LEARNING OBJECTIVES UNOFFICIAL TABLE OF SPECIFICATIONS

(Standardized Summative Examination in ENGLISH 10 (WORLD LITERATURE)

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.

Content Standard The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and
resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication
public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.

Performance Standard The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

Learning Competencies SKILLS Total Items

Number of
Items
Remembering Understanding Applying Analyzing Evaluating Creating

EN10V-Ia-13.9: Differentiate formal from

informal definitions of words

Specific objective (s):

1. Identify meaning of unfamiliar words 5 5 1-5
from assigned text by employing a
variety of strategies (e.g. prior
knowledge, context clues, etc.)
EN10LT-Ig-3: Explain how a selection may be
influenced by culture, history, environment,
or other factors

Specific objectives (s):

1. determine Greek mythological characters 10 10 6-15
as described according to their traits and
characteristics
2. relate historical and cultural factors of 5 5 16-20
Ancient Greece that are best reflected in
Greek stories discussed by matching titles of
stories to important historical events
EN10G-Ia-27: Use reflexive and intensive 5 (also 5 21-25
pronouns to create meaningful discourse remembering
and creating)
Specific objective(s):
1. Read a passage from Greek mythology
and determine the reflexive and intensive
pronouns used.
2. Employ reflexive and intensive pronouns
to create a short conversational script about
the passage

EN10G-If-3.6: Use modals indicating

obligation and necessity

Specific objective(s):
1. Fill in the given sentences with 5 5 26-30
appropriate modals of necessity and
obligation

EN10RC-Ia-2.15.2: Determine the

effect of
textual aids like advance organizers, titles,
non-linear illustrations, etc. on the
understanding of a text

Specific Objectives: 4 31-32, 36-37

1. Extract information from graphs, charts 4
and diagrams
6 6 33-35; 38-40
2. Interpret information derived from
graphs, charts, and diagrams

EN10LT-Ia-14.2: Explain how the elements

specific to a selection build its theme

Specific Objectives:
1. recognize characters from the given
passage 3 3 41-43
2. distinguish the theme highlighted in the 2 2 44-45
story
2. Write a paragraph containing more than 5 5 46-50
five sentences on how characterization
contribute to the overall theme of the
passage
 EN10RC-If-21: Compare new insights with
previous learnings
EN10LC-Ig-8.7: Make generalizations

Specific objective(s):
1. Study the selected texts from the myths
covered. Draw/generate and 50-60 (also 51-60
conclude/justify one (1) common creating)
generalization among the texts that you can
relate to contemporary social issues in the
Philippines—specifically, gender,
environment, education, health, and
poverty.

Prepared by:
Shena Jean Arcelon, John Edsel Cerbas, Adelle Pacificar,, Thea Lyn Salaya
M. Ed. E.S.L.

APPENDIX A

Literary Foci:
Greek and Norse Mythology
Language Foci:
 text types (specifically,
persuasive texts)
 public speaking
 different forms of modals
 reflexive and intensive
pronouns
Lesson 1 Daedalus & Icarus
Objectives from the English 10 Learner’s Module based from the K-12 English Curriculum Guide
(I. COGNITIVE – A. REMEMBERING (define, describe, identify, recognize, name, list down, select, label) , B. UNDERSTANDING (converting,
distinguish, defend, give example, estimate, paraphrase, explain, discuss, predict, extend, summarize, generalize), C. APPLYING (change,
prepare, compute, use, discover, modify, relate, disseminate), D. ANALYZING (break down, diagram, subdivide, illustrate, infer, separate,
discriminate, outline, point out), E. EVALUATING (appraised, conclude, justify, contrast, criticize), F. CREATING(design, create, organize,
categorize, reorganize, plan, devise, combine, rearrange, revise, comply, tell, modify, generate, rewrite), interpret, discriminate)
A – Remembering
B – Understanding
C – Applying
D – Analyzing
E – Evaluating
F – Creating
*(C-Applying) use textual aids in understanding better the text
* (A-Remembering) get information from various text types that can be used in everday life
 * (A-Remembering) determine how connected events contribute to the totality of a material viewed
* (A-Remembering) differentiate formal from informal definitions of words
* (B –Understanding) explain how the elements specific to a selection build their theme
*(A-Remembering) identify features of persuasive texts
*(A-Remembering) identify the elements of public speaking needed to effectively engage in meaningful communication
*(C-Applying) use reflexive pronouns to create meaningful discourse
Lesson 2 The Gorgon’s Head *(A-Remembering) determine the effect of textual aids on the understanding of a text
*(A-Remembering) get information from various text types that can be used in everyday life
*(A-Remembering) determine how connected events contribute to the totality of a material viewed
*(B – Understanding) explain how the elements specific to a genre contribute to a theme of a particular literary selection
* (F-creating) express appreciation for sensory images used
*(C-Applying) use intensive pronouns in meaningful discourse
Lesson 3 Orpheus *(A-Remembering) determine how textual aids like advance organizers help in understanding of a text
*(A-Remembering) determine the implicit and explicit signals, verbal, and non-verbal, used by the speaker to highlight significant points
*(E-Evaluating) express insights based on ideas presented in the material viewed
*(A-Remembering) differentiate formal from informal definitions of words
*(B- Understanding) explain how the elements specific to a genre contribute to the theme of a particular literary selection
*(F-Creating) formulate a statement of opinion or assertion
* (A-Remembering) describe helpful techniques in effective public speaking
*(C-Applying) use words and expressions that emphasize a point
Lesson 4 Arachne *(F-Creating) draw generalizations and conclusions based on the material viewed compare new insights with previous learnings
*(F-Creating) make generalizations
*(A-Remembering) give meanings of words through using dictionary and/ or context clues
*(B-Understanding) explain how tone and mood contribute to the theme of the myth
*(C-Applying) use special words / expressions that emphasize points
*(C- Applying) use factual and opinion-based statements as supports in persuasive writing
*(C- Applying) employ examples as supports in public speaking
*(E- Applying) select, organize, and produce visuals and graphics to complement and extend the meaning of a photo essay
*(E- Applying) compose a short persuasive text expressing one’s stand on an issue
Lesson 5 How Odin Lost His Eye *(B-Understanding) compare new insights to previous leaning
*(F-Creating) show appreciation for songs highlighting how to win over challenges
*(E-Evaluating) draw conclusions based on the material viewed
*(C- Applying) use formal and informal definition to clarify the meaning of words
*(F-Creating) compose a persuasive text expressing one’s stand on an issue
*(C- Applying) use modals indicating obligation and necessity
*(D-Analyzing) analyze how characterization contribute to the effective development of the theme
*(A-Remembering) stress the importance of winning over challenges
*(C- Applying) employ speaking techniques in panel discussion