English Grade 10 TG Unit 1 1 PDF

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Celebrating Diversity through

World Literature
English
Teacher’s Guide
This book was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email
their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education
Republic of the Philippines
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Celebrating Diversity through World Literature – Grade 10
English - Teacher’s Guide
First Edition 2015
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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
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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 self-
actualizing, 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.
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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 life-
based 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.
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TABLE OF CONTENTS
MODULE 1: Overcoming Individual Challenges
Lesson 1: Discovering Personal Challenges 3

Lesson 2: Building Up Defenses 20
Lesson 3: Capitalizing on Strengths and Weaknesses 35
Lesson 4: Dealing with Personal Challenges 52
Lesson 5: Winning Over Individual Challenges 69
Lesson 6: Turning Challenges to Opportunities 84
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Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
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K to 12 Curriculum Guide
ENGLISH
December 2013
(Grade 10)
K to 12 BASIC EDUCATION CURRICULUM
THE FRAMEWORK
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I. PHILOSOPHY AND RATIONALE
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 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.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
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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.
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.
1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
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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.
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.
Successful language learning involves viewing, listening, speaking, reading and writing activities 5. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of
non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop
functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to
reflect on and critically analyze their own use of language and the language of others.
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An effective language arts and multiliteracies curriculum satisfies the following principles 6.
1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in
school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language 7.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
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2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
III. NEEDS OF THE LEARNERS : THE CONTEXT
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.
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.
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.
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
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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.
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.
IV. OUTCOMES
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.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules, and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-
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cultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence
styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multiliteracy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using
texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange meaning in
our society while professional literacy links with the notion of literacy for school or the workplace.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
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.
IV. CONCEPTUAL FRAMEWORK
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.
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 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.
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Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
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).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking, creative thinking, and metacognition) allowing students to make meaning through
language.
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 1: Language Learning Process
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.
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.
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.
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
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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).
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.
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.
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.
COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
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environments – as well as the social, economic, historical, and political environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written, and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts
such as tables of contents, headings, indexes, forewords, and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information
and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.
COMPONENT 3: Making Meaning through Language
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.
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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.
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 revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education.
This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to learn and that
teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.
Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √ √ √
10. Vocabulary Development √ √ √ √ √
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11. Reading Comprehension
11.1 schema & prior knowledge
11.2 strategies √ √ √
11.3 narrative text
11.4 informational text
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √
14. Study Strategies √ √ √ √ √

Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
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Spelling
Writing and composition
Grammar awareness and structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language, literacy and

literature
Study strategies
Viewing
Coherence with the Basic Education Program 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
goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.
COMPONENT 4: Holistic Assessment
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
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Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
2. A holistic view of language
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.
3. An integrative view of learning
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.
4. Developmental appropriateness
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.
5. Multiple referencing
Assessment entails obtaining information about the learner from numerous sources and through various means.
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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.
Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education
Content Standards Performance Standards at the end of Grade 3
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
Oral Languages in English
experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge 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
Phonic and Word Recognition
combinations, affixes and contractions
Fluency Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting Write legibly in manuscript or cursive writing
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 Demonstrate grammatical awareness by being able to read, speak and write correctly
Grammar Awareness and Structure
 Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts
Reading Comprehension and Study Strategies
Use of Content and Prior
Activate prior knowledge conceptually related to text and establish a purpose for reading
Knowledge
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively
KEY STAGE STANDARD
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning
using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
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GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate
and grammatically correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively.
GRADE 10
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD 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.
PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
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LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia-13.9: EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27:
Determine the effect Get information that 1.4/2.4: Differentiate 14.2: Explain 12.1: Identify Identify the factors Use reflexive and
of textual aids like can be used in Determine how formal from how the features of of public speaking intensive pronouns
advance organizers, everyday life from connected events informal elements specific persuasive texts
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1 titles, non-linear news reports, contribute to the definitions of to a selection
illustrations, etc. on speeches, informative totality of a words build its theme
the understanding of talks, panel material viewed
a text discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib-13.9: EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use

Determine the effect Determine the 1.4/2.4: Differentiate Explain how the 12.1: Identify Describe and reflexive and
of textual aids like implicit and explicit Determine how formal from elements specific features of interpret the ethics intensive pronouns
advance organizers, signals, verbal, as connected events informal to a genre persuasive texts of public speaking
titles, non-linear well as non-verbal, contribute to the definitions of contribute to the
illustrations, etc. on used by the speaker totality of a words theme of a
the understanding of to highlight significant material viewed particular literary
2
a text points selection
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
RC LC VC V WC F G
LT
Literature
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic-13.9: EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
Determine the effect Determine the 1.4/2.4: Differentiate Explain how the 12.2: Formulate a Describe the words and
of textual aids like implicit and explicit Determine how formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as connected events informal to a genre opinion or assertion effective public emphasize a point
titles, non-linear well as non-verbal, contribute to the definitions of contribute to the speaking
illustrations, etc. on used by the speaker totality of a words theme of a
3 the understanding of to highlight significant material viewed particular literary
a text points selection
EN10LT-Ic-
2.2.2: Explain
the literary
devices used
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id-25: EN10V-Id-13.9: EN10LT-Id-2.2: EN10WC-Id- EN10OL-Id- EN10G-Id-26: Using
Determine the effect Single out direct and Express insights Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like indirect signals used based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, by a speaker presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear material viewed definitions of contribute to the sample public
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illustrations, etc. on words theme of a speaking situation
4 the understanding of particular literary
a text selection
EN10LT-Id-
2.2.2: Explain
the literary
devices used
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie-25: EN10V-Ie-13.9: EN10LT-Ie-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the Express insights Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear speaker to attract and material viewed definitions of contribute to the EN10WC-Ie- sample public
illustrations, etc. on hold the attention of words theme of a 12.3: Compose a speaking situation
the understanding of the listener particular literary persuasive text of
5 a text selection three paragraphs
expressing one’s
EN10LT-Ie- stand on an issue
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
RC LC VC V WC F G
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Literature
EN10RC-If-21: EN10LC-If-14.2: EN10VC-If-25: EN10V-If-13.9: EN10LT-If-2.2: EN10WC-If-12.3: EN10OL-If- EN10G-If-3.6: Use
Compare new insights Determine the roles Express insights Differentiate Explain how the Compose a 3.16.1: Employ the modals
with previous of discourse markers based on the ideas formal from elements specific persuasive text of techniques in public
learnings (e.g. conjunctions, presented in the informal to a genre three paragraphs speaking in a
gambits, adverbs) in material viewed definitions of contribute to the expressing one’s sample public
signaling the words theme of a stand on an issue speaking situation
functions of particular literary
6 statements made selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC-Ig- EN10V-Ig-13.9: EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations 1.5/2.5: Draw Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text of techniques in public
learnings conclusions based informal influenced by three paragraphs speaking in a
7
on the materials definitions of culture, history, expressing one’s sample public
viewed words environment, or stand on an issue speaking situation
other factors
xxiv
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC-Ih- EN10V-Ih-13.9: EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for 1.5/2.5: Draw Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ the modals
with previous songs, poems, and generalizations and formal from and differences persuasive text of techniques in public
learnings other listening texts conclusions based informal of the featured three paragraphs speaking in a
8
on the materials definitions of selections in expressing one’s sample public
viewed words relation to the stand on an issue speaking situation
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC-Ii- EN10V-Ii-13.9: EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use

Compare new insights Examine how spoken 1.5/2.5: Draw Differentiate Evaluate Compose short 3.16.1: Employ the modals
with previous communication may generalizations and formal from literature as a persuasive texts techniques in public
learnings be repaired or conclusions based informal way of using a variety speaking in a
9
enhanced on the materials definitions of expressing and ofpersuasive sample public
viewed words resolving one’s techniques and speaking situation
personal conflicts devices
10 Culminating Activity
SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD 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.
PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
RC LC VC V WC F G
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Literature
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
xxv
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, definitions
texts and vice-versa meaning from the the material viewed definitions to a selection essays intonation, etc.
listening text taking into account build its theme
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
versa taking into account the material viewed definitions to a selection intonation, etc.
the speaker’s purpose taking into account build its theme
its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speaker’s purpose is effectiveness of the operational the elements and techniques of Use the correct grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an sound of English definitions
the material viewed genre contribute argumentative when delivering
taking into account to the theme of a claim impromptu and
3 its purpose particular literary extemporaneous
selection speech
EN10LT-IIc-
2.2.1: Express
appreciation for
sensory images
used
RC LC VC V WC F G
LT
Literature
EN10SS-IId-1.5.2: EN10LC-IId- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed 3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in prejudice in the technical and the elements Acknowledge correct sound of grammar in making
terms of accuracy, material viewed operational specific to a citations by English when definitions
validity, adequacy, definitions genre contribute preparing a delivering
and relevance to the theme of a bibliography impromptu and
4 particular literary extemporaneous
selection speech
EN10LT-IId-
2.2.2: Explain
the literary
devices used
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use

Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the correct words and
the author’s purpose listening in problem prejudice in the technical and the elements conventions to stance and proper expressions that
solving material viewed operational specific to a indicate stage behavior as affirm or negate
definitions genre contribute acknowledgement deemed necessary
to the theme of a of resources EN10OL-IIe-
particular literary 2.6.2: Establish
5 selection eye contact
EN10LT-IIe-
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2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf- EN10OL-IIf-3.8: EN10G-IIf-28: Use

Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how 1.6.6: Use Observe the correct words and
explicitly and listening in problem prejudice in the operational the elements quotation marks or stance and proper expressions that
implicitly stated solving material viewed definitions specific to a hanging stage behavior as affirm or negate
information genre contribute indentations for deemed necessary
to the theme of a direct quotes EN10OL-IIf-
particular literary 2.6.2: Establish
6
selection eye contact
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
RC LC VC V WC F G
LT
Literature
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give 2.3: Draw 1.6.5: Use in-text Demonstrate words and
explicitly and prejudices experiences as technical and similarities and citations confidence and expressions that
implicitly stated scaffold to the operational differences of the ease of delivery affirm or negate
7 information message conveyed definitions featured
by a material selections in
viewed relation to the
theme
EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28:

Evaluate text content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate Use words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
and properties using generalizations and scaffold to the operational influenced by essay ease of delivery affirm or negate
8
a set of criteria exaggerations message conveyed definitions culture, history,
by a material environment, or
viewed other factors
EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use
xxvii
Evaluate text content, Determine Use previous Give technical and Evaluate Compose an Make and deliver words and
elements, features, unsupported experiences as operational literature as a argumentative impromptu and expressions that
and properties using generalizations and scaffold to the definitions vehicle of essay extemporaneous affirm or negate
a set of criteria. exaggerations message conveyed expressing and speeches with ease
9 by a material resolving and confidence
viewed conflicts between
and among
individuals or
groups
THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
CONTENT STANDARD 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.
PERFORMANCE STANDARD The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
RC LC VC V WC F G
LT
Literature
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how 14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements ideas using correct stage effectively
elements of the synthesize, and covered in the definitions of specific to a principles of stance and
selection evaluate information material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) to expand, review, or to the theme of a coherence giving a roast and a
xxviii
1 update knowledge particular literary toast and when
selection paying tribute to
EN10LT-IIIa- someone in a
2.2.1: Express eulogy
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of underlying Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
or overarching issue important points from based on the ideas expanded the elements variety of correct stage effectively
concerning human less important ones in presented in the definitions of specific to a informative, stance and
experience (moralist) a text listened to materials viewed words genre contribute persuasive, and behavior when
to the theme of a argumentative giving a roast and a
2
particular literary writing techniques toast and when
selection paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy
the literary
devices used
RC LC VC V WC F G
LT
Literature
EN10RC-IIIc-22.3: EN10LC-IIIc-3.14: EN10VC-IIIc-10: EN10V-IIIc- EN10LT-IIIc- EN10SS-IIIc-1.6: EN10OL-IIIc-5: EN10G-IIIc-31:
Power struggles of Summarize important Evaluate the 13.9: Give 2.2.3: Determine Show respect for Employ the Use pronouns
characters (Marxist) points discussed in information expanded tone, mood, intellectual property appropriate effectively
the text listened to contained in the definitions of technique, and rights by prosodic features of
material viewed in words purpose of the acknowledging speech
terms of accuracy author citations made in
3
and effectiveness the critique
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in significance of a definitions of elements specific property rights by giving a roast
the text listened to. material viewed words to a selection acknowledging
EN10LC-IIId-3.18: build its theme citations made in
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4 Get different the critique
viewpoints on various EN10SS-IIId-
local or global issues 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently and Raise questions to 13.9: Give Explain how a Show respect for 3.9:Use the correct Use structures of
selection to the creatively to the text clarify issues expanded selection may be intellectual property and appropriate modification
historical context during listened to covered in the definitions of influenced by rights by language when
which it was produced material viewed words culture, history, acknowledging giving a toast or a
5
(historical) environment, or citations made in tribute to someone
other factors the critique and when
EN10SS-IIIe- delivering welcome
1.6.5: Use in-text and closing
citations remarks
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf- EN10LT-IIIf-3: EN10SS-IIIf- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints 13.9: Give Explain how a 1.6.3: Use the correct and Use structures of
the selection to the soundness of an based on the ideas expanded selection may be Acknowledge appropriate modification
6
reader (reader- argument presented in the definitions of influenced by sources by language when
response) materials viewed words culture, history, preparing a giving a toast or a
environment, or bibliography tribute to someone
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LT
Literature
other factors and when
delivering welcome
and closing
remarks
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg- EN10OL-IIIg- EN10G-IIIg-30:
Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate 14: Compose an 1.10: Deliver Use structures of
the selection to the songs, poems, plays, information expanded literature as a independent special speeches modification
reader (reader- etc. contained in the definitions of source of wisdom critique of a chosen like toast and roast
response) material viewed in words in expressing and selection speeches, tributes,
terms of accuracy resolving welcome and
7 and effectiveness conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT-IIIh- EN10WC-IIIh- EN10OL-IIIh- EN10G-IIIh-30:
Identifying textual Describe the Disclose the 13.9: Give 2.3: Draw 14: Compose an 3.11: Produce the Use structures of
details that affirm or emotional appeal of a personal expanded similarities and independent sounds of English modification
refute a claim listening text significance of a definitions of differences of the critique of a chosen correctly and
8
material viewed words featured selection effectively
xxx
selections in
relation to the
theme
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi- EN10LT-IIIi- EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal expanded literature as a independent special speeches modification
listened to significance of a definitions of source of wisdom critique of a chosen like toast and roast
material viewed words in expressing and selection speeches, tributes,
resolving welcome and
9 conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
CONTENT STANDARD
how to use the language of research, campaigns and advocacies.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
RC LC VC V WC F G
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Literature
EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9: EN10G-IVa-32:
Use locational skills to Listen to simplify, Compare and Get familiar with 2.2: Explain how 14.1.1: Expand Use appropriate Observe the language
xxxi
gather information reorganize, contrast the technical terms the elements ideas using language when of research,
from primary and synthesize and contents of the used in research specific to a principles of campaigns, and
delivering
secondary sources of evaluate information materials viewed genre contribute cohesion and advocacies
information to expand, review, with outside to the theme of a coherence campaign
1 or update knowledge sources of particular literary speeches.
information in selection
terms of EN10LT-IVa-
accessibility and 2.2.1: Express
effectiveness appreciation for
sensory images
used
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC-IVb- EN10OL-IVb- EN10G-IVb-32:
Get vital information Get different Compare and Get familiar with 2.2: Explain how 14.1.2: Use a 3.8.1: Show Observe the language
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and of research,
on the internet local or global issues contents of the used in research specific to a informative, politeness when campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and delivering advocacies
Distinguish the with outside to the theme of a argumentative campaign speeches
2
important points from sources of particular literary writing techniques
less important ones in information in selection
any listening text terms of EN10LT-IV-b-
accessibility and 2.2.2: Explain
effectiveness the literary
devices used
RC LC VC V WC F G
LT
Literature
EN10SS-IVc-1.8: EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS-IVc- EN10OL-IVc-3.8: EN10G-IVc-32:
Synthesize essential Get different 29:Appraise the Get familiarwith 2.2.3: Determine 1.6.3: Demonstrate the Observe the language
information about a viewpoints on various unity of plot, technical terms tone, mood, Acknowledge appropriate stage of research,
chosen issue local or global issues setting and used in research technique, and sources by stance and campaigns, and
3 EN10LC-IVc-16.1: characterization in purpose of the preparing a behavior when advocacies
Distinguish the a material viewed author bibliography persuading others
important points from to achieve the in a campaign
less important ones in writer’s purpose speech
any listening text
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT-IVd- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts from Summarize important 29:Appraise the Get familiarwith 2.3: Draw 1.6.4: Use writing 3.11: Produce the Observe the language
beliefs points discussed in unity of plot, technical terms similarities and conventions to sounds of English of research,
the text listened to setting and used in research differences of the acknowledge correctly and campaigns, and
4
characterization in featured sources effectively advocacies
a material viewed selections in
to achieve the relation to the
writer’s purpose theme
EN10RC-IVe-15.1: EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: EN10OL-IVe-5: EN10G-IVe-32:
Evaluate the accuracy React intelligently and Assess one’s Get familiar with 21: Evaluate Compose a Use the correct Observe the language
of given information creatively to the text viewing behavior technical terms literature as an research report on prosodic features of of research,
listened to used in research instrument to a relevant social speech campaigns, and
5 express and issue advocacies
xxxii
resolve conflicts
within, between,
and among
societies
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the language
the set of details seek clarifications on elements that make technical terms how the ideas using prosodic features of of research,
issues discussed in up reality and used in research elements specific principles of speech campaigns, and
the text listened to fantasy affect to a selection cohesion and advocacies
viewing habit build its theme coherence
6 EN10WC-IVf-
14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
RC LC VC V WC F G
LT
Literature
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the language
the set of details soundness of an contrast the technical terms selection may be Acknowledge appropriate of research,
argument contents of the used in research influenced by sources by multimedia campaigns, and
materials viewed culture, history, preparing a resources that advocacies
7 with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness sources
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT-IVh- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with 2.3: Draw Compose a Deliver self- Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and research report on composed of research,
etc. characterization in used in research differences of the a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed featured issue Speeches on advocacies
Describe the to achieve the selections in Advocacies, Social
emotional appeal of a writer’s purpose relation to the Issues and
xxxiii
listening text theme Concerns
EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi-21: EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

Distinguish between Summarize important Evaluate how the Get familiar with Evaluate Compose a Deliver self- Observe the language
general and specific points discussed in elements that make technical terms literature as an research report on composed of research,
statements the text listened to up reality and used in research instrument to a relevant social Campaign campaigns, and
fantasy affect express and issue Speeches on advocacies
9
viewing habit resolve conflicts Advocacies, Social
EN10VC-IVi- within, between, Issues and
30:Assess one’s and among Concerns
viewing behavior societies
CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
First Entry EN4
Fluency F
Grade Level Grade 4
Grammar G
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
Component/ Topic
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
Quarter First Quarter I Phonological Awareness PA
*Zero if no specific quarter
xxxiv
Lowercase Letter/s Reading Comprehension RC
*Put a hyphen (-) in between
Week Week six f Spelling S
letters to indicate more than a
specific week
Study Strategies SS
-
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
Arabic Number Competency 2.5
appropriate grammatical
structures Writing and Composition WC
Teacher’s Guide
ENGLISH GRADE 10
Program Standard:
The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade Level Standard:

The learner demonstrates communicative competence through his/her
understanding of literature and other text types for a deeper appreciation of World
Literature, including Philippine Literature.
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:
Theme:
Beginnings of Oral Tradition (Myths
Overcoming Challenges
& Legend)
Classical Tradition
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.
Reminders to the Teacher:

The strategies for executing the lessons are merely suggestive, not prescriptive.
You are free to modify the procedures which are appropriate for your learners.
Bear in mind that the learning competencies are non-negotiable.
Matrix of Essentials
No. of Language/Grammar Enabling

Sub Theme
Lesson Focus Activities
Discovering Personal Using Reflexive Deliver a concise

1
Challenges Pronouns oral report
Make a quality
Using Intensive
2 Building Up Defenses brochure on
Pronouns
building defenses
Capitalizing on Modals Expressing

Present a catchy
3 Strengths and Ability, Possibility, and
ad campaign
Weaknesses Probability
Create an
Dealing with Personal Special Expressions
4 impressive photo
Challenges Emphasizing a Point
essay
Participate in
Winning Over Modals expressing a quick but
5
Individual Challenges obligation, necessity meaningful panel
discussion
Compose a short
Modals expressing but powerful,
Turning Challenges to
6 futurity, willingness persuasive text
Opportunities
(Culminating
Activity)
2
Module 1
Lesson 1
Sub-theme: Discovering Personal Challenges
Enabling
Tasks
Reading/Literary Text Language/Grammar Focus (leading to
Culminating
Task)
Oral Report
ICARUS & DAEDALUS
Reflexive Pronoun about Cyber
by Nick Pontikis
Bullying
Instructional/Learning Plan
WIPS
Phase of the lesson Activities/Tasks
Provision
Your Journey
This part of the lesson Invite the students to read the Whole
is composed of two Introduction (Module 1 Lesson 1) class
paragraphs. The first for them to get an overview of where
paragraph provides a short they are headed to and to be aware of
and vivid introduction of the the desired result; that is, for them to
lesson and the discussion demonstrate understanding of how to
of the sub theme which deal with personal challenges.
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 Allow the students to go over the Individual

This part of the following objectives for them to focus work
module provides the more on the target concepts, language
competencies. Remember communication and literary skills:
that the objectives: • determine the effect of textual
• are taken from the aids on the understanding of
Curriculum Guide the text.
(CG) • get information from various
text types that can be used in
everyday life.
3
determine how connected
• address the events contribute to the totality
enabling of a material viewed.
knowledge
and skills to • differentiate formal from
be developed informal definitions of words.
to achieve the • explain how the elements
content and specific to a selection build its
performance theme.
standard • identify features of persuasive
• clarify expectations texts.
in terms of what • identify factors of public
the students speaking
should know, • use reflexive pronouns.
understand and be
able to do Remind them that the expected output
in this lesson is a quality Oral Report
This part of the lesson about Cyber Bullying and the criteria
also informs the learners for assessment will be verbal skills,
of the enabling activity. non-verbal skills and content of the
presentation.
Ask the students if they have questions
and/or clarifications about the rubrics.
Ask the students if they are ready to
proceed to the next phase of the lesson
as part of assessment as learning.
Invite the students to work on the pre-
Your Initial Tasks requisites to check their background
Pedagogy: knowledge, and to prepare them for
In presenting this part of the development of their target skills
the module, the teacher through the following tasks/activities:
should be able to:
Task 1. Blocks that block
• diagnose and Explain to the students that each block Small group
activate prior represents a saying or well-known discussion
knowledge; phrase.
• hook and engage
learner’s interest; Have them identify what is being asked
• ask questions; by each block.
encourage
Tell them to write their answers on their
student questions;
notebooks.
welcome tentative
responses as
Process the activity using the following
guide to further
questions:
exploration; and
1. What is your overall impression
about the phrases above?
4

2. How do they reflect realities in
• clarify the learners’
life?
expectations and
how learning shall Task 2. You’ve Got a Friend
Small group
be assessed by Ask the students to remember the time
discussion
presenting the when they were weak and low.
enabling activity Allow them to fill out the balloons with
and the rubrics. their experiences in life that have to do
with their responses in Task 1.
Assessment:
Let them share their work with their
• All the activities classmates.
in this phase
are diagnostic in
questions:
nature. Scores
1. What can you say about the
must be recorded
activity?
to help the
2. How did you feel when you have
teacher plan
to recall all those experiences?
the succeeding
3. Did you have fear in sharing
lessons and not to your experiences with the class?
grade the students. Why?
• All answers are
tentative and must Task 3. Watch and Learn!
be written on their Allow the students to watch the video Small group
notebooks for carefully and answer the following discussion
reference. questions for processing:
1. Who is the main character in the
story?
2. What is the story all about?
3. What are the personal
challenges of the character are
highlighted in the video?
4. How would you compare
yourself to the character in the
video?
5. What insights have you gained
from the video?
Task 4. “I think”
Allow the students to use the table found Small group
in the LM to jot down their answers to discussion
the three questions.
Process the activity.
Ask them if they are ready to proceed to
the next phase of the lesson as part of
assessment as learning.
5
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
to help the students: Let the students answer the questions Whole class
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,
and revise Share inputs on the following:
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
interest); Before asking the students to read the
text, inform them to specifically answer
• ask questions
the following questions:
for them to
construct their own • How does Icarus get himself into
meanings and a difficult situation?
• provide a variety of • How did Icarus escape from
learning resources Crete?
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
nature. Scores Task 5.2 Anticipation-Reaction Guide
must be recorded Ask the students to accomplish the
Whole class
for instructional Story Anticipation-Reaction Guide found
decision not to in the LM using the following steps:
grade the students. 1. Before reading – read the
statements and check the
column that corresponds to
their answer of agreement or
disagreement.
6
• Refer the students 2. After reading – review their
back to the answers and indicate in the last
tentative answers column whether they were right
they have written or wrong.
on their notebooks
Task 6. Vocabulary Spinner
for them to validate
whether Ask the students to play the vocabulary
their
tentative answers spinner by spinning the wheel and give
are correct or not.the synonym, antonym, and function of
each word use in a sentence or give the
This process is important definition of the following words:
in validating, rethinking • comfortable
and revising their • overlapping
understanding. • plunged
• hurtled
• vengeful
Before reading the text, ask the
students to answer the following
guide question “How would personal
challenges make you a better person?”
Give students enough time to reflect on
the question.
Provide the students with copies of

the text Daedalus and Icarus by Nick
Pontikis
Ask them to read the text. Let them

deal with the breakers (the questions
in the boxes) to enrich their reading
experience.
Task 7. Flight and Light

Ask the students to answer the
following comprehension questions on
their notebooks.
1. Who hired Daedalus?
2. What did Daedalus design to
hold the Minotaur?
3. What did Daedalus invent to
help them escape from the
Labyrinth?
4. What did he warn Icarus not to
do?
5. What happened to Icarus?
7
Check their answers. Allow the students
to interact with each other.
Task 8. What’s Going On?
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?
Task 9. Digging Deeper

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?
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.
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.
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.
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, half-
bull. 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.
Your Discovery Tasks Task 16. Men Under Lens

Pedagogy: Ask the students to do the following:
Individual
Remember that the A. Make a list of all the personal Work
discovery tasks allow the challenges Icarus and Daedalus
students to enrich learning needed to overcome in the text.
by contextualizing, B. Pick out the personal challenges
localizing, and of the two characters the students
differentiating instruction. have also undergone in their lives.
11
Your main target in this Processing the activity using the
phase is to provide them following questions:
the understanding of 1. What do the similarities of your
content as applied to a personal challenges in life and
variety of context. those of Daedalus and Icarus
Here is where the teacher tell? What new discoveries did
associates the theme you find?
to the learners personal 2. How do you compare the
experience and it should similarities of your personal
therefore, provide them challenges in life and these of
the opportunity to answer Daedalus and Icarus?
the essential questions
raised at the beginning of Task 17. In your Own Words
the lesson. Remind the learners that Daedalus Individual
tried to make Icarus pay attention to his Work
Assessment: instructions, but Icarus got excited and
didn’t obey the rules.
All the activities in this Then ask them to do the following in 1
phase are formative in whole sheet of paper.
nature and must not be • Write an essay about a safety
recorded but graded as rule that you think is important
bases for instructional to people but often ignored by
decision whether to them because it ruins their fun.
proceed to the next activity • Try to convince your readers
or facilitate another activity that they really should obey this
depending on the needs of safety rule.
your learners.
Process the activity. Highlight the
Refer the students back value of safety rules. Integrate risk
to the tentative answers and disaster reduction management
they have written on their concepts.
notebooks to validate
whether their tentative Task 18. Imprint in Print
answers are correct Allow the students to look in today’s Individual
or not. This process is paper for a story about an engineering Work
important in validating, solution to a problem. This could be
rethinking and revising anything from coordinating traffic lights
their understanding. to avoiding local flooding problems to
At the end of this phase, developing a new type of space craft.
just before doing the final
This is integrated in Science and
task, the teacher may
Technology by asking the students to
provide a summative
create a chart showing the problem,
test (pen-and-paper or
the solution and what basic tools and
authentic task) to sum up
forces are involved.
12
Remember that the phase Process the activity. Emphasize the
operate in the premise that value of careful planning.
performance standards
are done only if the content Task 19. Design
standards are addressed Remind the learners that Daedalus is Individual
and fully understood. This an engineer and designed two very work
summative test is recorded different inventions in this story.
and graded. Ask the students to make a library/
internet research of careers in the field
of engineering on the following aspects:
1. Types of engineering careers
2. How much each type earns
3. What qualifications each type
would require.
Share your answer with the class. This
task could be given as an assignment
and discussed the next day.
Task 20. Dealing with Personal

Challenges
Introduce the personal challenges the Individual
class have discovered from Icarus and work
Daedalus.
Ask them how would they deal

with these challenges if they are to
encounter them.
1. Abuse of power
2. Self Destruction
3. Foolishness
4. Lack of contentment
5. Aggressiveness
6. Hard headedness
7. Impetuousness
8. Hostility
9. Addiction
10. Boastfulness
11. Egocentricity
12. Procrastination
13. Compulsiveness
14. Envy
Accept varied responses. Allow the
students to interact with each other.
13
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.
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.
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.
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
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) [Logical-
Mathematical]
• 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 Individual
weaknesses. work
• 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] Small group
• 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.
Task 27. My Purpose

Ask the students to create their
Personal Mission Statement for them to
discover their purpose. In writing their
mission statements, let them begin by
completing the chart found in the LM.
Considering the answers to those
questions, ask the students to draft a
personal mission statement.
16
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.
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?

value of empathy.

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 Emphasize to the learners that they have Individual

Pedagogy: been informed about their final task for work
this quarter a short but persuasive text.
Final task is the part of the A concise Oral Report on the Causes/
module that addresses the Effects of Cyber Bullying, would help
performance standard. you prepare for such performance at
Since this is the final task the end of the quarter
of Lesson 1, the task is
referred to as “enabling Present the rubrics. Ask them if there
task” or “enabling activity. are needed clarifications.
This enabling activity Allow the students to craft their own

forms a scaffold to the rubrics as part of assessment of
succeeding activities to learning.
17
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 Ask the students to read the lines

below:
This part of the module Individual
sums up all the essential “Personal challenges help one become work
understandings one a better person.Recognizing that these
must draw out of this challenges are inevitable would help
one become better prepared for life.”
lesson. It is important
that answers are authentic Using the lines as stimulus, provide
inasmuch as the word them with enough time to revisit all the
“MY” implies that this part activities they have done in the lesson
of the lesson is where the before completing the open –ended
students develop a sense questions.
of ownership.
18
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
Enabling Tasks
Reading / Literary Text Language/Grammar Focus (leading to
Culminating Task)
Brochure
THE GORGON’S HEAD
on Building
from ancient Greece Intensive pronouns
Defenses Against
by Anne Terry White
Discrimination
WIPS
Phase of the lesson Activities/Tasks
Provision
Your Journey Invite the students to read the

This part of the lesson introduction (Module 1 Lesson Whole class
is composed of two 2) for them to get an overview of
paragraphs. The first where they are headed to and to
paragraph provides a short be aware of the desired result;
and vivid introduction of the that is, for them to demonstrate
lesson and the discussion understanding of how to deal with
of the subtheme which is personal challenges.
“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.
Your Objectives
This part of the Allow the students to go over the Individual work
module provides the following objectives for them to
competencies. Remember focus more on the target concepts,
that the objectives: language communication and
literary skills:
• are taken from the • determine the effect
Curriculum Guide of textual on the
(CG) understanding of the text;
20
• address the • get information from
enabling various text types that can
knowledge be used in everyday life;
and skills to be • determine how connected
developed to events contribute to
achieve the content the totality of a material
and performance viewed;
standard • explain how the elements
• clarify expectations specific to a genre
in terms of what the contribute to a theme
students should of a particular literary
know, understand selection;
and be able to do • express appreciation for
sensory images used;
This part of the • describe and interpret the
lesson also informs the ethics of public speaking
learners of the enabling week; and
activity. • use intensive pronouns.
Remind them that the expected

output in this lesson is a quality
Brochure on Building Defenses
Against Discrimination and
the criteria for assessment will
organization, graphics, ideas and
conventions.
Ask the students if they have

questions and/or clarifications
about the rubrics.
Ask the students if they are ready

to proceed to the next phase of
the lesson as part of assessment
of learning.
Your Initial Tasks Task 1. What am I?

Pedagogy: 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; 3. I am a game you play in

encourage a court and all you is to
student questions; shoot. What am I?
welcome tentative 4. I am what you wear when
responses as things get blur. What am
guide to further I?
exploration; and 5. I once protected China
• clarify the learners’ from invaders, now I am a
expectations and wonder for visitors. What
how learning shall am I?
be assessed by
presenting the • Put all your answers
enabling activity together to come up with
and the rubrics. the answer to this riddle.
What “D” is built for protection?
Assessment:
• All the activities • The first one to give the

in this phase correct answer wins.
are diagnostic in
nature. Scores Use this activity to build schema
must be recorded
to help the Task 2. Discrimination Check
teacher plan the Ask the students if they
succeeding lessons have already experienced
and not to grade discrimination at home, in school,
the students since among your peers etc. Have
teachers have them prepare a list of all of their
no inputs in this responses using the table (refer Pair
phase. to LM). Allow them to:
• All answers are • Share and compare their
tentative and must lists with a partner.
be written on their • Add items from others’
notebooks for lists to one’s own list.
reference. Use this activity to elicit prior
knowledge
Task 3. Mirror, Mirror

Allow the students to share
strategies on how they have
combated discrimination.
Ask them to pair up, and reflect
on these questions:
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 Individual work
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
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.
as learning.
Your Text 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
• make sense as the learners’ guide in reading
of information, the text.
develop, reflect, Highlight the author:
rethink, validate,
Anne Terry White (1896), who
and revise
was born in Russia, has worked
understandings of
as a teacher, a social worker, and
the lesson;
a translator of Russian literature.
• check for
understanding; Amongst her most-loved tale is
provide feedback; the “Gorgon’s Head”
check against Provide inputs on oral tradition:
content standard
(content to
content);
• assess student’s
skills (checking
learner’s learning
progress and
interest);
24
• ask questions for It is the manner in which Whole class
them students to information is passed from one
construct their own generation to the next in the
meanings and absence of writing or a recording
• provide a variety of medium. In the days before near-
learning resources universal literacy, bards would
sing or chant their people’s
stories.
Assessment:
They employed various
• All the activities (mnemonic) techniques to aid in
in this phase their own memory and to help
are formative in their listeners keep track of the
nature. Scores story. This oral tradition was a
must be recorded way to keep the history or culture
for instructional of the people alive, and since it
decision not to was a form of story-telling, it was
grade the students a popular entertainment.
since teachers As they read the Myth, ask
have to give inputs them to look for the heroic
in this phase. qualities of Perseus and the
• Refer the students personal challenges he has
back to the to overcome to acquire “the
tentative answers gorgon’s head”.
they have written
on their notebooks Let them accomplish the Story
for them to validate Anticipation Guide in the LM.
whether their The teacher must also emphasize
tentative answers the following:
are correct or 1. Before reading, mark
not. This process whether the students
is important agree or disagree with the
in validating, statement.
rethinking and
revising their 2. After reading, fill in the
understanding. column with the page
number where they
found their answer in the
statement.
Then ask the following questions

for processing:
Where you correct? If not, what
did you learn?
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.
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
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.
of learning.
Your Discovery Tasks Provide inputs on Discrimination:

Pedagogy: Discrimination is the unequal
Remember that the treatment provided to one
discovery tasks allow the or more parties on the basis
students to enrich learning of a mutual accord or some
by contextualizing, other logical or illogical reason.
localizing and
differentiating instruction. Task 16. Award in the Ward
Examine the editorial cartoon Whole class
Your main target in this found in the LM. Ask them to
phase is to provide them share responses.
the understanding of Processing the activity using the
content as applied to a following questions:
variety of context.
1. What is the cartoon all
Here is where the teacher about?
associates the theme 2. What kind of discrimination
to the lerners’ personal is shown in the cartoon?
experience and it should 3. What would you do if you
therefore provide them the are in the show of the one
opportunity to answer the discriminated?
essential questions raised 4. What would you do if you
at the beginning of the have the power to change
lesson. this scenario
30
Assessment: Task 17. Different and Singled
Out Individual work
All the activities in this Ask the students to work in
phase are formative groups. As a group, they will
in nature and must be identify specific scenarios where
recorded but not graded discrimination is happening.
as bases for instructional Accomplish the chart found in the
decision whether to LM.
proceed to the next activity
depending on the needs of Process the activity
your learners.
Task 18. Caps Locked
Refer the students back There are situations that would Small Group
to the tentative answers challenge the students to make
they have written on their use of their specific strength.
notebooks to validate Each cap below represents a
whether their tentative strength one need to use in
answers are correct or not. deciding how to go about the
This process is important situation described in the LM.
in validating, rethinking Examine the situation and
and revising their complete the colored caps chart
understanding. that follow.
At the end of this phase, White Cap – is the optimistic

just before doing the final cap that sees all the positive and
task, the teacher may bright sides of the situation.
provide a summative Black Cap – is the pessimist
test (pen-and-paper or cap and sees nothing but the
authentic task) which sums disadvantages of the situation.
up the content standards.
Remember that the phase Yellow Cap – is the creative cap
operate in the premise that and sees the creative and out-of-
performance standards are this-world side of the situation.
done only if the content
standards are addressed Red Cap – is the emotional
and fully understood. This cap and expresses nothing but
summative test is recorded feelings about an issue
and graded. Blue Cap – is the rational cap
and judges situations based on
facts and obvious evidences.
31
Task 19. Creating a Personal
Goal
Invite the students to read the Individual work
stimulus “Building up defences
is like creating a personal
goal. Each defence is critical in
achieving success.”
Using the organizer found in the
LM, ask the students to create
a personal goal for the next five
years.
To process the activity, invite the
students to go back to the motive
question before reading “The
Gorgon’s Head”.
Now is the time to answer
the question: How do I build the
best defences against challenges
to acquire the best quality of life
possible for me?
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 Task 20. Your Brochure

Pedagogy: Remind them that they have Individual work
been informed at the beginning
Final task is the part of the of the lesson that they are to
module that addresses the create a quality brochure that
performance standard. would feature their own defenses
Since this is the final task against discrimination.
of Lesson 2, the task is
referred to as “enabling Ask them that they can now start
task” or “enabling activity. crafting their brochure. You can
make use of internet sources for
This enabling activity forms important information to make
a scaffold to the succeeding their work substantial.
activities to equip the
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
teacher wishes to
do modifications or
improvisations)
Assessment:
• GRASPS-based
assessment criteria
My Treasure When you build defenses,

you are minimizing the risk of
This part of the module encountering future problems. Individual work
sums up all the essential Through these defenses, you
understandings one must learn how to cope with the
draw out of this lesson. It is changing time and turn each
important that answers are challenge into something
authentic inasmuch as the beneficial.
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
Enabling Tasks
Reading / Literary Text Language / Grammar Focus (leading to
Culminating Task)
Information
Ad (TV, radio
or print) that
ORPHEUS by Alice Low Modals would campaign
on capitalizing
strengths and
weaknesses
Phase of the lesson Activities/Tasks WIPS Provision
Your Journey Invite the students to read the Whole class

This part of the lesson introduction (Module 1 Lesson
is composed of two 3) for them to get an overview of
paragraphs. The first where they are headed to and to
paragraph provides a short be aware of the desired result;
and vivid introduction that is, for them to demonstrate
of the lesson and the understanding of how to deal with
discussion of the subtheme personal challenges.
which is “Capitalizing
on One’s Strengths and
Weaknesses”. The second
understanding one should
draw out of this lesson.
Your Objectives Allow the students to go over the

This part of the following objectives for them to
module provides the focus more on the target concepts,
competencies. Remember language communication and
that the objectives: literary skills.
35
• are taken from the • determine the effect of
Curriculum Guide textual aids like advance
(CG) organizers on the Individual work
• address the understanding of a text
enabling knowledge • determine the implicit and
and skills to explicit signals, verbal, as
be developed well as non-verbal, used
to achieve the by the speaker to highlight
desired content significant
and performance • express insights based
standard on ideas presented in the
• clarify expectations material viewed
in terms of what • differentiate formal from
the students should informal definitions of
know, understand words
and be able to do • explain how the elements
specific to a genre
This part of the lesson contribute to the theme
also informs the learners of of a particular literary
the enabling activity. selection
• formulate a statement of
opinion or assertion
• describe techniques in
public speaking
• use words and
expressions that
emphasize a point
Remind them that the
expected output in this lesson is a
quality Information Ad (TV, radio
or print) that would campaign
on capitalizing strengths and
weaknesses and the criteria for
assessment will be concept,
design and visuals and copy
quality.
Ask the students if they have
questions and/or clarifications
about the rubrics.
Ask the students if they are
ready to proceed to the next
phase of the lesson as part of
assessment of learning
36
Your Initial Tasks Invite the students to work on
Pedagogy: the pre-requisites to check their
background knowledge, and to
In presenting this part of the prepare them for the development Small group
module, the teacher should of their skills on the target through discussion
be able to: the following tasks/activities:
• diagnose and
activate prior Task 1. Boy-Girl Power
knowledge; Make them visualize the strengths
of a boy and a girl and how can
• hook and engage
they make use of these strengths
learner’s interest;
to solve the problem which is
• ask questions;
to successfully come out of
encourage student
the box. Relate it to the theme
questions; welcome
capitalizing on one’s strengths and Small group
tentative responses
weaknesses. Ask the following discussion
as guide to further
processing questions:
exploration; and
• clarify the learners’ 1. What qualities of Joaquin
expectations and have you identified? How
how learning shall about Cristina?
be assessed by 2. In what way could these
presenting the qualities help them escape
enabling activity from the box?
and the rubrics. 3. How does the web help you
sort boys’ characteristics
Assessment: from the girls? Could you
think of other organizers
that would best fit the
• All the activities
purpose?
in this phase
4. Do you think we could
are diagnostic in
interchange the qualities
nature. Scores
of Joaquin and Cristina?
must be recorded
What would interchanging
to help the
their qualities imply?
teacher plan the
succeeding lessons
Gender Advocacy and
and not to grade
Development is integrated in this
the students since activity, and the teacher may also
teachers have no ask other questions relating the
inputs in this phase. topic to the activity.
• All answers are
tentative and must Interchange the names of
be written on their Joaquin and Cristina and ask
notebooks for students for reactions.
reference. Use this activity to motivate.
37
Task 2. Let it Go!
Ask the students to view or listen Small group
to the song entitled “Let it Go” discussion
from the movie FROZEN.
Before listening to the song, Small group
present a concept map of the discussion
words Implicit and explicit on the
board to clarify them of what they
are expected to do in the activity.
Ask them to determine implicit Individual work
and explicit signals from the lyrics
that are used by the singer to
highlight significant points. Ask
the following questions:
1. What is the song all
about?
2. What explicit and
implicit signals used by
the singer to highlight
significant points have
you indentified?
3. How do these signals help
add value to the lyrics and
over all meaning of the
song?
Remember that all the students’
responses in the initial tasks are
tentative/initial answers and the
teacher must, therefore, accept
all the answers.
Task 3. What are you made of?

Ask the students to revisit the
objectives. The objectives will tell
the students what topics are to be
expected for discussion.
Considering the goals of the
module. Ask them to etch
everything that they know about
the topic on the stone tablet, all
that they are not sure in the quill
and all that they still want to know
in the pencil.
38
Use this activity to build schema
and diagnose prior knowledge
of learning.
Your Text Pre-reading:
In this part of the module,
the teachers must be able Task 4. Mystery Words
Present the task using a chart Whole class
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
content); Before reading the text, ask the
• 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
Assessment: Repeat the process until Whole class
• All the activities everyone is done reading.
in this phase
- (Silent Reading) Ask
are formative in
the student to read the
nature. Scores
story silently. Ask them to
must be recorded
pause every two minutes
for instructional
to organize the sequence
decision not to
of the story in their minds.
grade the students
You may use the breakers
since teachers
(questions inside the box)
have to inputs in
for these purpose.
this phase.
• Refer the students After reading, they may answer
back to the the following questions
tentative answers 1. What is the greatest
they have written strength of Orpheus? How
on their notebooks about his weakness?
to validate whether 2. What effect does Orpheu’s
their tentative music have on people and
answers are correct gods? Cite two examples
or not. This process in the text.
is important 3. Why does Orpheus decide
in validating, to rescue his wife from the
rethinking and underworld?
revising their 4. Why does Orpheus look
understanding. back to see if Eurydice is
following him?
5. What reasons might the
gods have for allowing
Orpheus and Eurydice to
be reunited?
6. Explain why the gods put
a condition on permitting
Orpheus and his bride to
return to earth.
7. What main characteristic
of this text makes it a
myth?
8. To whom does Orpheus
owe his talent? Why
was he able to win the
sympathy of the gods?
9. In what situations were
the gods willing to help
humans?
40

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.

of learning.
Your Discovery Tasks To begin with this phase, provide

Pedagogy: the students with inputs on movie
adaptations. Please refer to the
Remember that the learner’s module for this purpose.
discovery tasks allow The teacher may add inputs if
the students to enrich necessary.
learning by contextualizing,
localizing and Task 8. Piece of Pi
differentiating instruction. Ask the students to view the 2012 Whole class
Your main target in this film adaptation of Life of Pi by
phase is to provide them Yann Martel. While watching, ask
the understanding of them to take note of the important
content as applied to a details in the movie.
variety of context. Ask them to answer the following
questions:
Here is where the teacher
associates the theme to 1. In his introductory note
the learners’ personal Yann Martel says, “This
experience and it should book was born as I was
therefore provide them the hungry.” What sort of
opportunity to answer the emotional nourishment
essential questions raised might Life of Pi have fed
at the beginning of the to its author?
lesson. 2. Pondicherry is described
as an anomaly, the former
capital of what was once
French India. In terms of
storytelling, what makes
this town an appropriate
choice for Pi’s upbringing?
42
Assessment: 3. Yann Martel recalls
that many Pondicherry
All the activities in this residents provided him
phase are formative with stories, but he was
in nature and must be most intrigued by this tale
recorded but not graded because Mr. Adirubasamy
as bases for instructional said it would make him
decision whether to believe in God. Did Pi’s
proceed to the next activity tale alter your beliefs
depending on the needs of about God?
your learners. 4. Early in the novel, we
discover that the narrator
Refer the students back majored in religious studies
to the tentative answers and zoology, with particular
they have written on their interests in a sixteenth-
notebooks to validate century Kabbalist and
whether their tentative the admirable three-toed
answers are correct or not. sloth. In subsequent
This process is important chapters, he explains the
in validating, rethinking ways in which religions
and revising their and zoos are both steeped
understanding. in illusion. Discuss some
of the other ways in which
At the end of this phase, these two fields find
just before doing the final unlikely compatibility.
task, the teacher may 5. Pi’s full name, Piscine
provide a summative Molitor Patel, was inspired
test (pen-and-paper or by a Parisian swimming
authentic task) which sums pool that “the gods would
up the content standards. have delighted to swim in.”
Remember that the phase The shortened form refers
operate in the premise that to the ratio of a circle’s
performance standards are circumference divided
done only if the content by its diameter. Explore
standards are addressed the significance of Pi’s
and fully understood. This unusual name.
summative test is recorded 6. How would the novel’s
and graded. 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.
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
Remind the students that at the end Individual work
Pedagogy:
of the quarter, they are to compose
a short persuasive text using a
Final task is the part of the
variety of persuasive techniques
module that addresses the
and devices.
performance standard.
But since this is the final Remind them also that in this
task of Lesson 3, the task is particular module, the enabling
referred to as “enabling task” activity would be an Information Ad
or “enabling activity. Campaign.
This enabling activity forms Tell them that the succeeding tasks
a scaffold to the succeeding will walk them through the process
activities to equip the learners of making the Info Ad Campaign.
with skills in performing the Task 13. Ad Type Cast
culminating activity or the Ask the students to recall as many
performance standard for TV commercials as they can. Then
the first quarter. analyze the commercials using the
Teachers should bear in following questions:
mind that this phase: 1. Do only boys play with
• serves as enabling action toys?
task for the 2. Do only girls use kitchen
main product/ appliances?
performance at the 3. Do only women cook food?
end of each module; 4. Is one gender depicted in a
• includes tasks superior role?
that are essential
for learners’ After the presentation, process
development; the activity using the following
• is based on real questions.
teacher wishes to
do modifications or
improvisations)
48

Assessment: 1. Which ad is the most
sexist? Least sexist?
• GRASPS-based 2. What implication does it
assessment criteria make on capitalizing one’s
strength and weaknesses?
3. How would this help
you in crafting your own
information ad campaign?
Task 14. Ask a Professional

Ask them to speak to the school
nurse/doctor/dentist about some
advertising claims. Example
questions could be: Is one medicine
better than another? Does some
toothpaste make your teeth whiter?
Ask the students to present some
of their works to the class.
Process the activity using the
following questions:
1. What do these claims tell
about advertising?
2. How would this information
help you in crafting your
own information ad
campaign?
Task 15. Past Forward

Ask the students to make a
research about a person or group
of people whose advocacies are to
make people self-reliant (strengths
and weaknesses). Be sure to
include responses to the following
questions:
• What was this person or
group fighting for?
• What were some of the
efforts they used for
achieving social justice?
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?
Task 16. Thanks for the Ad!
Allow the students to draw
inspiration from Task 14.
Ask them to make their own
Information Ad (TV, radio or
print) that would campaign
on capitalizing strengths and
weaknesses.
Present the rubrics. Ask them if
there are needed clarifications.
Allow the students to craft
their own rubrics as part of
assessment of learning.
Allow the students to present their
outputs in the class.
Provide feedback.
My Treasure Ask the students to read the lines
This part of the module below:
sums up all the essential “In order to capitalize your
understandings one must strength, you first have to know
draw out of this lesson. It is what your strengths are and for
important that answers are what purpose are you intending
authentic inasmuch as the to use them. Recognizing
word “MY” implies that this yourweaknesses will give more
part of the lesson is where meaning to your strengths. If you
the students develop a can transform your weaknesses
sense of ownership. into strengths and opportunities,
you can never go wrong.”
Using the lines as stimulus,
provide them with enough time
to revisit all the activities they
have done in the lesson before
completing the open–ended
questions.
50
Materials:
1. Instructional aids (photos, rubrics)
2.Technology Aids (computer, internet, television, movies DVD)
References:
http://www.youtube.com/watch?v=iEKLFS-aKcw. Published December 13
51
Module 1
Lesson 4
Sub-theme: Dealing with Personal Challenges
Enabling Tasks
Reading / Literary Text Language / Grammar Focus
(leading to
Culminating Task)
Compose an
ARACHNE translated by Special expressions emphasizing
impressive photo
Olivia Coolidge a point
essay
Instructional / Learning Plan

WIPS
Phase of the lesson Activities/ Tasks
Provision
Your Journey
This part of the lesson Invite the students to read the introduction
is composed of two (Module 1 Lesson 4) for them to get an
paragraphs. The first overview of where they are headed to
paragraph provides a short and be aware of the desired result; that is,
and vivid introduction of the for them to demonstrate understanding
lesson and the discussion of how to deal with personal challenges.
of the subtheme which 1. Emphasize to them that they
will have a lot of opportunities to
is “Discovering Personal Whole class
improve in the target concepts,
Challenges”. The second
language communication and
literary skills. They will find the
need to deal with personal
challenges.
2. Motivate them to answer the BIG
understanding one should Question: How do I deal with
draw out of this lesson. personal challenges? (Accept
tentative answers.)
Your Objectives For the learners to focus on the target Individual

This part of the module concepts, language communication and work
provides the competencies. literary skills, set time for them to read
Remember that the the following objectives:
objectives: • draw generalizations and
• are taken from the conclusions based on the
Curriculum Guide material viewed (EN10VC-
(CG) 1h-1.5/2.5)
52
• address the
enabling knowledge • compare new insights with
and skills to previous learnings (EN10RC-
develop/achieve 1g-21)
the desired content • make generalization (EN10LC-
and performance 1g-8.7)
standard • give meanings of words through
• clarify expectations using dictionary and/ or context
in terms of what clues (EN10V-1d-13.9) Individual
students should • explain how tone and mood work
know, understand contribute to the theme of the
and be able to do myth (EN10LT-1f-2.2.3)
• use special words / expressions
This part of the lesson also that emphasize points
informs the learners of the (EN10G-1e-26)
enabling activity. • use factual and opinion based
statements as supports in
persuasive writing (EN10WC-
1d-12.2)
• employ examples as supports Individual
in public speaking (EN10OL- work
1e-3.16.1)
• select, organize, produce visuals
and graphics to complement
and extend the meaning of a
photo essay (EN10WC-1e-12.3)
• compose a short persuasive text
expressing one’s stand on an
issue. (EN10WC-1e.12.3)
Remind them that they are expected

to present an impressive photo essay
emphasizing how they can deal with
personal challenges. The rating of
the photo essay will be based on the
following criteria: visuals /graphics, text
representations/captions, organization
and impact.
Your Initial Tasks

Pedagogy:
Invite the students to work on the pre-
In presenting this part of the requisites to check their background
module, the teacher should knowledge, and to prepare them for the
be able to: development of their skills on the target
• diagnose and concepts through the following tasks/
activate prior activities:
knowledge;
53

• hook and engage
learner’s interest; Task 1. Picture Perfect Individual
• ask questions; 1. Create interest by asking them work
encourage student to look closely at the drawing of
questions; welcome (a grade 10 student grappling
tentative responses up the steps leading to the
as guide to further entrance of the dark, cold,
exploration; and slippery and gloomy cave), and
• clarify expectations relate it to the theme: dealing
and how learning with personal challenges. Small group
2. Instruct them to answer the
shall be assessed
guide questions (refer to Module
by presenting the
1 Lesson 4) (Accept varied
enabling activity
answers).
and the rubrics. Pair work
3. Make them read the quotation
and relate the picture’s message
Assessment: before they will form groups of
• All the activities five, and talk about what they
in this phase are have in common. (Responses
diagnostic in nature. may vary.)
Scores must be
recorded to help Task 2. A Puzzling Trial Triads
1. Ask them to form dyads and
the teacher plan the
think about a problem, a trial or a
succeeding lessons
challenge they have experienced
and not to grade the
that really puzzled them.
students.
2. Remind them to follow
the directions in their LM.
All answers are tentative (Responses may vary)
and must be written
on theirnotebooks for Task 3. Three Controls
reference. 1. Let them form triads, and list
at least three questions about
personal challenges that they
hope to answer in this lesson.
2. Make them take turns in sharing
these questions, in finding what
they have in common, and then
check them against this essential
question: How do I deal with
personal challenges? (Accept
tentative answers.)
54
Task 4. Setting Expectations Individual
Remind them to use the essential
work
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, Lead the students to explore, process,
the teacher must be able to illustrate, and crystallize their knowledge Small group
help the students: to get a deeper understanding of the target work
• make sense concepts, language communication and
of information, literary skills. Let them do the following
develop, reflect, differentiated, integrated and interactive
rethink, validate, activities/ tasks.
and revise
understandings of Task 5. SGDA (Small Group
the lesson; Differentiated Activities) The
• check for Golden Door Small group
understanding; 1. Instruct them to form small work
provide feedback; groups of eight, and to read
check against “ARACHNE” a myth from Ancient
content standard Greece, as translated by Olivia
(content to content); Coolidge.
2. Remind them to work on their
skills (checking
assigned task and to share
learner’s learning
their ideas, thoughts, and
progress and
experiences with the class.
interest);
• ask questions to Group 1: Word Finders
enable the students 1. Ask the learners to look for
to construct their difficult/unfamiliar words in
own meanings/ the selection, and clarify the
understandings and meaning of each through using
• provide a variety of a dictionary or context clues.
learning resources 2. Process the learners’ answers.
Expected/possible answers
eg. 1.) obstinacy – stubbornness
2.)gorgeous – beautiful
3.)strive – do your best
4.) descend – originate
5.) etc.
3. Give feedback
55
Assessment:
• All the activities Group 2: Image Makers
in this phase 1. Give the learners a set of
are formative in questions for them to identify
nature. Scores the tone and the mood of the
must be recorded selection. Small group
for instructional 2. Make them read “Arachne” work
decision not to translated by Olivia Coolidge
grade the students. then discuss the answers to the
• Refer the students questions (See Module 1 Lesson
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.
Group 3: Justifiers
1. Provide the learners a set of
questions for them to focus on Small group
character traits, conflict and how work
it is resolved, and the message
of the selection.
2. Let them discuss the answers
to the questions (see Module 1
Lesson 4).
Expected answers to question
number
56
Small group
1.) Arachne’s pride
work
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 Small group
to the questions (see Module 1 work
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

• fantastic details (magic
becomes realistic) Small group
• verisimilitude (life like quality) work
• 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 Whole
the title “Arachne” relates to the class
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
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.
Possible responses: Individual
Conjunctions: however, as work
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 Small group
and review with them other work
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.
Here are some commonly used
expressions emphasizing points
persuasively: In my opinion, in most
cases, I believe, I suppose, As far as I’m
concerned, Speaking for myself, etc.
C. Blissful
1. Ask them to pair up and take
turns in answering the questions Pair work
(see Module 1 Lesson 4).
for nos. #1–3 (answers may
vary).
3. Give feedback
D. Comfort Zone
1. Invite them to reflect on this Individual
question: Do you believe in work
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
Your Discovery Tasks
Invite the students to reinforce, prove,
Pedagogy:
extend, enriched and enhance their
Remember that your understanding of the target language
discovery tasks allow communication and literary skills and
the students to enrich of dealing with personal challenges
learning by contextualizing, by getting involved in meaningful,
localizing and differentiating challenging and real - life tasks.
instruction.
Activity Ideas
Your main target in this Task 7. SGDA for Beyond Text - Real
phase to provide them the Life Extension. Small group
understanding of content Invite the students to form four groups work
as applied to a variety of and draw lots.for a task to work on.
context. Remind them to share their ideas,
thoughts, and experiences with the
Here is where the teacher class.
associates the theme to
Group 1: Thematic Funny Home Movies
the personal experience or Videos
of the learner and should 1. Ask them to recall examples
therefore provide them of funny or exciting movies
the opportunity to answer or videos they have watched.
the essential questions Relate the theme of “Arachne”to
established at the beginning the movies or videos in focus or Small
of the lesson. watch “Never Give Up in Life” (a group
truly inspirational video). work
2. Invite them to talk about the
similarities and effects of the
movies/videos on their lives.
Focus on dealing with personal
challenges.
3. Require them to report back to
class and share thoughts with
other groups. (Responses may
vary.)
4. Give comments and
suggestions.
Group 2: The Best Advice

1. Let them list down problems that
young people meet in dealing
with challenges. One of them
will pose as guidance counsellor
and the rest as troubled young
people.
61
Assessment:
All the activities in this phase
are formative in nature and
must not be graded but 2. Then, make them present The
must be recorded as bases Best Advice from a guidance
for instructional decision counsellor in the form of a skit.
whether to proceed to to (Responses may vary)
the next activity or insert 3. Give comments and
another activity depending suggestions. Small group
on the needs of your work
learners. Group 3: Power Play
1. Make them identify and talk about
Refer the students back a controversial issue (subject in
to the tentative answers the news or in personal life) that
they have written on their is related to a personal challenge
notebooks to validate they feel strongly about, or one
whether their tentative that they want to ignore and
answers are correct how they would help others see
or not. This process is their point of view.
important in validating, 2. Have them share and consolidate
rethinking and revising their their ideas.(Responses may
understanding. vary)
3. Give comments and suggestions. Small group
At the end of this phase,
just before doing the final Group 4: Fact + Opinion = The Best work
task, the teacher may Way to Deal with Challenges
provide a summative 1. Invite them to write a journal on
test (pen-and-paper or the effects of life’s challenges
authentic task) to sum up on them, and identify which of
the content standards. these challenges they are facing
Remember that the phase now.
operates in the premise 2. Make them present them with
that performance standards factual recounts of incidents as
are done only if the content supports.
standards are addressed 3. Remind them to explain what
and fully understood. This challenge they expect to find and
summative test is recorded will try to resolve successfully.
and graded. Then, share and consolidate
their ideas. (Responses may
vary).
4. Give comments and suggestions.
62
Final Task Invite the students and guide them in
Pedagogy: 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
is referred to as “enabling 1. Prepare your students on their Whole
task” or “enabling activity”. major task for this lesson, which class
is to produce an impressive
This enabling activity forms photo essay.
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.
• serves as enabling 3. Advise them to bear in mind some
task for the grand ideas for the production of
main product/ their photo essay by following
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
improvisations). A. Connect and Decide
1. Instruct the learners to think Small group
Assessment: about and list the five most work
• GRASPS-based important things they would
assessment criteria want to do in facing or dealing
with personal challenges.
63
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 Small
consider these points as well: group
• Which is most liked? work
• 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
Remarkable/Influential Character
Inventory
Rank Character Qualities Attitude Small

group
Athena work
Orpheres
3. Make them highlight three

outstanding or dominant
character traits that help them
resolve personal conflict and let
them consider their differences
and similarities.
Outstanding/Dominant
Character Traits
Character Similarities Differences
1.
2.
3. Small
group
C. Unlimited
work
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
3. Remind them to provide a catchy Small
and meaningful title to the photo group
essay, explain its significance. work
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 Small
the texts, and the main idea. group
5. Let them edit, refine, and polish work
their work as they use the
following rubrics as guide.
5 4 3 2 1 Total
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
5 4 3 2 1 Total
Impact
(convinces the
audience to
accept the ideas
and moves them
to action)
Total
Legend:
Rating – Description
5 - Excellent
4 - Very Impressive
3 - Impressive
2 - Needs Revision
1 - 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
1. Invite the students to summarize,
reflect and focus on the essential
This part of the module points of the lesson that they Individual
sums up all the essential enjoyed, found helpful, and work
understandings one must would like to work further on.
draw out of this lesson. It is 2. Let them keep a record of all of
important that answers are these, then add their answers to
authentic inasmuch as the the questions (refer to Module 1
word “MY” implies that this Lesson 4).
part of the lesson is where 3. Finally, make them write their
the students develop a responses in their journal.
sense of ownership.
67
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
Enabling Tasks
Reading/Literary (leading to
Language/Grammar Focus
Text Culminating
Task)
1. How Odin Lost
Participate in
His Eye retold
a short but
by Catherine F.
meaningful
Sellew Modals indicating obligation and
panel discussion
2. Comfort from necessity
on winning
The Koran
over personal
translated by
challenges
N.J. Dawood
Phase of the lesson WIPS
Activities/Tasks
Provision
Your Journey
This part of the 1. Motivate the students to read
lesson is composed the introduction (refer to Module
of two paragraphs. 1 Lesson 5 ) in order to get an
The first paragraph overview of where they are
provides a short and headed to and be aware of the
vivid introduction of desired result as they explore
the lesson and the the theme of winning over the
discussion of the
challenges for a more fulfilling
subtheme which is Whole
life.
“Discovering Personal
2. Emphasize to them that they class
Challenges”. The
will have a lot of opportunities
second paragraph
to improve the target concepts,
provides an overview of
language communication, and
the lesson and asks the
enduring question that literary skills as they can find ways
sums up the enduring in facing these challenges
understanding one squarely.
should draw out of this 3. Invite them to give tentative
lesson. answer to the BIG Questions:
69
How important is winning over
your challenges?
In what ways can winning over

these challenges prepare you for
a more fulfilling life? Whole
class
(Accept tentative answers)
Your Objectives
This part of the
Guide the learners to focus more on the
module provides
target concepts, language communication
the competencies.
and literary skills by asking them to read
Remember that the Individual
and reflect on the following objectives:
objectives: work
• compare new insights to previous
• are taken from
learning (EN10RC-1f-21)
the Curriculum
• show appreciation for
Guide (CG)
songshighlighting how to win over
• address the
challenges (EN10LC-1h-14.3)
enabling
• draw conclusions based on
knowledge
the material viewed (EN10VC-
and skills
1g-1.5/2.5)
to develop/
• use formal and informal definition
achieve
to clarify the meaning of words
the desired
(EN10V-1g-13.9)
content and
• compose a persuasive text
performance
expressing one’s stand on an Individual
standard;
issue (EN10WC-1g-12.3) work
• clarify
• use modals indicating obligation
expectations in
and necessity (EN10G-1g-3.6)
terms of what
• analyse how characterization
the students
contribute to the effective
should know,
development of the theme
understand and
(EN10LT-1e-2.2)
should be able
• stress the importance of winning
to do. This part
over challenges (EN10WC-
of the lesson
1d-12.2)
also informs
the learners of
Remind them that they are expected to
the enabling
participate in a short but meaningful
activity.
panel discussion on winning over
personal challenges. It will be based
on the following criteria: focus, clarity
of ideas, persuasive techniques used,
response to questions asked, and
language convention.
70
Your Initial Tasks Invite the learners to work on the pre-
requisites 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. Small
• diagnose and For three minutes, they will think group
activate prior back and list down personal work
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 Triad
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
3. Make them list down questions
All answers are tentative about winning over personal
and must be written challenges that they still have. Individual
on their notebooks for Remind them to check each work
reference. against this essential question:
Considering today’s context, what
can we possibly do to win over
challenges?
4. Invite them to give tentative
answers to the essential question.
Individual
Task 3. Tune In work
1. Invite the learners to listen to
“Roar” by Katy Perry, and find
out what it says about challenges.
2. Ask them to list down words
and expressions that relate to
ways they deal with challenges
and share with partner what the
invitation of the song is all about.
Task 4. Looking forward

Invite them to use the essential question
as a focal point, project and jot down
what they believe are necessary to learn.
( Accept tentative answers).
Your Text
In this part of the Lead the students to explore, process,
module, the teachers illustrate,and crystallize their knowledge
must be able to help the to get a deeper understanding of the
students: target concepts, language communication
• make sense and literary skills through the following
of information, differentiated, integrated and interactive
develop, activities/ tasks.
reflect, rethink,
validate, Task 5. SGDA - Understanding the Text
and revise 1. Invite them to read, “How Odin Small
understandings Lost His Eye” as retold by group
of the lesson; Catherine F. Sellewand form work
• check of small groups of six to work on
understanding; the assigned tasks.
provide 2. Remind them to share ideas,
feedback; check thoughts, and experiences with
against content the class. Process the learners’
standard answers.
(content to
content);
72
• assess Group 1: Vocabulary Hunt
student’s skills 1. Instruct the learners to look
(checking Small
for difficult words found in the
learner’s group
selection “How Odin Lost His
learning work
Eye” and to use a dictionary to
progress and find their denotative meaning,
interest);
then give their own understanding
• ask questions
of each (connotative meaning).
to enable the
2. Make them follow the instructions
students to
in their Learning Module 1 Lesson
construct their
5 and remember to process the
own meanings/
understandings
learners’ answers.
and; (Possible answers: 1. snarl –dirty
• provide a look, 2. forge-imitate, 3. roar- yell,
variety of 4.raven- black bird, etc.)
learning 3. Give feedback.
resources. Group 2: The Power of C2 (Conflict
Assessment: and Character)
• All the activities 1. Make the learners focus on conflict
Small
in this phase and character in “How Odin Lost
group
are formative His Eye” through discussing the
work
in nature. answers to the questions (see
Scores must Module 1 Lesson 5) and write
be recorded these conflicts on the chart.
for instructional 2. Guide them during the discussion
decision not and clarification of these possible
to grade the answers for the question.
students. 1.) Which to prioritize, duty to his
• Refer the family (his son) or duty to his
students back people?
to the tentative Entries in the conflict chart: phrases or
answers they sentences that express his
have written on
their notebooks Duty to his family Duty to his people
(particularly to his son) Small
to validate
a.“To give in his a.“One eye group
whether their
tentative son would be like was a small work
answers are giving up life and all sacrifice to win
correct or not. that was wonderful knowledge of
This process around him”. how to help
is important them”.
in validating, etc.___________
rethinking and etc.__________
revising their
understanding.
73
For questions nos. 2 & 3 (accept varied
responses).
2.) Yes, it does because it shows
how strong-willed he has Small
been. group
3.) Courageously, he sacrificed work
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.
3. Give feedback.
Group 3: Lasting Virtue

1. Provide the learners with Small
questions for them to focus on how group
the ending prove the importance work
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 - all-
father attitude, being wise, Small
doing sacrifices for others group
b. behavior condemned by work
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
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 Small
1. Ask them to point out which of group
these ways (refer to Module 1 work
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).
Group 6: Winning Appeal
1. Make them recall how the myths, Small
legends, tales and other stories group
they have encountered in class work
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).
Task 6. Language Line Small
Ask the students to do the following group
activities/tasks: work
A. Sense of Value
1. Ask them to form a triad and read
75
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. Small
Possible answers to the question group
number work
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 Triad
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
Pair
they ought to weed out. work
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
how to win over challenges, and
use appeal to reason or emotion
they have learned. Individual
3. Remind them to use modals. work
(Answers may vary).
4. Give feedback.
Your Discovery Tasks

Pedagogy: Invite the students to crystallize, prove,
extend, enrich, and enhance their
Remember that your understanding of the target language
discovery tasks communication and literary skills. They
allow the students have to show how to deal with personal
to enrich learning challenges positively, through getting
by contextualizing, involved in meaningful, challenging and
localizing and real-life tasks.
differentiating
instruction. Task 7.
Group 1: Striking Lines
Your main target in this Small
1. Ask the learners to form six
phase to provide them group
groups, and work on their
the understanding of work
assigned task.
content as applied to a 2. Remind them to share ideas,
variety of context. thoughts, and experiences with
Here is where the the class.
teacher associates the 3. Invite the learners to reread
theme to the personal “How Odin Lost His Eye”, and
experience of the choose memory lines (strong
learner and should lines or language that are striking
therefore provide them /memorable)
the opportunity to a. Remind them to explain how
answer the essential these lines can help them
questions established win over challenges in life.
at the beginning of the (Responses may vary.)
lesson. b. Give feedback.
Group 2: Follow up
1. Ask the group members to think
Small
of a story they read, TV program,
group
and movie they’ve viewed/
work
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
Assessment:
Group 3: The Gift
Small
All the activities in this 1. Invite them to imagine that their
group
phase are formative best friend or loved one will
work
in nature and must not celebrate a birthday and they will
be graded but must be think of a gift for him/her. This can
recorded as bases for be in the form of an advice on how
instructional decision to win over a challenge.
whether to proceed 2. Let them explain how it values
to the next activity or winning over challenges and how
insert another activity it gives inspiration to people.
depending on the needs 3. Finally, request them to sing it
of your learners. before the class. (Responses
may vary).
Refer the students back
to the tentative answers
they have written on Group 4: The Power of A Song Small
their notebooks to 1. Group members will think of and group
validatewhether their share how a simple tune (rap work
tentative answers are song) or a folk song highlights the
correct or not. This value of winning over challenges.
process is important in 2. Let them explain how it values
validating, rethinking winning over challenges and how
and revising their it gives inspiration to people.
understanding. 3. Finally, request them to sing it
before the class. (Responses
At the end of this phase,
may vary).
just before doing the final
task, the teacher may
provide a summative Group 5: What Always Worked Small
test (pen-and-paper 1. Ask the group members to group
or authentic task) to find, and present persuasive work
sum up the content techniques in ads or commercials
standards. Remember 2. Make them explain the effect of
that the phase operate these persuasive techniques in
in the premise that ads or commercials (Responses
performance standards may vary).
are done only if the 3. Give comments and suggestions.
content standards
are addressed and Group 6: Thoughts for Today
fully understood. This 1. Ask the group members to
summative test is write whatever is in their wildest
recorded and graded. imagination about the following:
• kind of challenge you don’t
want to meet or do when you
leave this room.
78
• the challenge you (more than
anything else in the world)
prefer to meet, or have when
you walk out of this room.
2. Instruct them to give reasons to
support their responses. Small
(Responses may vary). group
3. Instruct them to give reasons work
to support their responses.
(Responses may vary).
4. Remind them to use modals in
sharing ideas, thoughts, and
experiences about winning over
individual challenges.
Final Task Invite the students and guide them in

Pedagogy: demonstrating and making independent
applications of their understanding of the
Final task is the target concepts, language communication
part of the module and literary skills by participating in a
that addresses the
short but meaningful panel discussion on
performance standard.
winning over personal challenges. This is
But since this is the the evidence or transfer of their learning.
final task of Lesson 5,
Task 8. Life Skills Connection
the task is referred to
1. Invite the, learners to read the
as “enabling task” or
excerpt from “The Koran” as
“enabling activity”.
translated by N.J. Dawood (refer
This enabling activity to Module 1 Lesson 5).
Whole
forms a scaffold to the Let them find out what it says class
succeeding activities about challenges in life and what
to equip the learners must be their goal as well as their
with skills in performing attitudes to challenges.
the culminating activity
or the performance 2. Ask them to recall literary
standard of the first characters who serve as models
quarter. of moral values that are shared,
preserved, and survived. Invite
Teachers should bear in them to answer the guide
mind that this phase: questions (refer to Module 1
• serves as Lesson 5).
enabling Possible answers to the question:
task for the 1.) The persona believes that
main product/ God, the compassionate and
performance at merciful, has always been
the end of each lifting up our hearts to Him and
module; relieves us from our burdens.
79

2.) Every hardship is followed by
• includes
ease. Whole
tasks that
3.) Continue to hurdle/ overcome class
are essential
these challenges.
for learners’
development; 4.) Emotion and reason
• is based on real 5.) (Answers may vary).
life situations 6.) (Answers may vary). Sample
(if the teacher answer: Lines No. 1-4 are
wishes to do specially convincing because
modifications or they emphasized that God
improvisations) always gives us comfort
and relief whenever we are
Assessment: burdened.
3. Invite the learners to give
• GRASPS-based examples of catchy hook (words
assessment that strongly appeal to emotion)
criteria used in the excerpt. Let them talk
about how these words or lines
help persuade them to win over
challenges.
Task 9. Giving your Best

1. Invite them to participate actively
in a panel discussion and remind Whole
them to use the skills they have class
learned.
2. Let them do the following for an
effective panel discussion. (Refer
to Module 1 Lesson 5).
• Form a panel of 5 to 6 members (1
chairman to act as the facilitator,
initiator to start up the discussion
and 5 panelists or discussants).
• Prepare for a panel discussion by
choosing the best way to win
over challenges. Refer them to
the guide questions (see Module 1
Lesson 5).
• Remember the preliminaries for the
panel discussion from developing
set of guide questions to planning
on the points to be covered to
outlining. (see Module1 Lesson 5)
• Revisit the features of and the
required format for the panel
80
discussion (refer to Module1 Small
Lesson 5). group
• Recall also the steps on how work
to apply the conventions and
strategies in group speaking (refer
• 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 4 3 2 1 Total
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
Legend: Rating – Description
5 - Excellent
4 - Very Impressive
3 - Impressive
2 - Convincing
1 - Beginning
Formula = F+T+PT+C+R+L = Total / 6 = 5
4. Evaluate their output and check it

against the criteria set in rubrics.
My Treasure Invite them to summarize, think back,

This part of the module reflect and focus on the essential points
sums up all the essential of the lesson that they enjoyed, found
understandings one helpful, would like to work further on, and
must draw out of this consider essential in life. They can use
lesson. It is important them as guide for self-improvement.
that answers are
authentic inasmuch as The Magic Five.
the word “MY” implies 1. Invite them to reflect on how they Individual
that this part of the performed on this lesson, and
lesson is where the work
make a plan on how to improve
students develop a their language communication
sense of ownership. skills.
2. Request them to use the sentence
starters (see Module 1 Lesson 5 ).
3. Invite them to write on these
essential points.
4. Let them keep a record of all of
these for them to be reminded
clearly of their learning progress.
They must present possibilities
and plan for improvement. Invite/
suggest to them that they can
post their journal via any social
networking site these essential
points. They can also encourage
others to make comments on
the posted material for words of
encouragement.
82
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

Houghton MIfflin Company, 1998.
2. Berliner, Lawrence E., et al. Prentice Hall LITERATURE Copper ed.
1991. New Jersey: Prentice- Hall Inc.
3. Constel English ( ATelecourse For Teachers of English) Speaking
SegmentVol.II. 1999. Quezon City: People’s Television, Inc.
5. Probst, Robert., et al. Elements of Literature Fourth Course with
Readings in World Literature. Austin: Holt Rinehart and
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
Enabling Tasks
Reading/Literary (leading to
Language/Grammar Focus
Texts Culminating
Task
1. The Analects
of Confucius
translated by
Arthur Waley Compose
2. The Thief who
a short but
Became a
Disciple - Zen Modals expressing simple futurity and powerful
Parables willingness persuasive
translated essay
byPaul Reps
3. Practice
and Uphold
Positive Attitude
by: Lee Emm
Instructional / Learning Plan

Activities/ Tasks WIPS
Phase of the lesson
Provision
Your Journey 1. Invite the students to read

This part of the lesson the introduction (Module 1
is composed of two Lesson 6) for them to get an Whole
paragraphs. The first overview of where they are class
paragraph provides a short headed to and be aware of the
and vivid introduction of the desired result; that is, for them
lesson and the discussion to demonstrate understanding
of the subtheme which of how challenges can be
is “Discovering Personal turned to opportunities. Let
Challenges”. The second them discover more about
paragraph provides an themselves, others and the
overview of the lesson and world.
asks the enduring question 2. Emphasize to them that they
that sums up the enduring will have a lot of opportunities to
understanding one should improve in the target concepts,
draw out of this lesson. language communication and
literary skills as they prove that
84
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 Set time for the students to read the

This part of the following objectives for them to focus
module provides the more on the target concepts, language
competencies. Remember communication and literary skills.
that the objectives: • compare new insights with Individual
previous learning (EN10RC- work
• are taken from the 1f-21)
Curriculum Guide • draw generalizations and
(CG) conclusions from the materials
• address the viewed (EN10VC-1g-1.5/2.5)
enabling • use denotation and connotation
knowledge and to clarify meanings of words
skills to develop/ (EN10V-1h-13.9)
achieve the • appraise literature as a way of
desired content expressing and resolving one’s
and performance personal conflicts (EN10LT-
standard 1i-18)
• clarify expectations • state the effect of a literary
in terms of what piece in one’s value system
students should (EN10LT-1g-3)
know, understand • use appropriate modals to
and be able to do express simple futurity and
willingness (EN10G-1g-3.6)
This part of the lesson also • •determine the effectiveness
informs the learners of the of argument, supports and
enabling activity. stand of the speaker (EN10OF-
1g-12.3)
• employ the techniques in public
speaking to convey ideas
(EN10 OL-1g-3.16.1)
• write a short persuasive text
using persuasive techniques
(EN10WC-1g-3.16.1)
85
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

Your Initial Tasks requisites to check their background
Pedagogy: 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:
• diagnose and Task 1. I Always Connect Game

activate prior 1. Let them form three groups, Small
knowledge; and think about ways to win group
• hook and engage over challenges. work
learner’s interest; 2. In two minutes, ask them to
• ask questions; list all the possible ways that
encourage they know in order to win over
student questions; challenges.
welcome tentative 3. Let them do the listing in the
responses as form of a game by following
guide to further the mechanics. (See Module
exploration; and 1 Lesson 6) Answers may vary.
• clarify expectations 4. Check items on their lists
and how learning against the ways to win over
shall be assessed challenges (refer to Module 1
by presenting the Lesson 6 [See entries inside
enabling activity the box]).
and the rubrics. 5. Ask them to rank these ways in
their order of importance before
Assessment: answering the questions.
• All the activities (Answers may vary).
in this phase 6. Let them share their responses.
are diagnostic in 7. Give feedback.
nature. Scores
must be Task 2. View and Make Judgment /
Generalization
1. Let them view the drawing, or
present the video clip of “She
without arm, he without leg-
86
recorded to help ballet-Hand in Hand” (a very
the teacher plan the unique and unequalled ballet
succeeding lessons and performance) and see how
not to grade the students. it relates to challenges and
opportunities.
All answers are tentative 2. Make them use the details of
and must be written on their the drawing or the video clip’s
notebooks for reference. clues to predict how one can
turn challenges to opportunities.
3. Invite them to look closely at Whole
the drawing and reflect on what class
it implies, then make them
read the quotation “Embrace
each challenge in your life
as an opportunity for self-
transformation” by Bernie S.
Siegel and relate its message
to what the drawing depicts.
4. Let them answer the guide
questions (refer to Module 1
Lesson 6).
Possible answers:
• We can face our challenges
in life and turn them to
opportunities.
• The awed audience
appreciating the ballet
performance of the two
disabled dancers.
• ( Answers may vary).
5. Give feedback.
Task 3. Three in Control

1. Let them form triads, and list
down at least three questions
about challenges and Triads
opportunities that they hope to
be answered in this lesson.
2. Let them take turns in sharing
these questions, and find what
they have in common.
3. Check them against this
essential question: How do I turn
challenges to opportunities?
87
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 Individual
learn in this lesson. Make them copy work
the chart (Module 1: Lesson 6) and fill
it out with the necessary entries.
Your Text Lead the learners to explore, process,

In this part of the module, illustrate, crystallize their knowledge
the teachers must be able and get a deeper understanding
to help the students: of the target concepts, language Individual
• make sense communication and literary skills work
of information, through the following differentiated,
develop, reflect, integrated, and interactive activities/
rethink, validate, tasks.
and revise Instruct them to read, “from The
understandings of Analects” by Confucius, as translated
the lesson; by Arthur Waley. Let them find out how
• check for the given questions are answered.
understanding;
provide feedback; SGDA for the Stakes.
check against Let them form small groups of eight, and
content standard work on their assigned task. Remind
(content to them to share their ideas, thoughts and
content); experiences.
skills (checking Group 1: Meaningful Search
learner’s learning 1. Make them find words from
progress and the selection which are rich
interest); in meaning. These can be
• ask questions in the form of denotation and
to enable the connotation.
students to 2. Process the learners’ expected/
construct their possible answers
own meanings/
understandings
and
• provide a variety of
learning resources
88
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 conno-
tation
unsoured Sweetened have sugary

good
intention
spare Unused extra emer-
gency
chastise- Scold tell off punish-

ment ment
reverence Admiration worship amaze-

ment
disgrace Shame not to scandal

give
honor
etc.
Group 2: Theme connection
1. Words/Groups of words that Small

suggest challenges and those group
that suggest opportunities work
Possible answers:
Challenges (to remain
unsoured, one’s merit not
recognized, anxiety, lost of
self-respect, govern people by
regulation, etc.)
Opportunities (behave well to
parents, be cautious in giving
promises, have kind feelings
to everyone, study the polite
arts, etc.)
2. Make them point out which
of them you have practiced
already, then share their effects
in your life.
3. Assign one member of the
group to pose as a speaker
persuading others to agree with
their ideas.
89
4. Have them be open for
comments and suggestions
on how to enhance persuasive
speech.
Group 3: Taking a Stand - For or Small

Against group
1. Let them consider the argument work
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 AGAINST
Passage No. Passage No.
1,2,3,4,5,6,7,8,9,10, 12, 14, 16
11,13,15,17
4.) Definitely, they can help one

to persuade others on the Whole
importance of promoting class
moral virtues to change
challenges to opportunities.
2. Let one pose as a speaker
persuading others to agree.
3. Give comments and suggestions
on how to enhance a persuasive
speech.
4. Review with the learners the
salient points in the kinds of
appeal like:
• Appeal to reason (LOGOS)-
logical arguments based
on verifiable evidence like
facts, statistics, or expert
testimony.
90
• Appeal to emotion (PATHOS)
– statements intended to
affect the readers’/ listeners’ Small
feelings about the subject group
like work
- Charged or loaded words
(words with strong positive
or negative associations).
- Bandwagon appeal -
suggests that you will be
odd if you don’t do what
everyone else is doing.
-Testimonial-
recommendations made by
celebrities who are paid to
praise the product.
- Plain folks – ordinary
looking man shown using
the product
Group 4: Thinking it through
questions (see Module 1
Lesson 6)
Possible answers for the
question
1.) How to respect/treat others
(be they good or bad)
2.) both
3). Highlighted values:
appreciate and practise the
good ideas you learn, be
trusting, be cautious, good,
righteous, humble, prompt,
contented, have strong will
power, etc.
4. & 5). Responses may vary.
their ideas.
suggestions on how to enhance
persuasive speech.
91
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?”
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)
their ideas.
persuasive speech.
92
Small
Group 7: Additional Attention to group
Make Personal Adjustments work
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.
your ideas.
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
• the thief – to be grateful

to Shichiri and to follow
his footsteps.
• Shichiri treated the
thief/intruder well in
spite of what the thief
did to him
93

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
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 Triads
verbs with special functions
like:
• Shall indicates simple
futurity and obligation.
• Should expresses past
obligation.
94
• 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 Whole
1.) All the parts of “The Analects” class
and “Zen Parables” respond work
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-to-
life experiences and to use
logical and emotional appeal as
persuasive strategies.
4. Instruct them to use modals
whenever necessary.
95

5. Remind them to avoid fallacies
or errors like:
• attacking the person-
attacking the person’s Pair
character and not the issue. work
• circular reasoning – the
reasons presented are just
restatement of the writer’s
opinion.
• false cause-and- effect-
two unrelated events are
considered related; claim
one event 1 cause event 2.
• hasty generalization-
making generalization
about everyone or
everything based only on Whole
one or two cases. class
• Responses may vary.
suggestions.
Your Discovery Tasks Invite the students to reinforce,

Pedagogy: prove, extend, enrich, enhance their
understanding of the target language
Remember that your
discovery tasks allow the communication and literary skills and
students to enrich learning of dealing with personal challenges
by contextualizing, through getting involved in meaningful,
localizing and challenging and real-life tasks.
differentiating instruction. Make them focus on their target to
become healthy and developed young
Your main target in this
phase to provide them the adult who capitalize on their strengths
understanding of content and capabilities through directing
as applied to a variety of challenges to opportunities at all costs.
context. With these in mind, they have to form
four (4) big groups and complete their
Here is where the teacher
tasks.
associates the theme to
the personal experience Task 6. SGDA Leading to Completion
of the learner and should
therefore provide them Group 1: In Another Dimension
the opportunity to answer
the essential questions 1. Invite the students to imagine
established at the that Confucius was with them
beginning of the lesson. and he advised them to
96
Assessment: change the course of their
All the activities in this lives. From what they learned,
phase are formative in they will explain how their
nature and must not perceptions have changed and Small
be graded but must be what they plan to do. group
recorded as bases for 2. Remind them to use logical work
instructional decision and emotional appeal as
whether to proceed to their persuasive strategies
the next activity or insert and to use modals whenever
another activity depending necessary.
on the needs of your 3. Assign one member of the
learners. group to play the role of a
speaker persuading others
Refer the students back to agree with his/her ideas.
to the tentative answers (Responses may vary).
they have written on their 4. Give comments and
notebooks to validate suggestions on how to enhance
whether their tentative a persuasive speech.
answers are correct
or not. This process is Group 2: Spotlight to Follow up
important in validating, 1. Make them think of someone
rethinking and revising who really inspired them to turn
their understanding. challenges to opportunities and
At the end of this phase, explain how she/he influenced
just before doing the final their way of thinking, decision,
task, the teacher may and philosophy in life.
provide a summative 2. Let them relate him/her to an
test (pen-and-paper or object/plant/animal and explain
authentic task) to sum up what could symbolize him/her.
the content standards. 3. Assign one member of the
Remember that the phase group to play the role of as a
operate in the premise that speaker persuading others to
performance standards agree with the group’s ideas.
are done only if the content (Responses may vary)
standards are addressed 4. Give comments and
and fully understood. This suggestions on how to
summative test is recorded enhance a persuasive speech.
and graded.
97
Group 3: Connecting to 2day
1. Invite them to recall a selection
that highlights the importance
of turning challenges to Small
opportunities in order to group
preserve honor, humility and work
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 Small
respond to the pressing news. group
(Responses may vary.) work
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.
suggestions on how to
enhance a persuasive speech.
98
Help the learners to demonstrate their
Final Task understanding of the target concepts
Pedagogy: and English language communication
Final task is the part of the skills by presenting a short but
module that addresses the powerful persuasive essay on turning
performance standard. challenges to opportunities.
But since this is the final Task 7. Life Skills Connection

task of Lesson 6, the task Task 7A. Preparation for My Target
is referred to as “enabling
task” or “enabling activity”. 1. Invite them to read the sample
persuasive essay, “Practice
This enabling activity and Uphold Positive Attitude”
forms a scaffold to the by: Lee Emm.
succeeding activities to 2. Guide them to come up with
equip the learners with the answers to the questions
skills in performing the (Refer to Module 1 Lesson 6)
culminating activity or the Expected answers for question
performance standard of number:
the first quarter.
1.) Introduction, body, and
Teachers should bear in conclusion
mind that this phase: 2.) Logically arranged/
• serves as enabling organized
task for the 3.) For introduction:
main product/ subject/ topic, stand/
performance at position, quotation
the end of each for body: supports,
module; examples, reasons,
• includes tasks persuasivetechniques,
that are essential appeal to reason, emotion
for learners’ and morale for conclusion:
development; summary, restating the
• is based on real stand/belief/position, call to
life situations (if the action
teacher wishes to 4.) Yes
do modifications or 5.) To practice and uphold
improvisations) healthy positive attitude
whatever the situation,
anytime, anywhere
99
Assessment: 6. Yes the evidences are
strong based on true to life
• GRASPS-based situations.
assessment criteria 7. Definitely, the purpose
is very clear from the Whole
statement of the subject/ class
stand (first paragraph) work
to the body (reasons,
examples and evidences)
to conclusion (restatement
of the stand and call to
action).
8. Yes. To exemplify:
• “I strongly believe that
we must come together
to practice and uphold
positive attitudes
toward work, life and
challenges.”
• “This should be done
from initial impulse to
completion like what we
observe in a myth....”
• “Remember the saying,
The best measure of a
man is not what he says
he can do but what he
does.”
• “This is absolutely true.”
• “This is a healthy
positive attitude that we
must put into action....”
9. appeal to moral, emotion
and reason
10. Yes, the argument s are
well reasoned and logical.
11. Yes.
12. Quotation, examples, true-
to-life situations
13. Persuasive essay
Task 7B. A Call Up for Order Box
Game
1. Let them form three big groups,
and assign at least three
representatives for each before
100
they read the nine entries in
the box. (See Module 1 Lesson
6.) Small
2. Make them read and follow the group
instructions (Refer to Module work
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
11. Make them suggest ways on
how to make others agree on Individual
what they believe on. work
12. Let them use the following
rubrics as their guide.
5 4 3 2 1 Total
Focus/Content
(states a clear
position at
the beginning
until the end
of thework;
topic captures
the reader’s
attention)
Persuasive Pair work
Techniques
(uses strong
and effective
persuasive
techniques and
details support
the thesis and
the stand of the
writer)
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 4 3 2 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 - Excellent Individual
4 - Very Impressive work
3 - Convincing
2 - Developing/Acceptable
1 - Beginning
Task 7D. Revising and Polishing

Let them revise and rewrite their essay
by incorporating the changes based
on comments and suggestions made.
Task 7E. Publishing

Make them present a final
clean copy and/or read the
persuasive essay to the class.
Evaluate their output and check it

against the criteria set in the rubric.
103
My Treasure Individual
1. Invite the students to work
This part of the module summarize, reflect and
sums up all the essential focus on the essential
understandings one must points of the lesson that
draw out of this lesson. It is they enjoyed, found helpful,
important that answers are and would like to work
authentic in as much as the further on.
word “MY” implies that this 2. Let them keep a record
part of the lesson is where of all of these, then,
the students develop a add their answers to the
sense of ownership. questions (Refer to Module
1 Lesson 6). Remind them
of their learning progress
and the possible plan for
improvement.
Materials:
1. Instructional aids (graphic aids, sample persuasive essays, 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.
4. Probst, Robert.,et al. Elements of Literature Fourth Course with Readings
in World Literature. Austin: Holt Rinehart and Winston, 2000.
104
Post Test in Grade 10 ENGLISH
Module 1
Directions: Read each item carefully and follow directions as indicated. Write the
letter of the most appropriate answer on your answer sheet.
Part 1 Knowledge
A. Most Important Elements in Persuasve Writing
Directions: Copy the letter of the word/phrase that is best described by
each numbered item.

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
___4. Catchy hook A. traditional story that is rooted in a
___5. Fallacy particular culture, is basically religious and
___6. Myth serves to explain a belief, a mysterious
natural phenomenon or a ritual
___7. Persuasive essay B. the statement experiencing the preposition
___8. Thesis statement argument or view
C. words that strongly appeal to emotion
D. erroneous appeal to emotion used as
persuasive technique
E. tries to convince readers to do something or
to accept the writer’s point of view
C. Grammar Modals
Directions: Choose from the pool of answers the writer’s/speaker’s
intention as hinted by each underlined expression.
A. ability B. necessity C. obligation D. willingness
__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
105
Intensive and Reflexive Pronouns
Directions: Determine whether each underlines word is used as an intensive or

reflexive promoun. Write In if it is intensive and Re if it is reflexive
pronoun.

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.
Part II. Understanding

A. Reading and Literature
Directions: Read the following passage carefully, and copy the letter of the
word or phrase that best completes each numbered item.
1.) It’s true! At certain points in our lives, we stop and ask this question:
How do we turn challenges to opportunities? 2.) Yes, it’s not easy, but that
doesn’t mean it is impossible to do.
3.) This means that we need to remember the important ways to put
into action. 4.) Of course, the first thing to do is to reflect not in thoughtless-
ness but we need to start to focus and analyze the competition taking place
between the positive and negative limits of our emotions. 5.) Eventually we
ask, “How do we feel about the challenge? 6.) Do we feel hopeless, angry,
jealous, worried, inadequate, insecure, fearful or do we feel their negative
counterparts? 7.) It’s silly to allow them to overrule our outlook in life. 9.)
We must envision always that progress and success come to those who
adhere to practice hard work, determination, courage, perseverance, hu-
mility, consciousness, justice, self-confidence, trust, respect, love and other
potent secrets of inner strength and success. 10.) We need to be realistic
that we need some if not all of them to turn challenges to opportunities;
thereby this will make us all contented and happy.
16. The main point of the article is best expressed in sentence no.___.
A. 1 B. 2 C. 5 D.10

17. The generalization or statement about life or human experience the
passage make is to __________.
A. bring out the best in you C. struggle against the odds
B. stand up for one’s belief D. take strength to bear up the
odds
18. To “predict” is a/an _____ of the word “envision” in Sentence no. 9.
A. connotation B. denotation C. opposite D. symbol

19. This article/passage would most probably interest a/an ____.
A. adolescent B. biography C. personal essay D. persuasive
essay

106
20. The passage is an example of a/an _______.
A. anecdote B. opinion C. reasons D. statistics

21. The writer’s comment/reaction about challenges and opportunities is best
supported by ___.
A. facts B. opinion C. reasons D. statistics

22. The strongest evidence used by the writer to support his opinion about
turning challenges to opportunities is stated in Sentence no. ___.
A. 3 B. 6 C. 7 D. 9

23. 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
24. The fallacy committed in Sentence no. 7 is _____.

A. attacking the person C. hasty generalization
B. bandwagon D. plain folks
If I were a man, a young man, and knew what I know today,

I would look into the eyes of Life undaunted
By any fate that might threaten me,
I would give to the world what the world most wanted---
Manhood that knows it can do and be;
Courage that dares, and faith that can see
Clear into the depths of the human soul,
And find God there, and ultimate goal…
--from: If I Were A Man, A Young Man by Ella Wheeler Wilcox
25. The passage appeals more to the sense of ____________.

A. feelings B. sight C. sound D. taste

26. The writer’s attitude toward inner strength is best describe as _____.
A. admiration B. criticism C. inspiration D. support

27. Most probably, the writer’s purpose in this passage is to ______.
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
phrase that best completes each numbered item.
THE BOTTOM LINE

Anonymous
1 FACE IT, nobody owes you a living.
What you achieve, or fail to achieve in your lifetime
Is directly related to what you do or fail to do.
No one chooses his parent or childhood,
5 but you can choose your own direction.
Everyone has problems and obstacles to overcome,
But that too is relative to each individual.
NOTHING IS CARVED IN STONE!

9. You can change anything in your life
If you want to badly enough.
Excuses are for losers! Those who take
Responsibility for their actions
13 Are the real winners in life.
Winners meet life challenges head on
Knowing there are guarantees, and give it all they’ve got
17 And never think it’s too late or too early to begin.
From: attributionhttp://www.citehr.com/29581-poem-bottom-line. html#ixzz2uatLUztr
29. The word in the poem which is the opposite of “help” is ______.
A. direction C. overcome
B. obstacles D. relative

30. Line no.9 suggests that everything is subject to ______.
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

32. The tone of the poem is more of _________.
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

35. The predominant poetic device used in the poem is __________.
A. alliteration B. metaphor C. paradox D. personification
108
Part III Process
Logical Organization
Directions: Arrange the following sentences logically to form a coherent paragraph.
___36. A. Because we started it all, only we can correct it by having humility
and discipline.
___37. B. We must do real work, and show to the world what we are made of.
___38. C. We really deserve the kind of leaders we have.
___39. D. If we are unhappy with the entire situation, we have ourselves to
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 MODULE 1
Levels of SKILLS to be ITEM Correct

Assessment Assessed answer
KNOWLEDGE Writing/Speaking 1. restates the 1. C

argument and
• Identifying expresses a call to
the most action 2. A
important 2. the statement that
elements in asserts what the
persuasive writer/speaker wants
writing/ the reader/listener to 3. B
speaking believe on or to do
• Identifying 3. contains the reasons,
special examples, statistics,
terms in opinions used to
persuasive support a point of
writing view or stand
4. catchy hook 4. C
5. fallacy 5. D
6. myth 6. A
Grammar 7. persuasive essay 7. E
8. thesis statement 8. B
• Identifying 9. Mav: Is this a 9. C
modals challenge I must
• Identifying face?
intensive 10. Sol: Of course, you 10. B
and need to accept that
reflexive as part of the bargain.
pronouns 11. Mav: I don’t believe
I will do it now. After 11.D
all I’m not yet ready
for it.
12. Sol: I believe you can
do it if you try 12.A
13. The Greeks
themselves felt at 13. I
home with human
Gods.
14. They knew how they
amused themselves 14.R
even in banquets.
15. Even Hera, the jealous
wife herself could be 15.I
feared.
110

UNDERSTANDING Reading and 16. The main point of 16.D
Literature the article is best
• I n f e r r i n g expressed in
the main Sentence no. __
point of the A. 1 B. 2 C.5 D.
passage 10
17. The generalization or 17.D
statement about life
or human experience
the passage make is
to _____.
A. bring out the best
in you
Vocabulary B. stand up for one’s

• Giving belief
denotative
and C. struggle against
connotative the odds
meaning of D. take strength to
words bear up the odds
18. To“ predict” is a/ 18. B

an _______ of the
word “envision” in
Sentence no.9.
A. connotation
B. denotation
C. opposite
D. symbol
19. The word in the 19.C
poem which is the
opposite of “help”
is _________.
A. direction
B. obstacles
C. overcome
D. relative
20. Line no. 9 suggests 20.B
that everything is
subject to _______.
A. begin
B. change
C. meet
D.overcome
111

• Determining 21. This article/passage 21.A
the would most probably
audience interest a/an
__________.
A. adolescent
B. adult
C. child
D. old man
• Drawing 22. The passage is an 22.D

conclusions example of a/an
__________.
A. anecdote
B. biography
C. personal essay
D. persuasive essay
23.D
23. The last five lines of
the poem express
more of a/an
_________.
A.call to action
B. humility
C. inspiration
D. invitation
• Analyzing
24. The writer’s 24.C
elements
and comment/reaction
techniques about challenges
in and opportunities
persuasion is best supported
by_________.
A. facts
B. opinion
C. reasons
D. statistics
25.D
25. The strongest
evidence used by
the writer to support
his opinion about
turning challenges
to opportunities
is stated in
Sentence no.____.
A.3 B.6 C.7 D.9
112

26. C
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. A
27. The fallacy committed
in Sentence no.7 is
_______.
A.attacking
the person
B. bandwagon
C. hasty
generalization
D. plain folks
28.A
• Inferring 28. The passage
sensory appeals more to
impressions the sense of _____.
A. feeling
B. sight
C. sound
D. taste
29.A
29. Lines no. 5 to 8
appeal more to the
sense of _________.
A. feeling
B sight
C. sound
D. taste
• Analyzing 30.D
30. As hinted in the
poetic poem, the author has
devices, a/an ____attitude in
tone, life .
mood, and A. come what may
purpose B. indifferent
of the C. negative
author D. positive
113

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
• Logical it all, only we
organization can correct it by
of ideas in having humility and
a persuasive discipline
paragraph B. We must do real
work, and show to 36. D
the world what we
are made of.
114

C. We really deserve 37. A
the kind of leaders
we have. 38. B
D. If we are unhappy
with the entire
situation, we have
ourselves to look
• Paragraph into. 41-50
composition 10 pts
employing
basic
elements
and
techniques
in
persuasion
115

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10

Celebrating Diversity through

This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Development Team of the Teacher’s Guide

Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango

Printed in the Philippines by REX Book Store, Inc.

Module 1 : Overcoming Challenges

Module 2 : Establishing Solidarity

Module 3 : Reconciling with Nature

Module 4 : Rebuilding Our Societies

1. Your Journey - provides an overview of what you should understand in the

7. My Treasure – enables you to express your insights, learning, and

MODULE 1: Overcoming Individual Challenges

Lesson 1: Discovering Personal Challenges 3

I. PHILOSOPHY AND RATIONALE

II. GUIDING PRINCIPLES

1. develops thinking and language through interactive learning;

III. NEEDS OF THE LEARNERS : THE CONTEXT

Communicative competence is classified into the following competencies.

IV. CONCEPTUAL FRAMEWORK

COMPONENT 1: Language Learning Process

COMPONENT 2: Effective Language Use

COMPONENT 3: Making Meaning through Language

Alignment of the Language and Literacy Domains with the 5 sub-strands

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

3. Book and Print Knowledge √

5. Phonics and Word Recognition √ √ √

8. Writing and Composition √ √ √ √

9. Grammar Awareness & Structure √ √ √ √

10. Vocabulary Development √ √ √ √ √

12. Listening Comprehension √ √

13. Attitudes towards language, literacy and literature √ √ √ √ √

14. Study Strategies √ √ √ √ √

Domains K-3 4-6 7-10 11-12

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and

Coherence with the Basic Education Program Goals

COMPONENT 4: Holistic Assessment

1. Proximity to actual language use and performance

2. A holistic view of language

3. An integrative view of learning

Content Standards Performance Standards at the end of Grade 3

KEY STAGE STANDARD

EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib-13.9: EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use

EN10RC-Ii-21: EN10LC-Ii-14: EN10VC-Ii- EN10V-Ii-13.9: EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use

EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use

EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf- EN10OL-IIf-3.8: EN10G-IIf-28: Use

EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28:

EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use

EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi-21: EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

CODE BOOK LEGEND

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and Alphabet Knowledge AK

Grade Level Standard:

This offers a full-blown exploration of the interrelated key concepts described in

Reminders to the Teacher:

No. of Language/Grammar Enabling

Discovering Personal Using Reflexive Deliver a concise

Capitalizing on Modals Expressing