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ENGLISH 10
1st Quarter
UNIT I: THE GRECO-ROMAN LEGACY

I. INTRODUCTION/ OVERVIEW
The legacies of Greece and Rome are so intertwined that people often speak of them together with the term “Greco-Roman”.
Thus, the famous phrase: “the glory that was Greece and the grandeur that was Rome.” Even the Ancient Civilizations Almanac (1999)
would say, “Thanks to Rome, Greece would never die.”

II. LEARNING COMPETENCIES

A. Most Essential Learning Competencies:
1. determine the effect of textual aids on the understanding of a text;
2. distinguish formal from informal definitions of words;
3. evaluate literature as a way of expressing and resolving one’s personal conflicts;
4. use modal auxiliaries;
5. identify and use reflexive and intensive pronouns;
6. compose a persuasive text expressing one’s stand on an issue;

B. Specific Learning Objectives

1. discuss the character of Helen of Troy by using different graphic organizers;
2. write the formal and informal definition of the given words;
3. construct sentences using modal auxiliaries;
4. construct a narrative about the Trojan war using reflexive and intensive pronoun; and
5. compose a persuasive essay using the different features of persuasive texts.

III. LEARNING ACTIVITIES

Learning Activity 1: Helen of Troy (MELC1)

Get to know Helen of Troy. In the play Dr. Faustus, Christopher Marlowe wrote of Helen of Troy, “Was this face that launched
a thousand ships and burnt the topless towers of Ilium?” Since Helen is said to be the reason for the Trojan War, getting to know her
will help you understand the story of the Iliad better. Your task is two-fold:
1. Research on the character of Helen of Troy. Find out where she was from, who her parents and siblings were, and how she
came to be married to her husband using a family tree graphic organizer.
2. Keeping in mind that she was the most beautiful woman in the world at the time of the Iliad, write descriptions of what she
might have looked like using a mind map.
3. Make these activities on a separate bond paper or on MS Word and submit in the designated Classwork in your Google
Classroom.
4. Your activities will be evaluated on the following rubric:

FAMILY TREE & MIND MAP RUBRIC

CRITERIA POINTS
Content 25
Organization of Ideas 15
Creativity 10
TOTAL 50

Learning Activity 2: Distinguishing Formal from Informal Definitions of Words (MELC2)

Write a formal and informal definition of the following terms. You may consult a dictionary, but the final definition has to be in
your own words. Make sure that the formal definitions include the three required parts: term, class, and differentiating characteristics.
Write your answer on the provided answer sheet.

deity freedom heaven

mistress water servant
song war temple
mother enemy prophecy
widow earth sacred

Learning Activity 3: Modal Auxiliaries (MELC4)

Construct your own sentences using the following modal auxiliaries and identify its degree of certainty: Low, moderate, or
strong. Write your answer on the provided answer sheet.

occasionally might seldom

probably never undoubtedly
undeniably conceivably often
generally tends to always
 must regularly perhaps

Learning Activity 4: Reflexive and Intensive Pronouns (MELC3&5)

Carefully read the paragraph next to the last in the selection from Virgil on your ECAS10 book on page 91. Suppose that the
heavy wooden horse was dropped and split open. Write a 2-3 paragraph narrative on what might have happened and how Troy might
have been saved. Use ten (10) reflexive and intensive pronouns and UNDERLINE the sentences to highlight important points in your
narrative. Write your narrative on a separate bond paper or on MS Word.
Your activity will be evaluated according to this rubric:

CRITERIA POINTS
Content 20
Organization of Ideas 15
Use of Reflexive and Intensive Pronouns 20
Grammar 10
TOTAL 65

Learning Activity 5 – Performance Task: Persuasive Essay

Write a three- to five- paragraph persuasive essay. Research the expression: “You shall know the truth, and the truth shall set
you free.” Find out its original source, context, and meaning as well as the way it is commonly used today. Compare the original
meaning and usage to your understanding of the expression and how it is used today. Provide a personal response by stating whether
you believe the original meaning or whether the current usage provides more value. Make use of the features of persuasive texts to
convince your readers of your position. Write your essay on a bond paper or on MS Word.
Your output will be evaluated on the following rubric:

Fully Met Met Expectations Met Some Did Not Meet

Characteristics Expectations (15-19 points) Expectations Expectations Scores
(20-25 pints) (10-14 points) (0-9 points)
Details Provides Provides information Provides some Focuses on either
comprehensive on original source, information on original meaning or
information on context, and original source, current usage.
original source, meaning as well as context, and 25
context, and current usage. meaning as well as
meaning as well as current usage.
current usage.
Evaluation Position is very clearPosition is passably Some positions are Position is not clear
and convincing. clear and unclear and and convincing 25
convincing. unconvincing.
Features of Makes full use of Makes use of Makes some use of Makes very limited
Persuasive Texts features of features of features of use of features of 25
persuasive texts persuasive texts. persuasive texts. persuasive texts.
Language Language use is Language use is There are some Language use is
very good. There are reasonably good. errors in grammar, poor. Errors in
no obvious errors in There are minimal spelling, and word grammar, spelling, 25
grammar, spelling, or errors in grammar, use. and word use are
word use. spelling, and word obvious.
use.

IV. SUMMARY/ KEY CONCEPTS

 Greeks are recognized as an exceptional people. They are known is history as the “noble Greeks.”
 Roman literature was greatly imitative of Greek models. Greek literature was translated into Latin, and it provided the models
that the Roman youths studied and learned by heart.
 A formal definition is structed in a logical and concise pattern so that the information can be provided without additional
unnecessary words.
 Persuasion is an act or process of convincing another person to do something on your favor.
 Modal auxiliaries such as can, could, may, might, must, ought, shall, should, will, and would are the helping verbs in English
that express mood. Their special function of expressing ability, necessity, uncertainty, or permission makes them very useful
in arguments and persuasive texts.
 Reflexive and intensive pronouns have the same form, which can cause confusion. Reflexive pronouns act as the object of the
verb and are necessary to the sentence. Intensive pronouns usually follow the subject or object, which they emphasize. Since
they are used for emphasis, they may be removed from the sentence.
V. SUMMATIVE ASSESSMENT

Test I. Textual Aids

Direction: Identify what the following statements describe. Choose your answer in the box and write it on the provided answer sheet.
Advance Organizers Story Map
Fish Bone Diagram Ladder Chart
Concept Map Storyboard
T-Chart Flow Chart

1. He is an educational psychologist who was interested in the way knowledge is organized and how the human mind organizes ideas.
2. It is a tool that serves as scaffolding to help learners connect what they already know and what they are about to learn about a
specific topic before a text is presented.
3. It is a cause-and-effect diagram that helps managers to track down the reasons for imperfections, variations, defects, or failures.
4. It is a diagram or graphical tool that visually represents relationships between concepts and ideas.
5. This kind of diagram uses overlapping circles or other shapes to illustrate the logical relationships between two or more sets of items.
6. This is a type of chart, a graphic organizer in which a student lists and examines two facets of a topic, like the pros and cons
associated with it, its advantages and disadvantages, facts vs. opinions, etc.
7. It is a graphical representation of steps.
8. It is a graphic representation of how your video will unfold, shot by shot.
9. It is a graphic organizer use to identify the elements of a story.
10. This type of advance organizer usually used in presentations to illustrate a topic step by step from bottom to top.

Test II. Context Clues

Direction: Choose the letter of the best meaning for the underlined word as it is used in context. Write your answer on the provided
answer sheet.

11. My brother said, “I just freed myself from a very loquacious history professor. All he seemed to want was an audience.”
a. pretentious b. grouchy c. talkative d. worried
12. There is no doubt that the idea of living in such a benign climate was appealing. The islanders seemed to keep their vitality and live
longer than Europeans.
a. tropical b. not malignant c. kind d. favorable
13. It is difficult to imagine a surfeit of talent in one individual, yet Leonard Bernstein simply does not have the time to make complete
use of his talent as conductor, performer, writer, and lecturer.
a. excess b. variety c. superiority d. lack
14. There is a large demand all over the United States for plants indigenous to the desert. Many people in Arizona have made a good
business of growing and selling cacti and other local plants.
a. native b. necessary c. foreign d. alien
15. After the Romans left, a millennium and a half passed before people again lived in such comfort. Churchill wrote, “From the year
400 until the year 1900 no one had central heating and very few had hot baths.”
a. a decade b. many years c. 1000 years d. a century
16. Many years before, Caesar’s men had tried and failed to invade Britain. No doubt this contributed to the xenophobia of the
Romans. They were cautious about strangers who entered their country.
a. honesty b. fear of foreigners c. kindliness d. stubbornness
17. Such are the vicissitudes of history. Nothing remains the same. Three hundred years of peace ended in darkness and confusion.
a. evils b. mistakes c. changes d. rules
18. The purpose of the psychiatrist is to mitigate the suffering of the patient.
a. make milder b. beautify c. increase d. banish
19. We knew he couldn’t hold out much longer, because he had been doomed from the beginning. One night he met his ineluctable
fate.
a. forgotten b. inevitable c. hidden d. unhappy
20. A combination of fog and industrial smoke, called smog, has vitiated the air in and around many big cities.
a. concentrate b. fill up c. replace d. contaminate

Test III. Features of Persuasive Text

Direction: On the provided answer sheet, write TRUE if the statement is correct about the features of persuasive texts and FALSE if it is
incorrect.

21. Metaphor is the use of similar words, phrases or clauses placed next to each other.
22. Persuasion is an act or process of convincing another person to do something on your favor.
23. Use of question marks is one of the features of persuasive texts.
24. Alliteration is the use of recurring similar consonant sounds.
25. One of the language features of persuasive texts is to have an informative title.
26. Emotive words show degree of certainty when writing a persuasive text.
27. Facts and arguments give support to your statements to make it more convincing to the readers or to the audience.
28. An ending that requires a response supports the viewpoint of your persuasive text.
29. Rhetorical questions link ideas between sentences and paragraphs.
30. Narrative texts aim to convince the readers to agree to an opinion or take action on something.

Test IV. Reflexive and Intensive Pronouns

Direction: Identify whether the following sentences is a Reflexive or Intensive pronoun. On the provided answer sheet, write R for
Reflexive pronoun and I for Intensive pronoun.

31. We blamed ourselves for the mistake.

32. Did you discover that yourself?
33. Make sure to remind yourself of the things you need to do.
34. Did you yourself make the dinner?
35. She thought to herself while she was in the library.
36. I myself like to take walks after breakfast.
37. She herself did a great job on setting up the party.
38. Leave it alone! I will do it myself.
39. I saw myself in the mirror.
40. Can you help yourselves?
41. I myself feel like I did a great job.
42. They cannot look after themselves.
43. We ourselves made sure to be on time.
44. I bought a gift for myself.
45. Why do you blame yourself for everything?
46. You yourself need to be more careful.
47. They themselves are ready for the game.
48. I bought myself a new pair of sunglasses for our trip to the beach.
49. Because she wanted to be like her sister, Renee forced herself to practice each day.
50. When Tim saw the battleship itself, he knew that he had chosen the right profession.

VI. REFERENCES:

Lapid, S. & Serrrano, J.B. English communication arts and skills through world literature. Phoenix Publishing House.
https://www.mdc.edu/kendall/collegeprep/documents2/context%20cluesrev8192.pdf
http://www.emcp.com/language_link_cd/exercises.php?g=11&u=5&su=Reflexive+and+Intensive+Pronouns

Prepared by:
Sir Clent Ray M. Rubi
 ANSWER SHEETS

I. LEARNING ACTIVITIES

Learning Activity 2: Distinguishing Formal from Informal Definitions of Words

WORD INFORMAL DEFINITION (1 Point each) FORMAL DEFINITION (2 Points each)

1. deity

2. mistress

3. song

4. mother

5. widow

6. freedom

7. water

8. war

9. enemy

10. earth

11. heaven

12. servant

13. temple

14. prophecy

15. sacred

TOTAL /45 points

Learning Activity 3: Modal Auxiliaries

MODALS SENTENCE DEGREE OF CERTAINTY

AUXILIARIES (2 POINTS EACH) (1 POINT EACH)
1. occasionally

2. probably

3. undeniably

4. generally

5. must

6. might

7. never

8. conceivably

9. tends to

10. regularly

11. seldom
 12. undoubtedly

13. often

14. always

15. perhaps

TOTAL /45 POINTS

II. SUMMATIVE ASSESSMENT

TEST I. TEXTUAL AIDS

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

TEST II. CONTEXT CLUES

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

TEST III. FEATURES OF PERSUASIVE TEXTS

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

TEST IV. REFLEXIVE AND INTENSIVE PRONOUNS

31. 41.
32. 42.
33. 43.
34. 44.
35. 45.
36. 46.
37. 47.
38. 48.
39. 49.
40. 50.