culminating
Task)
Participate in
a short but
meaningful
panel discussion
on winning
over personal
challenges
Instructional/Learning Plan
Phase of the lesson
Your Journey
This
part
of
the
lesson is composed
of two paragraphs.
The first paragraph
provides a short and
vivid introduction of
the lesson and the
discussion
of
the
subtheme which is
“Discovering Personal
Challenges”.
The
second
paragraph
provides an overview of
the lesson and asks the
enduring question that
sums up the enduring
understanding
one
should draw out of this
lesson.
Activities/Tasks
69
WIPS
Provision
Whole
class
How important is winning over
your challenges?
In what ways can winning over
these challenges prepare you for
a more fulfilling life?
(Accept tentative answers)
Your Objectives
This part of the
module
provides
the
competencies.
Remember that the
objectives:
• are taken from
the Curriculum
Guide (CG)
• address the
enabling
knowledge
and skills
to develop/
achieve
the desired
content and
performance
standard;
• clarify
expectations in
terms of what
the students
should know,
understand and
should be able
to do. This part
of the lesson
also informs
the learners of
the enabling
activity.
Whole
class
Individual
work
Individual
work
Your Initial Tasks
Invite the learners to work on the prerequisites to check their prior knowledge
Pedagogy:
and to prepare them for the development
of their skills on the target concepts
In presenting this part through the following tasks/activities
of the module, the
teacher should be able Task 1. Connect to the Past
to:
1. Let them form groups of five.
• diagnose and
For three minutes, they will think
activate prior
back and list down personal
knowledge;
challenges they have experienced
• hook and
or encountered in their readings.
engage
2. Make them check their responses
learner’s
against the box entries about
interest;
Challenges Affecting Me (see
• ask questions;
Module 1 Lesson 5) before they
encourage
will consider the positive attitudes:
student
enthusiasm, perseverance and
questions;
strong will power as listed in the
welcome
figure (see Module 1 Lesson 5).
tentative
3. Let them decide on which of these
responses as
positive attitudes is especially
guide to further
important for young people to
exploration;
practise in order to win over a
and
difficult challenge.
• clarify
4. Invite them to share their thoughts
expectations
with the rest of the class.
and how
learning shall
Task 2. Outlook Turn Up
be assessed
1. Let them form a triad, and view
by presenting
the drawing showing a young
the enabling
and determined looking cyclist
activity and the
imagining a victory/success on
rubrics.
the race. He is facing an endless
road ahead of him deciding to
Assessment:
overcome great odds.
All the activities in this
2. Let them use picture clues to
phase are diagnostic
predict content and see how it
in nature. Scores must
relates to their idea about winning
be recorded to help
over challenges. Invite them to
the teacher plan the
answer the questions (refer to
succeeding
lessons
Module 1 Lesson 5).
and not to grade the
students.
71
Small
group
work
Triad
All answers are tentative
and must be written
on their notebooks for
reference.
Individual
work
Individual
work
72
Small
group
work
•
assess
student’s skills
(checking
learner’s
learning
progress and
interest);
ask questions
to enable the
students to
construct their
own meanings/
understandings
and;
provide a
variety of
learning
resources.
Assessment:
• All the activities
in this phase
are formative
in nature.
Scores must
be recorded
for instructional
decision not
to grade the
students.
• Refer the
students back
to the tentative
answers they
have written on
their notebooks
to validate
whether their
tentative
answers are
correct or not.
This process
is important
in validating,
rethinking and
revising their
understanding.
a.“One eye
was a small
sacrifice to win
knowledge of
how to help
them”.
etc.___________
73
etc.__________
Small
group
work
Small
group
work
Small
group
work
For questions nos. 2 & 3 (accept varied
responses).
2.) Yes, it does because it shows
how strong-willed he has
been.
3.) Courageously, he sacrificed
his eye to help his people.
4.) Answers may vary.
5.) He has seen sorrow and death
as well as joy at the glorious
end.
6.) He has remained the epitome
of a great leader until the end.
Small
group
work
3. Give feedback.
Group 3: Lasting Virtue
1. Provide
the
learners
with
questions for them to focus on how
the ending prove the importance
of positive attitudes to win over
challenges.
2. Guide them during the discussion
and clarification of these answers
for question number:
1.) Even today, there are still
people like Odin who can do
great sacrifices for significant
others.
2.) Featured behaviors
a. Admirable behavior - allfather attitude, being wise,
doing sacrifices for others
b. behavior condemned by
gods- evil actions and
hatred of the elves
3.) Answers may vary
4.) Odin, of course, since he
promoted an enduring virtue
that has been necessary until
now.
5.) & 6.) Answers may vary.
7.) Odin/the gods
8.) Answers may vary
3. Give feedback.
74
Small
group
work
Small
group
work
Group 4: Thinking it Through
1. Provide
the
learners
with
questions for them to clarify the
meaning or the essence of the
selection.
2. Process the learners’ responses.
(Responses may vary).
3. Give feedback.
Group 5: Theme connection
1. Ask them to point out which of
these ways (refer to Module 1
Lesson 5) are easy, difficult or not
very important choice to make to
win over a difficult challenge and
explain why it is important to hear/
to read/ to talk about myths, tales,
legends or other stories.
2. Make them clarify how they will
convince or persuade others to
agree with or to believe them.
3. Make them explain why it is
important to practice and to
uphold them. (Responses may
vary).
4. Give comments and suggestions.
Group 6: Winning Appeal
1. Make them recall how the myths,
legends, tales and other stories
they have encountered in class
appeal to them.
2. Emphasize to them the possible
persuasive techniques in myth
(her appeal, basic humanity
appeal, and promise appeal).
3. Make them explain which
techniques are still used in today’s
persuasive writing and speaking.
(Answers may vary).
4. Give comments and suggestions.
Task 6. Language Line
Ask the students to do the following
activities/tasks:
A. Sense of Value
1. Ask them to form a triad and read
75
Small
group
work
Small
group
work
Small
group
work
the sentences from “How Odin
Lost His Eye” (refer to Module 1
Lesson 5)
2. Let them answer the questions
(refer toLM)
3. Process the learners’ answers.
Possible answers to the question
number
1.) All of them are auxiliary verbs
with specific functions.
2.) They are positioned before the
main verbs.
3.) a) must, b) need to, c) ought
to, d) ought not to
4.) Modals
5.)They specifically clarify the
action.
4. Give feedback.
B. Saving Grace
1. Ask them to pair up, and take turns
in answering the questions (refer
to LM). Answers may vary.
2. Remind them to use the modals
that express obligation like: must,
should and ought to; need to for
necessity and ought not to that
indicates prohibition, disapproval
of something that was done in the
past. (Answers may vary). Give
comments and suggestions.
C. Rewarding
1. At this his point, ask them to write
at least five desirable traits or
habits they need to develop , and
five undesirable traits or habits
they ought to weed out.
2. Invite them to write a short
paragraph persuading others how
important it is to develop these
desirable attitudes and to weed out
these undesirable habits as well
for them to win over challenges.
They will clarify their stand on
76
Small
group
work
Triad
Pair
work
how to win over challenges, and
use appeal to reason or emotion
they have learned.
3. Remind them to use modals.
(Answers may vary).
4. Give feedback.
Your Discovery Tasks
Invite the students to crystallize, prove,
Pedagogy:
extend, enrich, and enhance their
understanding of the target language
Remember that your
communication and literary skills. They
discovery tasks
have to show how to deal with personal
allow the students
challenges positively, through getting
to enrich learning
involved in meaningful, challenging and
by contextualizing,
real-life tasks.
localizing and
differentiating
Task 7.
instruction.
Group 1: Striking Lines
Your main target in this
1. Ask the learners to form six
phase to provide them
groups, and work on their
the understanding of
assigned task.
content as applied to a
2. Remind them to share ideas,
variety of context.
thoughts, and experiences with
the class.
Here is where the
3. Invite the learners to reread
teacher associates the
“How Odin Lost His Eye”, and
theme to the personal
choose memory lines (strong
experience of the
lines or language that are striking
learner and should
/memorable)
therefore provide them
a. Remind them to explain how
the opportunity to
these lines can help them
answer the essential
win over challenges in life.
questions established
(Responses may vary.)
at the beginning of the
b.
Give
feedback.
lesson.
Group 2: Follow up
1. Ask the group members to think
of a story they read, TV program,
and movie they’ve viewed/
watched, or real-life experience
which portrayed a lesson about
winning over challenges.
2. Have them explain how it is
similar to “How Odin Lost His
Eye”. (Responses may vary.)
Give feedback.
77
Individual
work
Small
group
work
Small
group
work
Assessment:
All the activities in this
phase are formative
in nature and must not
be graded but must be
recorded as bases for
instructional
decision
whether to proceed
to the next activity or
insert another activity
depending on the needs
of your learners.
78
Small
group
work
Small
group
work
Small
group
work
•
2.
3.
4.
5.
Final Task
Pedagogy:
Final task is the
part of the module
that addresses the
performance standard.
Small
group
work
79
Whole
class
•
includes
tasks that
are essential
for learners’
development;
is based on real
life situations
(if the teacher
wishes to do
modifications or
improvisations)
Assessment:
•
GRASPS-based
assessment
criteria
80
Whole
class
Whole
class
discussion (refer to Module1
Lesson 5).
• Recall also the steps on how
to apply
the conventions and
strategies in group speaking (refer
to Module 1 Lesson 5).
• End the discussion by summarizing
the panel’s views and have an
evaluation of the participants’
performance.
3. Invite them to use the following
rubrics as guide.
5
Focus (concentrate
on a specific
topic that is clear,
significant and
supportable)
Teamwork (manifest
coordination and
collaboration among
the panelists to
clarify the topic at
hand)
Persuasive
techniques (use
logical and emotional
appeals; avoids
fallacies)
Clarity of ideas
(clearly present
reasons, facts and
opinion as supports
are clearly presented)
Response to
questions asked
(think before
speaking; present
relevant ideas;
especially evidences
are clearly used; give
reasons)
Language
Convention (use
simple, direct,
concise and clear
expressions free
from errors are used;
articulate responses
clearly)
Total
81
3
2
Total
Small
group
work
Legend: Rating – Description
5
4
3
2
1
- Excellent
- Very Impressive
- Impressive
- Convincing
- Beginning
82
Individual
work
Materials:
1. Instructional aids (graphic aids, rubrics)
2. Technology aids (computer, internet, television)
References:
1. Balu, Sheridan., et al. Writers Craft. Illinois: McDougal-Littell A
Winston, 2000.
6. Strong, William and Mark Lester. Writers Choice. Ohio: Glencoe /
McGraw-Hill, 1996.
83
Module 1
Lesson 6
Sub-theme: Turning Challenges to Opportunities
Matrix of Essentials
Reading/Literary
Texts
1. The Analects
of Confucius
translated by
Arthur Waley
2. The Thief who
Became a
Disciple - Zen
Parables
translated
byPaul Reps
3. Practice
and Uphold
Positive Attitude
by: Lee Emm
Language/Grammar Focus
Enabling Tasks
(leading to
Culminating
Task
Compose
a short but
powerful
persuasive
essay
WIPS
Provision
Whole
class
challenges can be frightening,
but can be transformed into
opportunities.
3. Motivate them to answer the BIG
Question: How do challenges
affect you? (Accept tentative
answers.)
Your Objectives
This
part
of
the
module
provides
the
competencies. Remember
that the objectives:
85
Individual
work
Remind them that they are expected
to composea short but powerful
persuasive
essay
on
turning
challenges to opportunities. It will be
based on the following criteria: focus/
content, persuasive techniques used,
development /organization, clarity of
ideas , emphasis, language mechanics
and convention.
Invite the students to work on the pre
requisites to check their background
knowledge, and to prepare them for
the development of their skills on the
In presenting this part of target concepts through the following
the module, the teacher tasks/activities :
should be able to:
Your Initial Tasks
Pedagogy:
nature. Scores
must be
86
Small
group
work
recorded to help
the teacher plan the
succeeding lessons and
not to grade the students.
All answers are tentative
and must be written on their
notebooks for reference.
2.
3.
4.
5.
87
Whole
class
Triads
Task 4. Mapping the Targets
Allow them to use the essential
question as a focal point to make a
map of what they expect or hope to
learn in this lesson. Make them copy
the chart (Module 1: Lesson 6) and fill
it out with the necessary entries.
Your Text
In this part of the module,
the teachers must be able
to help the students:
• make sense
of information,
develop, reflect,
rethink, validate,
and revise
understandings of
the lesson;
• check for
understanding;
provide feedback;
check against
content standard
(content to
content);
• assess student’s
skills (checking
learner’s learning
progress and
interest);
• ask questions
to enable the
students to
construct their
own meanings/
understandings
and
• provide a variety of
learning resources
88
Individual
work
Individual
work
D i f f i c u l t Denotative C o n n o - Word of
word
Meaning
t a t i v e strong
Meaning connotation
unsoured
Sweetened
have
sugary
good
intention
spare
Unused
extra
emergency
chastisement
Scold
tell off
punishment
reverence
Admiration
worship
amazement
disgrace
Shame
not to
give
honor
scandal
etc.
89
Small
group
work
4. Have them be open
for
comments and suggestions
on how to enhance persuasive
speech.
Group 3: Taking a Stand - For or
Against
1. Let them consider the argument
presented in the selection “from
the Analects” by Confucius and
use the questions as guide.
Possible answers to
the
question.
1.) to display positive attitude
toward challenges (turn them
to opportunities)
2.) He uses examples/supports
and he uses ETHOS (appeal
to morality), PATHOS (appeal
to emotion) and LOGOS
(appeal to reason).
3.) Passages from “The
Analects” that argue
FOR
Passage No.
AGAINST
Passage No.
1,2,3,4,5,6,7,8,9,10,
11,13,15,17
12, 14, 16
90
Small
group
work
Whole
class
•
91
Small
group
work
Group 5: Taking Challenges as
Opportunities
1. Ask them to look for interesting
words or group of words that
express the possibility of turning
challenges to opportunities
(Refer to Module 1 Lesson 6)
Sample answers:
• “To demand much from
oneself and little from others
is the way (for a ruler) to
banish discontent.”
• “To remain unsoured even
though one’s merits are
unrecognized by others is that
not after what is expected of a
gentleman?”
2. Let them answer the guide
questions. (Refer to Module 1
Lesson 6.)
Possible answers for the
question
1) passage # 3, 6, 11,
2, 3, & 4 (Responses may vary).
Group 6: Enduring Experiences
1. Let them discuss their answer
to the questions.(See Module
1 Lesson 6 and accept varied
responses)
2. Assign one member of the
group to pose as a speaker
persuading others to agree with
their ideas.
3. Give
comments
and
suggestions on how to enhance
persuasive speech.
92
Group 7: Additional Attention to
Make Personal Adjustments
1. Make them focus on the entries
in the box, and discuss the
answer to the questions after it.
Possible answers
1.) All
2.) Yes it is possible.
2. Invite them to talk about how
each of these suggested
ways can help solve today’s
problems.
3. Assign one member of the
group to pose as a speaker
persuading others to agree with
your ideas.
4. Give
comments
and
suggestions on how to enhance
persuasive speech.
Task 5. Small Group Differentiated
Activities for the Stakes
A. Like A Disciple
1. Make them read the short
parable (see Module 1 Lesson
6) and answer the questions
after it.
Expected answers:
1.) The thief and Shichiri
2.) The challenge of
•
93
Small
group
work
2. The thief became good and
turned from the crooked or evil
path to a straight one following
Shichiri.
3. It is effectively used.
4. It is effectively used.
5. Good triumphs over evil.
6. Both are seldom practice
nowadays. What did he/she
learn from the experience?
7. (Answers may vary)
B. Looking Ahead
1. Ask them to reread the
statements lifted “from Analects”
and “Zen Parables”. (Module 1
Lesson 6) then consider how
the underlined words are used.
2. Let them form triads to discuss
answers to the questions (Refer
to Module 1 Lesson 6).
1.) They are all auxiliary or
helping verbs.
2.) They are positioned before
the main verbs.
3.) a. shall
b. will
c. would
d. may / might
4.) modals
5.) They help clarify the
intention of the speaker/
writer.
3. Emphasize to them that modals
are used as auxiliary or helping
verbs with special functions
like:
• Shall
indicates
simple
futurity and obligation.
• Should
expresses past
obligation.
94
Triads
•
•
•
•
Will
expresses simple
futurity and willingness.
Would expresses invitation
or past possibility.
Might is used in reported
speech for past time.
May expresses
future
possibilities mixed with
doubt and uncertainty.
C. Using Modals
1. Let them pair up and take turns
in answering the questions.
(Refer to Module 1 Lesson 6.)
Possible answers for question
number
1.) All the parts of “The Analects”
and “Zen Parables” respond
to the needs of the time.
2. to 4.) Answers may vary.
D. Alter ego
1. Ask each of the learners to
pretend as Henry Sy or a literary
figure or anybody whom they
believe is a very successful
person.
2. Remind them to share their
views on the
possibility
of directing challenges to
opportunities.
3. Let
them
inspire
their
audience by citing true-tolife experiences and to use
logical and emotional appeal as
persuasive strategies.
4. Instruct them to use modals
whenever necessary.
95
Whole
class
work
5. Remind them to avoid fallacies
or errors like:
• attacking
the
personattacking
the
person’s
character and not the issue.
• circular reasoning – the
reasons presented are just
restatement of the writer’s
opinion.
• false cause-and- effecttwo unrelated events are
considered related; claim
one event 1 cause event 2.
• hasty generalizationmaking generalization
about everyone or
everything based only on
one or two cases.
• Responses may vary.
6. Give comments and
suggestions.
96
Pair
work
Whole
class
Assessment:
All the activities in this
phase are formative in
nature and must not
be graded but must be
recorded as bases for
instructional
decision
whether to proceed to
the next activity or insert
another activity depending
on the needs of your
learners.
97
Small
group
work
Group 3: Connecting to 2day
1. Invite them to recall a selection
that highlights the importance
of turning challenges to
opportunities in order to
preserve honor, humility and
other positive attitudes.
2. Ask them to read and follow the
rest of the instructions in their
Module 1 Lesson 6 and role
play how the character might
respond to the pressing news.
(Responses may vary.)
3. Give
comments
and
suggestions on how to enhance
the persuasive speech.
Group 4: Inner Speech
1. Make them think of a problem
they have and consider turning
challenges to opportunities.
2. Let them read and follow the
rest of the instructions in their
Module 1 Lesson 6 before
they talk about the importance
of turning challenges to
opportunities.
3. Let them:
• give examples to support
their argument and use
logical or emotional appeal
for their audience to believe
them.
• end up their speech with a
strong position that restates
their stand and calls their
audience to action.
• assign one member of the
group to pose as a speake
persuading others to agree
with them.
4. Give comments and
suggestions on how to
enhance a persuasive speech.
98
Small
group
work
Small
group
work
Help the learners to demonstrate their
understanding of the target concepts
and English language communication
presenting a short but
Final task is the part of the skills by
powerful
persuasive
essay on turning
module that addresses the
challenges
to
opportunities.
performance standard.
Final Task
Pedagogy:
99
Assessment:
•
GRASPS-based
assessment criteria
100
Whole
class
work
they read the nine entries in
the box. (See Module 1 Lesson
6.)
2. Make them read and follow the
instructions (Refer to Module
Lesson 6) before they will check
their responses against the
basic steps to follow in writing
a persuasive essay (refer to
Module 1 Lesson 6).
Task 7C. Steps in Writing a
Persuasive Essay
1. Let them follow the steps
in choosing a subject. (See
Module 1 Lesson 6)
2. Ask them to begin writing the
thesis statement/issue/point of
concern.
3. Make them begin this way:
I believe we should_________
or Have you ever thought
of____________ or
strongly believe we will
______________.
4. Let them write nonstop (for 10
minutes) the first draft of their
persuasive essay.
5. Remind them to use special
expressions or opinion signals.
6. Let them add an interesting
question, quotation or an
anecdote.
7. Make them give reasons, add
examples and use them as
supports.
8. Have them summarize their
main reasons.
9. Let them do the
Sharing
through the EQS (Encourage,
Question and Suggest) Refer to
Module 1 Lesson 6.
10. Invite them to praise, give
comments, ask questions and
make suggestions.
101
Small
group
work
11. Make them suggest ways on
how to make others agree on
what they believe on.
12. Let them use the following
rubrics as their guide.
5
Individual
work
1 Total
Focus/Content
(states a clear
position at
the beginning
until the end
of thework;
topic captures
the reader’s
attention)
Persuasive
Techniques
(uses strong
and effective
persuasive
techniques and
details support
the thesis and
the stand of the
writer)
Pair work
Development /
Organization
(has strong
organizational
plan; has
logically
arranged
statements
from the most
important tothe
least important
or vice versa;
develops the
topic thoroughly
with examples
and supports)
Clarity of ideas
(presents clear
and sound
arguments and
evidences)
102
5
1 Total
Emphasis has
interesting
and attention
grabbing
introduction,
strong conclusion
that includes a
call to action
Language
Mechanics and
Convention
(displays minor
error in spelling,
punctuation,
grammar and are
they varied in
structure?
Total
Legend:
Rating - Description
5
4
3
2
1
Excellent
Very Impressive
Convincing
Developing/Acceptable
Beginning
103
Individual
work
My Treasure
This part of the module
sums up all the essential
understandings one must
draw out of this lesson. It is
important that answers are
authentic in as much as the
word “MY” implies that this
part of the lesson is where
the students develop a
sense of ownership.
Individual
work
Materials:
104
Post Test in Grade 10 ENGLISH
Module 1
Directions: Read each item carefully and follow directions as indicated. Write the
A.central claim
B. evidences C. conclusion D. technique
1. restates the argument and expresses a call to action
2. the statement that asserts what the writer/speaker wants the reader/
listener to believe on or to do
3. contains the reasons, examples,statistics, opinions used to support a point
of view or stand
B. Special Terms
Directions: Match each term in column B with the most appropriate
description in column A.
A B
___5. Fallacy
particular culture, is basically religious and
___6. Myth
serves to explain a belief, a mysterious
persuasive technique
105
Intensive and Reflexive Pronouns
Directions: Determine whether each underlines word is used as an intensive or
pronoun.
16. The main point of the article is best expressed in sentence no.___.
A. 1
B. 2
C. 5
D.10
A. connotation
B. denotation
C. opposite D. symbol
essay
106
20. The passage is an example of a/an _______.
A. anecdote
B. opinion
C. reasons D. statistics
supported by ___.
A. facts
B. opinion
C. reasons D. statistics
22. The strongest evidence used by the writer to support his opinion about
A. 3
B. 6
C. 7
D. 9
A. emotion
B. moral
C. reason
D. both A and C
26. The writer’s attitude toward inner strength is best describe as _____.
A. express a feeling
C. reveal the truth
B. give an advice
D. win other’s approval
28. The last five lines of the poem express more of a/an ______.
A. call to validation C. inspiration
B. humility D. invitation
107
Directions: Read the following passage carefully, and copy the letter of the word
or
Anonymous
1
FACE IT, nobody owes you a living.
5
but you can choose your own direction.
9.
You can change anything in your life
13
Are the real winners in life.
17
And never think it’s too late or too early to begin.
29. The word in the poem which is the opposite of “help” is ______.
A. direction C. overcome
B. obstacles D. relative
A. begin
B. change
C. meet
D. overcome
31. As hinted in the poem, the author has a/an _________ attitude in life.
A. come what may C. negative
B. indifferent D. positive
A. admiration B. criticism
C. inspirational D. pride
33. The feeling that the writer intends us to have toward life is __________.
A. contentment
B. courage
C. hope
D. joy
34. The word in the poem that gives the best hint to the mood it evokes is
________.
A. carved
B. changed
C. guarantee D. overcome
108
Part III Process
Logical Organization
Directions: Arrange the following sentences logically to form a coherent paragraph.
and discipline.
___37. B. We must do real work, and show to the world what we are made of.
look into.
Composition Writing (Nos. 41-50)
Directions: Choose a position on a current issue relating to your school, city or
country
about which you have strong feeling, opinion or stand. Imagine you are invited to
speak
before the leaders of your city or municipality as well as their constituents.
Develop a
persuasive paragraph for your speech manuscript that gives your opinion about your
chosen topic in which you take a stand. Take note that your purpose is to get
others to
argue with your view. Remember to use effective supports like examples, facts,
personal
experiences, observations or statistics as evidence and persuasive techniques to
persuade
them on the validity of your claim or stand. See if it can alter your audience’s
perspective
about the issue. You will be given ten (10) points for this task.
109
POST TEST IN GRADE 10 ENGLISH
Levels of
Assessment
KNOWLEDGE
ITEM
SKILLS to be
Assessed
Writing/Speaking
•
1. restates the
argument and
expresses a call to
action
2. the statement that
asserts what the
writer/speaker wants
the reader/listener to
believe on or to do
3. contains the reasons,
examples, statistics,
opinions used to
support a point of
view or stand
4. catchy hook
5. fallacy
6. myth
7. persuasive essay
8. thesis statement
9. Mav: Is this a
challenge I must
face?
10. Sol: Of course, you
need to accept that
as part of the bargain.
11. Mav: I don’t believe
I will do it now. After
all I’m not yet ready
for it.
12. Sol: I believe you can
do it if you try
13. The Greeks
themselves felt at
home with human
Gods.
14. They knew how they
amused themselves
even in banquets.
15. Even Hera, the jealous
wife herself could be
feared.
Identifying
the most
important
elements in
persuasive
writing/
speaking
Identifying
special
terms in
persuasive
writing
Grammar
•
•
MODULE 1
Identifying
modals
Identifying
intensive
and
reflexive
pronouns
110
Correct
answer
1. C
2. A
3. B
4. C
5. D
6. A
7. E
8. B
9. C
10. B
11.D
12.A
13. I
14.R
15.I
UNDERSTANDING
Reading and
Literature
• I n f e r r i n g
the
main
point of the
passage
Vocabulary
• Giving
denotative
and
connotative
meaning of
words
111
18. B
19.C
20.B
•
Determining
the
audience
Drawing
conclusions
21.A
Analyzing
elements
and
techniques
in
persuasion
112
24.C
25.D
26. An effective
persuasive
technique used
by the author to
emphasize his point
is through appealing
to ______.
A. emotion
B. moral
C. reason
D. both A and C
27. The fallacy committed
in Sentence no.7 is
_______.
A.attacking
the person
B. bandwagon
C. hasty
generalization
D. plain folks
•
Inferring
sensory
impressions
26. C
27. A
28.A
29.A
Analyzing
poetic
devices,
tone,
mood, and
purpose
of the
author
113
30.D
31. The tone of the poem 31. C
is more of _______.
A. admiration
B. criticism
C. inspirational
D. pride
32. The feeling that the 32. C
writer intends us to
have toward life is
_________.
A.contentment
B. courage
C. hope
D. joy
33. The word in the
poem that gives the 33.C
best hint to the mood
it evokes is _____.
A. carved
B. changed
C. guarantee
D. overcome
34. The
predominant 34.C
poetic device used
in the
poem is
___________.
A. alliteration
B. metaphor
C. paradox
D. personification
PROCESS
Writing
•
A. Because we started
35. C
it all,
only we
can correct it by
having humility and
discipline
Logical
organization
of ideas in
a persuasive
paragraph
B. We must do real
work, and show to 36. D
the world what we
are made of.
114
•
Paragraph
composition
employing
basic
elements
and
techniques
in
persuasion
115