WEEKLY LEARNING ACTIVITY SHEETS

English 10 Quarter 3 Week 3

PROVIDING MEANINGS OF WORDS THROUGH DICTIONARY OR
CONTEXT CLUES

Name:___________________________________________________Section:_________

Learning Objective:

 MELC – Compose an independent critique of a chosen selection.

 Subtask competency- Provide meanings of words through

dictionary or context clues.

 Time Allotment: 60 minutes,5 days a week (Q3 W3 Day 1)

Key Concepts:
 English 10 Learner’s Material, p. 291

Activity 1 CLUE IS THE KEY

What to Do : Read each sentence and determine the meaning of the highlighted
word using context clue. Then, give the clue in the sentence that helped you
understand the word meaning.
1.Suzie’s mother taught her to never let anyone degrade her, so now she
demands respect in all of her relationships.
Meaning: ________________________________________________________
Clue: _____________________________________________________________
2.My mom wanted to get the red napkins for the party and my dad wanted the
blue napkins, but I’m not even concerned about such frivolous things.
Definition: ________________________________________________________
Clue:_____________________________________________________________
3.The dogs were so hungry that they would have killed one another for a morsel
of meat.
Definition: ________________________________________________________
Clue:_____________________________________________________________
4.My mom always worries about my grades and the college that I’ll be able to
attend, but if she were a little less fretful she would not be upset but more
relaxed .
Definition: _______________________________________________________
Clue: _____________________________________________________________
5. John had seen horror movies before, but when he saw Bloodcore 6, he was
so appalled by the bloodshed that he wrote the newspapers warning parents
not to allow their children to see the movie.
Definition: _______________________________________________________
Clue: _____________________________________________________________

Reflection: In this lesson, I realized the importance of

_____________________________________________________________________________
 WEEKLY LEARNING ACTIVITY SHEETS
English 10 Quarter 3 Week 3

SELECTING , ORGANIZING, PRODUCING VISUALS AND GRAPHICS

TOCOMPLEMENT AND EXTEND MEANING

Name: ___________________________________________________Section:_________

Learning Objective:

 MELC – Compose an independent critique of a chosen selection.

 Subtask competency- Select, organize, produce visuals and graphics to
complement and extend the meaning.
 Time Allotment: 60 minutes,5 days a week (Q3 W3 Day 2)

Key Concepts:

Read again the story of “Arachne” found in your English 10 textbook ,pages 69-
71.

Activity 2 : FOR A VIP (VERY IMPORTANT PHOTO) ESSAY

What to do:

1.Identify the most important lessons you learned from the story.

2. Illustrate this lesson by creating a photo essay.

3. Since visuals are keys to the meaning of your work, collect photos, pictures
(from magazines, newspapers, print ads, commercial ads, journals, etc.)
drawings, video segment (if possible), or illustrations that show and relate to the
lessons you learned from the story.

4. Do this on a short bond paper.

Reflection:
The story of Arachne made me realize
that___________________________________________________________.

Reference for Learners:

“Celebrating Diversity through World Literature Grade 10”, First Edition.
Department of Education. 2015.
 WEEKLY LEARNING ACTIVITY SHEETS
English 10 Quarter 3 Week 3

EXPLAINING HOW TONE AND MOOD CONTRIBUTE TO THE THEME

Name: ___________________________________________________Section:_________

Learning Objective:

 MELC – Compose an independent critique of a chosen selection.

 Subtask competency- Explain how tone and mood contribute to

the theme.
 Time Allotment: 60 minutes,5 days a week (Q3 W3 Day 3)

Key Concepts:
 English 10 Learner’s Material, p. 208

Tone and Mood

Tone can sometimes be confused with mood. Tone is about the author’s
attitude towards certain events or situations and how he/she wants to express
them.
For example, the tone might be suspenseful because the author holds back
particular information from the reader.The tone is articulated through the
thoughts, words, and actions of the characters and is a large contributing factor
on the mood, rather than being a synonym for it.

In literature, mood is the atmosphere of the narrative. Mood is created by

means of setting, attitude, and descriptions. Though atmosphere and setting
are connected, they may be considered separately to a degree. Atmosphere is
the aura of mood that surrounds the story. 

Theme is the main subject that is being discussed or described in a piece of

writing, movie, etc.

ACTIVITY 3 TMT (Tone, Mood, Theme)

What to Do : Identify whether the passage conveys the tone, mood ,or
theme .Choose the correct answer by writing the letter of the correct answer.

1. “They plan to kill the General.” He leaned forward, his elbows on his
knees. “Tell me everything at once.”
What is the tone of the dialogue?

a. informal b. serious c. happy d. positive

2. What is the tone of the following passage?

“I will not!” she shouted. “I will not be left at the mercy of our enemies
while you go away!

a. pleased b. happy c. angry d. suspicious

3. She hesitated while listening for sounds of the creature. The forest
seemed empty, but she could sense something else out there. Something
seemed watching and waiting.What is the mood of the passage?

a. romantic b. joyful c. depressing d. suspenseful

 4. Which word accurately describes the son’s tone in the following dialogue?

Father: We are going to Disneyland!

Son: Yehey!

a. irritated b. uninterested c. annoyed d. excited

5. What is the tone of this image?

a. elated
b. accusing
c. appreciative
d conceited

Reflection:
I learned that tone ___________________________________________ while
mood______________________________________.

Reference: for learners : https://en.wikipedia.org/wiki/Mood_(literature)

WEEKLY LEARNING ACTIVITY SHEETS

English 10 Quarter 3 Week 3

USING FORMAL AND INFORMAL DEFINITION TO CLARIFY THE

DEFINITION OF A WORD

Name:___________________________________________________Section:_________

Learning Objective:

 MELC – Compose an independent critique of a chosen selection.

 Subtask competency- Use formal and informal definition to clarify

the definition of a word.

 Time Allotment: 60 minutes,5 days a week (Q3 W3 Day 4)

Key Concepts:
 Grade 10 English Learner’s Material, The Story Arachne translated
by Olivia Coolidge, pp. 69-71

What is formal and informal definition?

Formal Definition - meaning is stated clearly

Informal Definition – not a complete definition but just a general idea of the
meaning
ACTIVITY 4 HOW DO YOU DEFINE ME?

What to Do : Identify whether the sentence is a Formal and Informal

definition. Write F, if it is Formal I , if it is Informal.

1. The Internet is a global system of networked computers.

2. Modems are devices that make possible the transmission of data to or
from a computer via telephone.
3. A chair is a piece of furniture.
4. Induction is a process of reasoning from known to unknown.
5. Friendship is the capacity for forgiveness.
6. A carbohydrate is a compound produced by combining hydrogen
,carbon ,and oxygen.
7. A personal letter is written to a friend or relative.
8. Astronomy is branch of science dealing with celestial bodies.
9. Coffee is an antioxidant.
10.Exudate also refers to pus.

Reflection:
Today, I learned that_____________________________________________________
_________________________________________________________________.

WEEKLY LEARNING ACTIVITY SHEETS

English 10 Quarter 3 Week 3

DRAWING CONCLUSIONS

Name:___________________________________________________Section:_________

Learning Objective:

 MELC – Compose an independent critique of a chosen selection.

 Subtask competency- Draw conclusions based on the materials

viewed

 Time Allotment: 60 minutes,5 days a week (Q3 W3 Day 5)

Key Concepts:
 https://www.slideshare.net/abigail0913/drawing-conclusions

Making Conclusions

You can use clues found when reading words and looking at pictures. You use
these clues with what you already know in real life to help you figure out
something that is not written in a story.
ACTIVITY 5 THEREFORE ,I CONCLUDE!

Write your own conclusion to each situation.

1. You lined up in the canteen. You ordered pizza. You looked around
and noticed that the people who got pizzas were throwing them away
after taking a bite. Why did they throw the pizzas away?

______________________________________________________________________
______________________________________________________________________

2. The boy screamed in pain as his mother touched his red back. “You
should’ve applied sunscreen like I told you to,” she told him. He put on
his T-shirt and sunglasses and went back outside, but the heat of the
sun hurt too bad. What happened to the boy?

______________________________________________________________________
_______________________________________________________________________

3. You do not feel good today. You are shivering and feel very cold inside.
When you touch your skin, however, it feels hot. What is happening to
you?

______________________________________________________________________
______________________________________________________________________

4. You woke up just as the sun was coming up. You couldn’t wait that it’s
going to be a great day! Your classmates sang a song for you. When you
got home, your mom has made your favorite dinner. Afterwards, your
family sang to you again. You blew out the candles and ate the chocolate
cake. What is so special about this day?
______________________________________________________________________
______________________________________________________________________

5. When Mia’s brother sang very loudly, she covered her ears and walked
away. Mia asked her brother to sing quietly, but he wouldn’t listen to
Mia.

______________________________________________________________________
______________________________________________________________________

Reflection:
Drawing conclusion is done through_____________________________________.
 WEEKLY LEARNING ACTIVITY SHEETS
English 10 Quarter 3 Week 3
DRAWING OR ILLUSTRATING TO COMPLEMENT AND EXTEND THE
MEANING

Name:___________________________________________________Section:_________

Learning Objective:

 MELC – Compose an independent critique of a chosen selection.

 Subtask competency- Draw or illustrate to complement and

extend the meaning.

 Time Allotment: 60 minutes,5 days a week (Q3 W3 Day 5)

Key Concepts:
 https://www.slideshare.net/abigail0913/drawing-conclusions

ACTIVITY 6

Draw or illustrate the scene or situation from each selection in Activity 5

THEREFORE,I CONCLUDE (1-5). Use a separate paper.

Reflection:
My key learnings from todays’ lesson/activity are
________________________________

Key Answer:

Activity 1 (2 points each number)

1.Degrade: without respect
Clue: never let anyone
2.Frivolous: not important
Clue: but I’m not even concerned
3.Morsel: a small piece
Clue: were so hungry that they would have killed one another
4.Fretful: worried
Clue: worries
5.Appalled: shocked
Clue: blood shed
Activity 2
We should not be proud/boastful.
Activity 3
1. B 2. C 3.D 4.D 5.C
Activity 4

1.F 2.F 3.I 4.F 5.I

6.F 7.I 8.F 9.I 10.I
Activity 5
1. The pizza did not taste good.
2. The boy felt more pain.
3. I have a fever.
4. Today is my birthday.
5. Mia’s brother is hardheaded so she scolded him.
ACTIVITY 6

Drawings /illustrations must be related to the answers to Activity 5.

Author: Rowena P. Cordova, SST I

School: Agusan National High School
Division: Butuan City
E-mail Address: rowena.cordova010@deped.gov.ph

Reviewers:
Fanny Andrea B. Naranjo, SST I
Marites M. Tabal, SST III
Venus Sheila O. Ayado, SSHT IV
Maria Dinah D. Abalos, PhD, EPS -English