Self-instructed

Module
in
English 10

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Learning Module in English 10

LESSON 1: RULES APPLY

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INTRODUCTION

This lesson will teach you about sonnets and paradox in literature. This lesson will
also shed light on how you can transcode information and explain illustration from
nonlinear to linear texts and vice versa. Conceptual and operational definitions will be
tackled as well. At the same time, this lesson will teach you some grammar rules you
should follow when writing definitions. Moreover, this lesson will discuss the parts of an
argumentative essay. Listening strategies and English sounds will also be dealt with.
Lastly, this lesson will educate you on how you can assess the effectiveness of the ideas
presented in the material viewed.

How to join the VSMART?

1) Install VSMART application or visit the website :

school.vsmart.ph
2) Log in your given username and password
3) Go to your scheduled lesson

OBJECTIVES:
By the end of the lesson, you are expected to:

Literature:
 Explain how the elements specific to a genre contribute to the theme of a particular
literary selection. (EN10LT-IIc-2.2)
 Express appreciation for sensory images used. (EN10LT-IIc-2.2.1)
 Explain the literary devices used. (EN10LT-IId-2.2.2)
Read:
 Transcode information from linear to non-linear texts and vice-versa. (EN10RC-IIa-
11)
 Explain illustrations from linear to nonlinear texts and vice versa. (EN10RC-IIb-11.2)
Write:
 Give technical and operational definitions. (EN10V-IIa-13.9; EN10V-IIb-13.9)
 Observe correct grammar in making definitions. (EN10G-IIa-29; EN10G-IIb-29)
 Identify parts and features of argumentative essays. (EN10WC-IIa-13.1)
Listen:
 Switch from one listening strategy to another to extract meaning from the listening
text. (EN10LC-IIa-11)
Speak:
 Use the correct sound of English when delivering impromptu and extemporaneous
speech. (EN10OL-IIc-3.11; EN10OL-IId-3.11)
View:
 Assess the effectiveness of the ideas presented in the material viewed taking into
account its purpose. (EN10VC-IIa-3.8; EN10VC-IIb-3.8)

MODULE 1: EXPLAINING PARADOX

What is a sonnet?

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  Literary genres have specific elements that contribute to the theme of a particular
reading selection under it. For this lecture, we will explore the first genre featured in
this quarter—sonnet.
Sonnet
 A sonnet is a one-stanza poem of fourteen lines. One of the most popular sonnet
forms is the Petrarchan sonnet which was developed and popularized by the Italian
poet Francesco Petrarca.
 The Petrarchan sonnet is divided into two parts—an octave, or the first eight lines
and a sestet, or the last six lines.
 The octave has a rhyme pattern of abbaabba, while the sestet usually rhymes
cdcdcd, cdecde, cddcdd, or cddece.
 The first eight lines present a question, problem, or dilemma. The volta, or the turn,
which happens at the beginning of the sestet (i.e., the ninth line), marks a change of
thought or a switch of mood or outlook leading to the solution or answer presented in
the sestet.
Sensory Images
 Elements specific to a genre may contribute to the theme of a particular literary
selection through sensory images.
 The use of sensory images makes the description more vivid in the minds of the
readers.
 by forming mental images of details described or depicted in a written text, readers
are able to make clearer connections between what they are reading and what they
have actually seen or experienced in real life.
 Closely study the examples showing the different kinds of sensory images:
o Visual (sight)
 patches of green in the dry field
 flickers of light on a moonless night
o Auditory (hearing)
 hearts pounding loudly in the quiet room
 beating of drums echoing faintly from the distant hills
o Olfactory (smell)
 scents of cheap perfume from a nearby local store
 rising smoke from burning leaves
o Gustatory (taste)
 spicy leaves and herbs
 tasty servings of organic libers
o Tactile (touch)
 rough edges of the ancient cliffs
 the farmer’s coarse and withered hands
o Kinesthetic (motion)
 wandering and floating
 fluttering and dancing in the breeze

Activity: Sonnet 307 and Sonnet 104

A. How does a person cope up with feelings caused by the experience of falling in love or of
losing a loved one?

B. Word Chest
Look for the meaning of the following words:
 hastening -
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  bosom -
 equality of woe -
 bewail -
 banished -
 strife –

Read the sonnet below. Then, answer the questions that follow.

Sonnet 307
by Francesco Petrarch

O lovely little bird, I watch you ny,

And grieving for the past I hear you sing.
I see the night and winter hastening,
I see the day and happy summer die.
If you could hear my heart in answer cry
Its pain to your sad tune, you’d swiftly
wing
Into my bosom, comfort you would bring
And we would weep together, you and I.
‘Tis no equality of woe I fear;
Perhaps she lives whom you bewail; from
me
Have greedy death and heaven snatched
my dear,
 
But the dark autumn evening hour sets free
The memory of many a banished year
So let us talk of the past then, tenderly.

Sonnet 104
by Francesco Petrarch
Translated by Sir Thomas Wyatt
I find no peace, and all my war is done.
I fear and hope. I burn and freeze like ice.
I fly above the wind, yet can I not arise;
And nought I have, and all the world I
season.
That loseth nor locketh holdeth me in
prison
And holdeth me not—yet can I scape no
wise—
Nor letteth me live nor die at my device,
And yet of death it giveth me occasion.
Without eyen I see, and without tongue I
plain.

I desire to perish, and yet I ask health.

I love another, and thus I hate myself.
I feed me in sorrow and laugh in all my
pain;
Likewise displeaseth me both life and
death,
And my delight is causer of this strife.

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1) What are the sensory images used in the selection? (Visual, Auditory, Olfactory,
Gustatory, Tactile, Motion)

2) In “Sonnet 307,” what is common between the persona and the one spoken to? What
does the persona want from the latter?

3) In lines 3 and 4 of “Sonnet 307,” what does the persona wish to convey by alluding to the
times of the day and the seasons?

What is paradox?
 Paradox is a figure of speech that uses contradiction. Petrarch’s “Sonnet 104”
contains examples of paradox.

Activity: Finding Paradox

Find other examples of paradox in Petrarch’s ‘Sonnet 104” and explain each paradox. Place
your answers below

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Activity: Arrange the jumbled letters to form words.

1) Data -
2) Grpha
3) Inetrpert

MODULE 2: PRESENTING DATA AS LINEAR AND NON LINEAR TEXT

What are linear and nonlinear texts?

 In research, gathering data is of primary importance as evidence for an argument or
a claim. When presenting data as linear text, a researcher uses sentences and
paragraphs similar to how an essay is written. A nonlinear text, on the other hand,
presents information in the form of graphs, charts, diagrams, and other visual
representations. It is important to note that aside from knowing how to present
information either as linear text or nonlinear text, the researcher must be able to
convert, interpret, and explain data from one form of text to the other.

Take note of the following graph:

Figure 1 shows a hypothetical demand graph for a certain brand of candy. Notice that as
the price of the candy increases, its sales drop following a decrease in demand

Activity: Examine the Graph

Examine the following graph closely. On the blank before each number, write whether the
statement is TRUE or FALSE.

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_________________ 1) There are more cars sold in total than tricycle.

_________________ 2) The blue bars represent car sales.

_________________ 3) In April, there are more tricycles sold than cars.

_________________ 4) The graph shows the effect of sales of cars and tricycles.

Activity: Let’s Make a Graph

Construct a graphical representation of the data presented in the linear text below. Write
your answer inside the box.
School A has decided to track where its graduates proceed to receive higher education. A
survey reveals that 53% of the graduates study in Asia, 20% in Europe, 13% in North
America, 9% in Australia, and 5% in Africa.

MODULE 3: IDENTIFYING PARTS OF ARGUMENTATTIVE ESSAY

What is the difference between a conceptual definition and an operational definition?

 A conceptual definition is a statement of what an idea means in broad or abstract
terms. For instance, the term structure may be defined conceptually as the manner
something is built or organized.
 The operational definition of structure, on the other hand, varies depending on its
application in a particular field. In engineering, for example, structure may refer to
the configuration of steel beams that serve as foundations of a building. In biology,
structure may refer to the specific parts of an organism such as the leaves, stem, and
roots of a plant. In linguistics, structure may refer to the arrangement of words in a
sentence.

Activity: Defining Moment

Give a conceptual definition and an operational definition for the following words. Follow
the given example.

DEMAND
Conceptual Definition: The ability and need or desire to buy goods and
services (Merriam-Webster Dictionary, 2016).

Operational Definition: The number of items sold in the market (e.g., l00 cars
were sold in the past month)

Discipline: Economics

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 1) IDENTIFY

2) FORM

3) PARALLEL

What are the different rules of agreement?

 Definitions follow not only the rules of definition discussed in the previous quarter,
but also all rules of agreement, i.e., a pronoun should agree with its antecedent and a
subject should agree with its verb.

1) A pronoun, whether functioning as pronoun or adjective, should have a clear

antecedent. This means that when a pronoun is introduced in a definition, it should
be in clear reference to a noun in the definition. The pronoun should agree with its
antecedent in person, number, and gender.

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 2) Subject should agree in number with its verb.

3) Names of subjects or disciplines such as mathematics, physics, statistics, and the

like are always singular.
 Mathematics is the study of patterns in nature.
 Physics explores the physical forces that govern the universe.
4) Names of companies or organizations such as government departments, corporate
entities, agencies, associations, clubs, and the like are singular.
 The Department of Agriculture is the government agency responsible for looking
after the welfare of farmers and making sure that the country produces enough
food for its citizens.
 The Tricycle Operators and Drivers Association, or TODA, protects not only the
welfare of tricycle operators and drivers but also the safety of commuters.

Activity: Following Rules

The undated article below from World of Phenomena explains the nature, causes, and
effects of whirlpools which, along with strong currents, often occur in the unstable waters
of the Strait of Messina which was believed by the ancient Greeks to have been the dwelling
place of the sea monsters Scylla and Charybdis. Read the article carefully and complete the
table that follows by identifying the antecedent or subject of each numbered pronoun or
verb.

Whirlpool
Movies and stories at times (1) portray people or boats being sucked into whirlpools—
hungry, spinning currents of water—never to be seen again. Are these stories true? If so,
what (2) are they?
What are whirlpools?
A whirlpool is a body of swirling water formed when two opposing currents meet.
Whirlpools may form wherever water is flowing, from creeks and streams to rivers and seas.
Any whirlpool that (3) contains a downdraft—(4) one capable of sucking objects beneath the
water’s surface—(5) is called a vortex. Whirlpools also form at the base of waterfalls and
man-made structures such as dams. Most of these phenomena are not very powerful. Even
the swirling water formed when the stopper is removed from a sink or bath could properly
be called a whirlpool. There (6) are, however, some very powerful and dangerous whirlpools.
A maelstrom is defined as a particularly “large, powerful, or violent whirlpool.” Maelstroms
typically form in the ocean near narrow straits as a result of the tides.
What’s at the bottom of a whirlpool?
Whirlpools are not, in fact, bottomless pits. Experiments have shown that whirlpools
often pull objects to the bottom of the seabed. (7) They may then be moved along the
seafloor by ocean currents. If the object can float, (8) it may come back to the surface a long
way from where the whirlpool is located.

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Are Whirlpools Dangerous to People?
Large ships are generally in no danger from whirlpools, although some reports from
ancient history say otherwise. It () is thought that the mythical Charybdis of the Greeks
may have been a whirlpool off the coast of Sicily, capable of swallowing small ships. Small
boats and swimmers must use caution around whirlpools. As with any other current, the
moving water can overpower a swimmer and pull (10) him beneath the water, causing
drowning.
Source: ‘Whidpool. World of Phenomena. Accessed March 14, 2019.
https://www.phenomena.org/ocear,/whirlpool/

1) portray

2) Are

3) Contains

4) One

5) Is

6) are

7) they

8) it

9) is

10) him

What are the parts of an argumentative essay?

 Writing an argumentative essay is essentially presenting the two sides of a coin
through written means. As such, the two main expectations are for the topic to be
articulated in a thesis statement, and for the supporting details or evidence to follow
the developmental paragraphs. The paper’s conclusion may then revisit the thesis
statement in light of all the evidence that has been presented.

Below are the parts of an argumentative essay:

1) Introduction: The Thesis Statement
The thesis statement is part of the introduction of the paper. It must be
articulated clearly at the start of the paper—both sides of the issue. When the
paper does this, it can then prove the writer’s side and point out the flaws in the
opposing side. For that matter, the reader has the benefit of having seen both
sides while the writer also demonstrates due diligence and fairness.
The introduction may start off with a brief hook, which should serve the double
purpose of catching the reader’s attention and giving the reader enough
information to understand the topic. This will also serve to ease into the thesis
statement, which will get across the topic.
2) Development: Supporting Details
Each supporting point must be discussed and explained thoroughly in its own
space, with an eye toward setting up an aspect of the paper’s central point. The
developmental paragraphs should be discussed in a logical sequence, without
jumping from topic to topic. For instance, if your thesis statement suggests that a

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 course of action should be taken, the rest of the paper will logically need to
provide well-explained reasons why this course of action should be taken—
reasons why the current state of things is problematic or not good enough,
reasons why the proposed course of action is an ideal solution, and so on.
In writing your body, make it a point to provide evidence in support of the thesis
statement presented. Hence, it entails intensive research. Gather as many reliable
sources to make your discussion of the pros and cons extensive. Use interviews,
print sources, and news articles to establish more authoritative presentation of
arguments. Acknowledge sources and use in text citation. Avoid emotional
language. Know the difference between logic and emotion. Don’t fabricate
evidence.
3) Conclusion
Alter having set control for the paper by stipulating the thesis statement early on,
and then thoroughly proving the thesis statement by supplying compelling
evidence, the paper may then build to a conclusion. Many writers forget to build
to the conclusion adequately, and thus end up cutting off their paper abruptly
after exhausting all of their supporting information. It is more advisable to
consider summing up the overall thought process that you have taken your reader
on, and revisit the thesis statement as proven in light of the information you have
included in your article.
Examples:
1) Thesis
Context
Supporting Reason 1 (subconclusion)
Explanation/reasons for Reason 1
Supporting Reason 2 (subconclusion)
Explanation/reasons for Reason 2
Counter-argument against thesis
Reasons/Conclusion of counter-argument
Response to counter-argument
Etc . . .

2) Context
Thesis
Supporting Reason 1 (subconclusion)
Explanation/reasons for Reason 1
Counter-argument against Reason 1
Response to counter-argument
Supporting Reason 2 (subconclusion)
Explanation/reasons for Reason 2
Counter-argument against Reason 2
Response to counter-argument
Etc . . .
3) (more detailed, as in a longer paper):
General Context
Thesis
Supporting Reason 1 (subconclusion)
Specific Context for Supporting Reason 1
Explanation of or reasons for this supporting
reason (reasons for subconclusion)
Supporting Reason 2 (subconclusion)
Specific Context for Supporting Reason 2
Explanation of or reasons for this supporting

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 reason (reasons for subconclusion)
Etc . . .
4) Counter-argument 1 against thesis
Specific Context for counter-argument 1
Response to counter-argument 1
Counter-argument 2 against thesis
Specific Context for counter-argument 2
Response to counter-argument 2
Etc . . .

Activity: Let Me Hear You

Using one of the examples previously presented, make an argumentative essay outline
about how the Philippine government is battling COVID-19 in the country. Place your
output in a letter-sized document. Then, send it to your teacher.

MODULE 4: USING LISTENING STRATEGIES

What are the different listening strategies?

 The way one listens depends on his or her purpose. Listening for the gist of a spoken
or oral text, for example, differs from listening for specific information and requires a
different listening strategy.
Listening strategies may be top-down or bottom-up.
Top-down listening strategy requires using previous knowledge and experiences to
allow the listener to relate to the listening text and to make connections that will help
in identifying main ideas, summarizing information, making inferences and
predictions, discerning problems and solutions, making judgments, etc.
Bottom-up listening strategy requires paying attention to cues such as word stress,
pauses, and repetition in order to identify specific details and key ideas in a listening
text.

Activity: Listen Well

Listen to an argumentative speech. Using appropriate listening strategies, answer the
questions below.

1) What is the argumentative speech you listened to? Talk about it briefly.

2) Write down at least three main ideas conveyed by speech

3) Explain each main idea using a specific detail from the speech.

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4) How useful or relevant is the speech to 21st-century learners like you? Use details from
the speech to support your answer.

How do you use English sounds correctly?

 To be effective, a speaker who uses the English language must strive to develop a
good command of its sounds structure. Using the correct sounds of English helps in
sending the right message of a spoken text. Mispronunciation could not only be
confusing or misleading, but also distracting to listeners. Because English is a
morphophonemic language, i.e., words are not necessarily pronounced the way they
are spelled, one must pay close attention to certain nuances of the language. One
such nuance is the use of long and short vowel sounds. Note the words steep and
steppe and paid and plaid.
 Steep /‘stëp/ is pronounced with a long e sound, while steppe /‘step/ is
pronounced with a short e sound.
 Paid /‘pãd/ has a long a sound, but plaid ¡‘pIad! has a short a sound.
Silent letters are also common in the English language. Take note of the silent letters in the
following table:

Certain English consonant blends or digraphs produce distinct sounds. Notice how/ph / in
alphabet, orphan, and phantom has the sound of/fl/. The digraph /gh/ also has the sound
of/fl/ in enough, graph, and laughter but is silent in caught, daughter, and sleigh.
Some English words like the ones in the following sentences are pronounced differently
depending on their meaning or use:
 A dove suddenly dove from the roof of a building.
 A white cloth was wound tightly around the child’s wound.
 The young artist does paintings of does.

Activity: Pay Attention

Read each of the following sentences aloud, paying attention to the pairs of words that are
spelled the same way but are pronounced differently. Take an audio recording of yourself as
you do the activity. Then, send it to your teacher for evaluation.
1) The two men had an angry row, because neither of them wanted to row the boat.
2) The thundering sound of the bass drums frightened the bass in the nearby lake.
3) What polish do Polish women use on their nails?
4) The girl with a red bow forgot to bow after her song.
5) With tears in her eyes, she tears the letter.
6) Minute specks of dust gather on the floor every minute.
7) The mayor has read all the papers he has to read.

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 8) One of the sewer pipes near the sewer and his seamstress wife’s shop burst.

MODULE 5: ASSESSING THE EFFECTIVENESS OF VISUAL WORK

ACCORDING TO ITS PURPOSE

How do you assess the effectiveness of a visual work according to its purpose?
 Visual communication has varied forms that serve different purposes. Many of these
forms consist of moving images such as film, television, and video. Visual forms such
as news broadcast or documentaries are primarily made for the purpose of
disseminating information or raising the awareness of their audience about current
political, social, economic, moral, and other issues. While most movies and television
shows are made to entertain, some are meant to stir their viewers’ imagination or to
refine their audience’s artistic sense. Online videos, which have grown exponentially
in number and have gained widespread viewership, are as varied in purpose as they
are in kind and value.
In assessing the value and effectiveness of these visual forms, it is important that the
viewer recognizes and understands the purpose for which they are created. The value
of a visual work may be measured by how relevant and meaningful its purpose is and
by how effectively it fulfils its purpose.

Activity: Let’s Watch

Watch a news broadcast, a television show or a series, and an online video. Identify the
purpose of each video, and assess the value and effectiveness of the video according to
purpose. Place your work in a letter-sized document. Then, send it to your teacher.

LESSON OUTPUT: Coherence Is a Must!

The Department of Education has announced a writing contest open to all high school
students. Each grade level is assigned a writing category, and for Grade 10 students, the
writing category is opinion-writing. Along with other Grade 10 students, you have been
chosen to represent your school in the contest. You will choose from two given statements
to be provided by your teacher, and you will write your opinion and reasons in a coherent,
concise, clear, and convincing paragraph.

Output: A one-page opinion write-up to be placed in a letter-sized document (8.5 x 11 in).

You will be graded on the basis of the following:

CRITERIA ACTION
Insightful The writer’s stand is very clear. The writing is insightful and
shows careful thought. All comments and reasons stated are
valid and convincing.
Coherent All parts of the paragraph fit together. Ideas flow smoothly from
sentence to sentence. The paragraph uses transitional devices
very effectively.
Clear Pronoun- All pronouns used in the sentences refer clearly and logically to
Antecedent Reference their antecedents
Clear Subject-Verb All subjects used in the sentences agree with their verbs.
Agreement
Flawless Language and The writing shows evident mastery of spelling, grammar,
Writing Conventions agreement, and usage.

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