ENGLISH 10

Quarter 1 (Lesson 1-7)

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

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 TABLE OF CONTENTS

Page

TABLE OF CONTENTS............................................................................................................ii

WHAT THIS MODULE IS ABOUT ......................................................................................iii

MODULE ICONS ....................................................................................................................iv

PRETEST....................................................................................................................................v

Lesson 1: Persuasive Text………………………...………………………………………..1

Lesson 2: The Iliad………………………………...………………………………………...4

Lesson 3: Intensive Reflexive Pronoun…...................................................................…….9

Lesson 4: Graphic Organizer…………..........................................................................….14

Lesson 5: Elements of a Short Story….........………….......................................................20

Lesson 6: Oedipus the King……………….........................................................................25

Lesson 7: Detecting Propaganda………….....……............................................................30

Lesson 8: The French Epic………........................................................................................33

Lesson 9: St. Augustine’s Prayer……….....…………........................................................35

POST-TEST...................................................................................................................................40

REFERENCES..............................................................................................................................42

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 UNIT 1
In this module, you will learn more about persuasive text and its features. You will also
learn about persuasive techniques and devices, factual claim, opinion, and commonplace
assertion. This module will help you formulate specific reasons for your opinions and will
provide you an opportunity to research facts related to your opinions. As you develop an
understanding of how writing can influence or change another thoughts or actions, you can
begin to understand the persuasive nature of the marketing you are exposed to through
televisions, the internet and the other media.

This learning material is especially crafted to provide you with independent and self-
directed learning experiences and to have more autonomy and control over your learning. This
will help you improve your academic performance, increase motivation and confidence, make
choices and decisions about how to meet your learning needs, take responsibility for
constructing and carrying out your own learning.

The competencies included in this module are considered as the most essential
competencies which need to be mastered by a Grade 10 student like you. These competencies
are anchored on the general principles, goals, and objectives of the K to 12 Basic Education
program for Grade 10 student like you to become productive and effective participant in the
society you are in.

There are two learning competencies that mean four lessons in this module. Each lesson
builds around a particular text for you to explore meaningfully through a variety of integrated,
challenging, and interesting tasks.

Module I is consist of nine lessons, wherein each lesson is developed through the
following phases:

 What I Need to Know-This part contains learning objectives that are set for you to
learn as you go along the Module each day/lesson.

 What I know- This is a pre-test assessment as to your level of knowledge to the

subject matter at hand, meant specifically to gauge prior related knowledge.

 What’s In- This part connects previous lesson with that of the current one.

 What’s New- An introduction of the new lesson through various activities, before it
will be presented to you.

 What is It- These are discussions of the activities to deepen your discovery and
understanding of the concept.

 What’s More- These are follow-up activities that are intended for you to practice
further in order to master the competencies.

 What I Have Learned- Activities designed to process what you have learned from the
lesson.

 What I can do- These are tasks that are designed to showcase your skills and
knowledge gained, and applied into real-life concerns and situations.

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How to Learn from this Module To achieve the objectives cited in the previous page, you are to
do the following:

• Take your time reading the lessons carefully.

•Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

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 What I Need to Know
In charting the course of your journey in this module, you are expected to:

 define persuasive texts;

 identify the uses of persuasive text.
 identify features of persuasive text;
 write a persuasive essay
 define opinion or assertion
 formulate a statement of opinion or assertion
 make an assertion of a superhero
 distinguish factual claims, opinions, and commonplace assertion; and
 make an assertion from the content of the text.

What I Know
Pre-Test As part of your initial activities, you need to answer this pre-assessment to check
your prior knowledge on the topics of this module. Try to assess yourself about your previous
knowledge on persuasive text and assertions.

Directions: Read each question below and choose the letter of the correct answer.

1. What is the purpose of persuasive writing?

A. to entertain a reader
B. to convince a reader
C. to inform the reader
D. to describe a series of events
2. Which is not a characteristic of a good persuasive writing piece?
A. The writer provides strong arguments as support.
B. The writer provides information based from opinions only.
C. The writer entertains the reader with engaging dialogue between
characters.
D. The writer uses illustrations, photographs, and diagrams to convince the
reader.
3. What is a rhetorical question?
A. a statement of fact
B. a question that is part of a quotation
C. a question requiring response from the audience
D. a question designed to make the audience think
4. How do the authors share their opinion about an issue through persuasive writing?
A. share their personal opinion
B. support their opinion through evidences
C. make up fictional information to trick the reader
D. share the opinions of others that are similar to theirs
5. Which a not an example of a persuasive text?
A. a television advertisement
B. a political speech
C. a political cartoon
D. a photograph of political figure

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6. Which is not a feature of persuasive text?
A. fictional ideas
B. supporting ideas and arguments
C. clear organization or structure
D. thesis statement
7. What is the primary purpose of a document that is written to convince readers to
change their opinions?
A. to answer question
B. to build goodwill
C. to persuade
D. to inform
8. Which persuasive technique use words like we, you, our and us to make the
audience think the speaker is talking to them?
A. repetition
B. alliteration
C. exaggeration
D. personal pronouns
9. What are the roles of an author of a persuasive text?
A. The author is telling a story.
B. The author is informing the reader.
C. The author is convincing the reader to agree with him/her.
D. all of the above
10. How should an author of a persuasive text back up his/her claim or argument?
A. support
B. claim
C. text
D. argument
11. How does persuasive text begin?
A. with a clear statement or thesis about the purpose of the text.
B. with the reasons about the claim
C. with the summary of the claim
D. with a question
12. What is the purpose of the persuasive text below?
“Please support our children players by buying these raffle tickets.”
A. create interest
B. make a change
C. prove something wrong
D. support a cause.
13. Which of the following is an example of assertion?
A. “I believe that fate cannot be altered because it is fixed.”
B. “Fate is an outcome of one’s actions.”
C. “I think that anyone can change his own fate.”
D. “For me fate is only what a fortune teller says.”
14. Which of the following do not serve as a guide in writing an assertion?
A. being artistic
B. being knowledgeable
C. backing up with evidence
D. being clear and concise
15. Which of the following best defines an assertion?
A. It is a statement used to make a declaration or to make strong belief on a particular
topic.
B. It refers to the view somebody takes about an issue, especially when it is based solely on
personal judgment.
C. It is known to be consistent with objective reality and can be proven true.
D. It is liking one idea over other ideas.

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Lesson 1 : Persuasive Text

What I Need to Know

Welcome to your first lesson of this school year! To start with, let us try to find out the learning competencies
in which you are going to master at the end of this lesson.

Skills and Competencies/Objectives:

At the end of this lesson, you are expected to:

 define persuasive text; and

 identify the purpose of persuasive texts.
 Materials Needed:
 Electronic gadgets (cell phones/computers/LED TV)
 Internet access
 Activity notebook

What I Know
Task 1: I Believe

Directions: Think of something that you believe in and explain why. It could be your belief about life, love,
education, or religion. State reasons to support your belief in three to five sentences.

I believe that…

________________________________________________________________________________________________
_______________________________________________________________________________________________________
_________________________________________________

What’s In
Task 2: I Think

Directions: You have successfully shared your belief about a certain topic in Task 1. This time you are going to write
a sentence about your idea on persuasive texts. Write your answer below.

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 What’s New
Before you start the lesson on features of persuasive text, you need to answer the following activity below.

Task 3: True of False

Directions: Identify each statement as true or false. Write T on the blank if the statement is true and F if it’s not.

______1. The purpose of persuasive writing is to tell a story.

______2. It is important for students to write for authentic purposes and real audiences.

______3. Using graphic organizers is an effective way to learn about persuasive writing.

What Is It
What is a persuasive text?

A persuasive text is a text that comes in a form of an argument, exposition, discussion, review, or an advertisement,
the main purpose of which is to present a point of view and to persuade the readers.

Persuasive texts can be used to…

Purpose Persuasive Statement

 Make a change “Everyone should follow the law.”

 Prove something wrong “Our mayor is the best leader.”

 Support a cause “Please donate for the orphanage.”

 Urge people to act “Stop disobeying quarantine rules!”

 Get people to agree with you “I am sure you’ll agree with me”

What’s More
Task 4 : The Write Time
Directions: Answer the questions below on your activity notebook.
1. What is a persuasive text?
2. Choose at least three uses of persuasive texts and write a persuasive statement to each of them.

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 What I Have Learned
Task 5: Which is Which?
Directions: Analyse each persuasive statement below and identify its purpose. Choose your answer from the box
and write it on the space provided before each number.

_______________1. Please join the run for a cause so we can help the cancer patients.
_______________2. If you don’t adopt the dog, it might be killed on the street.
_______________3. Don’t throw your garbage anywhere.
_______________4. Choosing friends wisely makes you happy.
_______________5. I’m sure that you won’t disagree if I would say that cats are better pets than dogs.

What I Can Do
Task 6: Persuasion Time
Directions: What do you think about this idea? Write a persuasive text on your activity notebook. Refer to the rubrics
for the scoring.
Junk food – Should it be banned at school?

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10
Lesson 2 : The Iliad

What I Need to Know

Welcome to your first lesson of this school year! To start with, let us try to find out the learning competencies
in which you are going to master at the end of this lesson.

Objectives:
At the end of this module, you are expected to:
a. Evaluate how The Iliad as a piece that shows the culture of the Greeks;
b. use the provided information in the Iliad to generalize the idea of chivalry and kinship; and
c. utilize the information in the Iliad and write an informative essay.

Materials Needed:
 Electronic gadgets (cell phones/computers/LED TV)
 Internet access
 Activity notebook
 Textbook

What I Know
Task 1: Name at least ten Greek heroes.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

What’s In
Task 2: Choose your three favorite Greek heroes and give a brief description of their story.

1.

2.

3.

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 What’s New
Before exploring the world of The Iliad, you need to do the following activity below.

Task 3: Listening for Specific Details (ECAS pg. 16, Exercise 12)

Play the audio “Farewell Between Hector and Andromache.” https://www.youtube.com/watch?

v=msJ8XExxbPM

Listen carefully and take note of the following questions:

1. Why was Andromache on the battlements?
2. What is the name of Hector’s son? What is Hector’s special name for him?
3. What misfortune did Andromache suffer from Achilles?
4. What prayer did Hector make for his child?

Homer and the Iliad

The Iliad is an ancient Greek epic poem. It narrates the final year of the Trojan War, the legendary battle between the

alliance of Greek cities and the city of Troy that is protected by massive walls. The tragic epic poem is consisting of more than

15,000 lines organized by scholars in Alexandria into 24 books. The poem covers only 52 days of the Trojan war.

It was written sometime in the 8th century BCE but started as a long oral tradition, but the Greeks believe that the  war

have occurred sometime in the 13th century BCE during the Bronze Age.

Homer is the known author of the Iliad which, according to Greeks, is from Chios or Ionia (cities in Greece).

The Iliad and Odyssey (also written by Homer) is considered as the two masterpieces of Greek literature. They also called him as

the greatest writer and referred to him as 'the poet’.

To further study the epic, read the article about it here: https://www.ancient-literature.com/greece_homer_iliad.html

The Iliad (Summary)

Nine years after the start of the Trojan War, the Greek (“Achaean”) army sacks Chryse, a town allied with Troy. During
the battle, the Achaeans capture a pair of beautiful maidens, Chryseis and Briseis. Agamemnon, the leader of the Achaean
forces, takes Chryseis as his prize, and Achilles, the Achaeans’ greatest warrior, claims Briseis. Chryseis’s father, Chryses, who
serves as a priest of the god Apollo, offers an enormous ransom in return for his daughter, but Agamemnon refuses to give
Chryseis back. Chryses then prays to Apollo, who sends a plague upon the Achaean camp.

After many Achaeans die, Agamemnon consults the prophet Calchas to determine the cause of the plague. When he
learns that Chryseis is the cause, he reluctantly gives her up but then demands Briseis from Achilles as compensation. Furious at
this insult, Achilles returns to his tent in the army camp and refuses to fight in the war any longer. He vengefully yearns to see
the Achaeans destroyed and asks his mother, the sea-nymph Thetis, to enlist the services of Zeus, king of the gods, toward this

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end. The Trojan and Achaean sides have declared a cease-fire with each other, but now the Trojans breach the treaty and Zeus
comes to their aid.

With Zeus supporting the Trojans and Achilles refusing to fight, the Achaeans suffer great losses. Several days of fierce
conflict ensue, including duels between Paris and Menelaus and between Hector and Ajax. The Achaeans make no progress;
even the heroism of the great Achaean warrior Diomedes proves fruitless. The Trojans push the Achaeans back, forcing them to
take refuge behind the ramparts that protect their ships. The Achaeans begin to nurture some hope for the future when a
nighttime reconnaissance mission by Diomedes and Odysseus yields information about the Trojans’ plans, but the next day
brings disaster. Several Achaean commanders become wounded, and the Trojans break through the Achaean ramparts. They
advance all the way up to the boundary of the Achaean camp and set fire to one of the ships. Defeat seems imminent, because
without the ships, the army will be stranded at Troy and almost certainly destroyed.

Concerned for his comrades but still too proud to help them himself, Achilles agrees to a plan proposed by Nestor that
will allow his beloved friend Patroclus to take his place in battle, wearing his armor. Patroclus is a fine warrior, and his presence
on the battlefield helps the Achaeans push the Trojans away from the ships and back to the city walls. But the counterattack soon
falters. Apollo knocks Patroclus’s armor to the ground, and Hector slays him. Fighting then breaks out as both sides try to lay
claim to the body and armor. Hector ends up with the armor, but the Achaeans, thanks to a courageous effort by Menelaus and
others, manage to bring the body back to their camp. When Achilles discovers that Hector has killed Patroclus, he fills with such
grief and rage that he agrees to reconcile with Agamemnon and rejoin the battle. Thetis goes to Mount Olympus and persuades
the god Hephaestus to forge Achilles a new suit of armor, which she presents to him the next morning. Achilles then rides out to
battle at the head of the Achaean army.

Meanwhile, Hector, not expecting Achilles to rejoin the battle, has ordered his men to camp outside the walls of Troy.
But when the Trojan army glimpses Achilles, it flees in terror back behind the city walls. Achilles cuts down every Trojan he
sees. Strengthened by his rage, he even fights the god of the river Xanthus, who is angered that Achilles has caused so many
corpses to fall into his streams. Finally, Achilles confronts Hector outside the walls of Troy. Ashamed at the poor advice that he
gave his comrades, Hector refuses to flee inside the city with them. Achilles chases him around the city’s periphery three times,
but the goddess Athena finally tricks Hector into turning around and fighting Achilles. In a dramatic duel, Achilles kills Hector.
He then lashes the body to the back of his chariot and drags it across the battlefield to the Achaean camp. Upon Achilles’ arrival,
the triumphant Achaeans celebrate Patroclus’s funeral with a long series of athletic games in his honor. Each day for the next
nine days, Achilles drags Hector’s body in circles around Patroclus’s funeral bier.

At last, the gods agree that Hector deserves a proper burial. Zeus sends the god Hermes to escort King Priam, Hector’s
father and the ruler of Troy, into the Achaean camp. Priam tearfully pleads with Achilles to take pity on a father bereft of his son
and return Hector’s body. He invokes the memory of Achilles’ own father, Peleus. Deeply moved, Achilles finally relents and
returns Hector’s corpse to the Trojans. Both sides agree to a temporary truce, and Hector receives a hero’s funeral.

For further reading, refer to ECAS page 10 – 16.

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 What’s More
Task 4: Answer the questions below on your activity notebook.

1. If you were Achilles, will you also take revenge for the death of your friend? Why or why not?

2. If you were one of the gods which side will be on?

What I Have Learned

Task 5: Skim through the summary again and tell who is being described by the details below.

____________________1. She is the prize the Agamemnon took from Chryse.

____________________2. He is the greatest Achaean warrior.
____________________3. He is the prophet that Agamemnon consulted.
____________________4. Who insulted Achilles?
____________________5. The Trojan hero that Achilles killed as revenge for the death of his friend.

What I Can Do
Watch the video in this link https://youtu.be/gQbZX9JEQsQ and make an informative essay about the City of Troy based on the pieces of
information from the video.
Assessment
Task 7: Encircle the letter of the correct answer.

1. Which goddess threw the golden apple?

a. Eris b. Athene c. Hera d. Thetis
2. Which goddess attempted to persuade Poseidon to give help to the Greeks?
a. Eris b. Athene c. Hera d. Thetis
3. In Book 18, Achilles' mother told him that his death would be soon after Hector's. What was her name?
a. Eris b. Athene c. Hera d. Thetis
4. Who among the following helped Odysseus in his battles?
a. Eris b. Athene c. Nike d. Thetis
5. After Agamemnon rejected Chryses' ransom offer for the return of his daughter, which god sent a plague to the Greeks?
a. Poseidon b. Apollo c. Ares d. Zeus
6. Who is the river god that Achilles fought?
a. Alexandros b. Skamandros c. Xanthos d. not stated
7. Why does Poseidon despise the Trojans?
a. the trojans insulted his horse
b. the trojans did not ask for his help because they trust their wall
c. the trojans did not pay tribute and worship to him
d. he is secretly in-love with Helen and wants the destruction of the city
8. To whom did Paris give the golden apple?
a. Aphrodite b. Athena c. Hera d. Helen
9. She is the Queen of Troy.
a. Cassandra b. Astyanax c. Hekuba d. Andromache

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10. He is the Achaean warrior who wounded Ares.
a. Greater Ajax b. Lesser Ajax c. Patroclus d. Achilles
11. He is the only one allowed to wear Achilles’ armor
a. Greater Ajax b. Lesser Ajax c. Patroclus d. Hektor
12. Achilles’ armor’s weak spot is on the?
a. head b. neck c. breast d. feet
13. He is the Trojan hero that killed Patroclus.
a. Dolon b. Paris c. Priam d. Hektor
14. Who stole Achilles’ armor?
a. Dolon b. Paris c. Priam d. Hektor
15. The Iliad is first told through?
a. drama b. shadow puppet c. poetry d. oral tradition

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Lesson 3 : Reflexive and Intensive Pronouns

What I Need to Know

Congratulations! You are done with Lesson 1. Lesson 2 is a new lesson. To start with, let us try to find out the learning
competencies in which you are going to master at the end of this lesson.
Objectives
After answering this lesson, you are expected to:
Differentiate reflexive and intensive pronouns;
locate reflexive and intensive pronouns in a sentence; and
suggest ways or strategies to resolve intrapersonal conflict.
Materials Needed:
Electronic gadgets (cell phones/computers/LED TV)
Internet access
Activity notebook

What I Know
Task 1: Study the concept below
Before you study the topic, let us first review how sentences are constructed in English.
In English, we follow a S + TV + DO pattern:
S- subject : the person who does the action
TV- transitive verb: action done by the subject
DO- direct object: the direct object is the one affected by the action done by the subject
Example:
Annie hugged Mark.
Who did the action? –Annie
What did Annie do? –hugged
Who did Annie hug? –Mark
Pronouns that end in –self or –selves, such as myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves
are both reflexive and intensive pronouns. These pronouns are identical in from.

What’s In
Task 2: I Remember
How are your answers in Task 1? Just continue in working out this lesson, then, you will find out if your answers are correct or
not.
Directions: Answer the questions below in your activity notebook.
1. What is a pronoun?
2. What are the types of pronoun?

What’s New
Task 3: Let’s Write
Directions: Write your answer to the essential question in your activity notebook.
1. Why do you think is the difference between intensive and reflexive pronoun?

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 What Is It
REFLEXIVE PRONOUNS:
-reflect or refer back to the subject
- identifies what the subject of the sentence does to oneself or itself
Example:
1. The store owner decided one day to bake herself a cake.
2. While working on the electric mixer, she cut herself.
3. She bravely administered first aid to herself.

Notice that the reflexive pronoun herself is used to determine who was affected by the action done by the subject. A reflexive
pronoun is always refers back to the subject.
1. The store owner decided one day to bake herself a cake.
For whom did the store owner bake? –for herself
2. While working on the electric mixer, she cut herself.
Who cut the store owner? -herself
3. She bravely administered first aid to herself.
Who administered the first aid? –herself

Use these guide questions in identifying reflexive pronouns and note that reflexive pronouns play an integral function in a
sentence. Reflexive pronouns cannot be removed or changed to other pronoun forms (ex. her, his, etc.). Look at the
examples below.
1. The store owner decided one day to bake her a cake.
2. While working on the electric mixer, she cut her.
3. She bravely administered first aid to her.
Did you notice the change in meaning? This is because the subject store owner and the pronoun her are not the same person.
The pronoun her does not refer back to the subject of the sentence.
INTENSIVE PRONOUNS:
are used to add emphasis to the subject.
are usually found right after the noun or pronoun it is modifying.

Example:
-I myself baked the cake.
-The senate president himself proposed the new law.
-She herself opened the door.
-Notice that the intensive pronouns are used to give emphasis on the person who did the action.
-If you are going to remove the pronouns, the sentence will still have a sense as the pronouns only intensifies the person.
Example:
-I baked the cake.
-The senate president proposed the new law.
-She opened the door.

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 What’s More
Practice 1
Study the following sets of sentences. Decide whether the pronoun used in each sentence is reflexive or non-reflexive.
Set A
1. Aunt Sophia gave herself one year to get back to her ideal weight. _____________
2. Aunt Sophia gave her one year to get back to her ideal weight. _____________
Set B
1. To attain this goal, she bought for herself a lifetime membership to the nearest gyms. _____________
2. To attain this goal, she bought for her a lifetime membership to the nearest gyms. _____________

Set C
1. Uncle Ryan, her husband, elated by this news, bought himself the same membership. _____________
2. Uncle Ryan, her husband, elated by this news, bought him the same membership. _____________
Set D
1. The couple only got to maintain their good health but also enjoyed themselves in the process. _____________
2. The couple only got to maintain their good health but also enjoyed them in the process. _____________
Set E
1. Would you like to know if Aunt Sophia succeeded in attaining her goal? You should ask her yourself! _____________
2. Would you like to know if Aunt Sophia succeeded in attaining her goal? You should ask her! _____________

Practice 2
Encircle the intensive pronoun in the sentence and if there are none, cross-out the -self-ending pronoun.
1. You yourselves can win the game.
2. The leader himself believed in his followers.
3. The kids themselves were excited about the field trip.
4. We ourselves need to be better prepared.
5. Did you discover it yourself?
6. I myself do not know where to go.
7. They themselves have dressed properly for the occasion.
8. You yourself are a good friend.
9. We ourselves enjoy taking vacations.
10. He himself brought a gift for his parents.

What I Have Learned

Now, explain briefly the difference between the two pronouns through a short story consist of only 50 words. Write it on the
space provided.
__________________________________
_____________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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Assessment
A. Identifying Reflexive and Intensive Pronouns
Identify the reflective and intensive pronouns in each of the following sentences and indicate whether each
is reflexive or intensive.
1. I bought myself a new pair of sunglasses for our trip to the beach.

2. The soldiers themselves do not want to attack the enemy fort.

3. You can choose a lawyer yourself or one will be selected for you.

4. Charles himself will be piloting this aircraft across the Atlantic.

5. Because she wanted to be like her sister, Renee forced herself to practice each day.

6. I suggest that you yourselves figure out how to resolve this dispute.

7. After rescheduling three meetings, the president herself conducted the meeting.

8. The accountants perjured themselves when testifying before Congress.

9. When Tim saw the battleship itself, he knew that he had chosen the right profession.

10. I consider myself fortunate to have escaped before the house collapsed.

B. Understanding Reflexive and Intensive Pronouns

Complete each of the following sentences with the correct reflexive or intensive pronoun. Then identify the pronoun as either
reflexive or intensive.

Example:
Julie _____ is coming here tonight. (herself, intensive)
1. I fixed the leaking head gasket ______.

2. Fourteen tourists found ______ in an awkward situation when visiting the ruins.

3. Grabbing the microphone, Hannibal ______ spoke to the crowd.

4. The Corvette ______ is sitting in the garage waiting for you to start it.

5. Andy, Toby, and I ______ are going to build the garage.

6. The dogs barked ______ into a long, peaceful sleep.

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7. We were forced to ask ______ if this project should continue or be scrapped.

8. Brooke likes to read ______ to sleep.

9. I’m guessing that you ______ will be responsible for fixing the damage.

10. The Smiths and we consider ______ honored to be invited on this trip.

Additional Activity
Task 8: I Write
Watch the video in this link https://youtu.be/gQbZX9JEQsQ and make an informative essay about the City of Troy based on the
pieces of information from the video. Use separate sheet of long bond paper.

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Lesson 4 : Graphic Organizers

What I Need to Know

In this lesson, we are going to study some of the helpful learning tools in organizing, clarifying, or simplifying information. These
are helpful for students like you in bett er constructing understanding through an exploration of relationships between
concepts
Objectives:

In charting the course of your journey in this module, you are expected to:

 define textual aid;

 identify the uses of textual aids;
 re-tell a story through a graphic organizer; and
 determine the effect of textual aids on the understanding of a text.

Materials Needed:

 Electronic gadgets (cell phones/computers/LED TV)

 Internet access
 Activity notebook
 Textbook

What I Know
Task 1: Try re-telling The Iliad using only a maximum of 10 words.
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
___________________________________________________________________________________________________________

What’s In
Task 2: What do you usually do when telling information somebody? Do you use tools? What are those tools?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
___________________________________________________________________________________________________________

What’s New
Task 3: Surf the internet or refer to a dictionary and define what is a textual aid.
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
___________________________________________________________________________________________________________

What Is It Graphic organizers are visual displays that demonstrates the relationship between facts, ideas and
concepts. Using visual (drawings) and spatial modalities (diagrams), graphic organizers make our ideas organized and more
comprehendible.

Graphic organizers have been used for a long time and is extremely helpful for both students and teachers. It simplifies
the teaching and the learning process while making it more enjoyable and interactive for everyone.

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 Graphic organizers have dual functions. They are effective as both a teaching and learning tool. As an instructional
strategy it helps teachers:
 Introduce a topic
 Activate prior knowledge and linkit with new information
 Organize content to be presented and a visually summarize the lesson once taught
 Assess student comprehension, identify and address any questions or clarifications needed
Below are the most common graphic organizers we use.

1. T-Chart
This helps in organizing ideas into two columns and examining two components of an object, concept, or events. T-charts can
be used in any content area to examine the pros and cons of something, advantages and disadvantages, or facts and opinions.

2. Concept Map
It shows relationships between the main idea and other information. Concepts or ideas are represented in circles or boxes and are linked to
related ideas using arrows. Most concept maps represent a hierarchical structure with the broadest concepts or ideas presented at the top
of the map and the more specific or sub-ideas presented below. The sequence is from the top to the bottom. Another feature of a concept
map is the inclusion of cross-links to demonstrate relationships between sub-ideas in different segments of the concept map.

3. Main Idea Web

The main idea web starts with a central idea and branches out into related ideas and details (or sub-ideas). Sometimes referred to as spider
map. This type of graphic organizer is used primarily for brainstorming and generating ideas for planning or writing purposes. The main idea

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always has a bigger box and is either in the middle or at the top of the diagram and all supporting details are on its surroundings.

4. Venn Diagram
Venn diagram is used to compare and contrast two or more groups of things by visually displaying their similarities and
differences in two or more circles that overlap. Similarities between topics is presented where a circle from one category
overlaps with a circle from another category. Features that do not fit in both categories are placed where the two circles do
not overlap. Venn diagrams can serve to increase understanding of a relationship between two or more concepts.

5.Sequence Chart
A sequence chart (or flow diagram) presents a series of steps or events in order. This is a visual aid that helps in clarifying the
sequence of events in a story or in coming to conclusions about different cause and effect (or problem and solution)
relationships between multiple events in a text.

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 For further explanation and examples of graphic organizers, visit this link http://youtube/KGj-6f5fooY

What’s More
Task 4: Application
You are at school for enrollment and then a woman who looks very confused approached you to ask about the steps of
enrollment. You told her the process but she cannot understand it and you took a pen and paper. Which among the graphic
organizers discussed will you use? Why? Draw the graphic organizer on the space provided.

What I Have
Learned
Task 5: Choose one graphic organizer from the five that we have discussed and draw the pros and cons of the use of a graphic
organizer.

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 What I Can Do: In a 1 whole sheet of pad paper:
Open you ECAS book to page 57 then read Oedipus Rex and after that re-tell it using any of the graphic organizers we have discussed.
Assessment
1. These are diagrams that is used to organize ideas.
______________________________
2. This organizer is used to compare and contrast two concepts.
_____________________________________
3. This organizer is used to show pros and cons of a concept.
______________________________
4. It shows a sequence of events.
______________________________
5. It shows the relationship between the main idea and other concepts.
______________________________

Lesson 5 : Elements of a Short Story

What I Need to Know

Every story has basic components: characters, setting, plot, theme, and conflict. These elements answer the basic
questions: Who? What? When? Where? Why? and How? By understanding each of these components, you will better able to
analyze and appreciate the author’s work.
In this lesson, we will scrutinize the basic elements that build our favorite stories. Whether you are reading books, watching
movies or Netflix series, you will not appreciate those literatures without understanding the basic key concepts of the stories.
Objectives:
At the end of this lesson, you are expected to:
identify the basic elements of a short story;
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identify the effective way of using the elements; and
write a microfiction that applies the concepts of the basic elements

A story has five basic but important elements. These five components are: the characters, the setting, the plot, the
conflict, and the resolution. These essential elements keep the story running smoothly and allow the action to develop in an
organized way that a reader can follow.

1. CHARACTERS
The characters are the individuals that play in the story. The story revolves around their lives and the actions that they do.
Presenting the characters is a crucial work for the author since the characters should be introduced with enough information
so that the reader can visualize them.
Every story should have a main character. The main character determines the way the plot will develop and is usually who will
solve the problem the story centers upon. However, the other characters are also very important because they supply
additional details, explanations, or actions. All characters should stay true to the author’s descriptions throughout the story so
that the reader can understand and believe the action that is taking place—and perhaps even predict which character may do
what next.
a) People in a work of fiction can be a(n):
• Protagonist - Clear center of story; all major events are important to this character.
• Antagonist - Opposition or "enemy" of main character.
b) Characteristics of a character can be revealed through:
• his/her physical appearance
• what he/she says, thinks, feels, dreams and what he/she does or does not do
• what others say about him/her and how others react to him/her
c) Characters can be ...
Round - Fully developed personalities that are affected by the story's events; they can learn, grow, or deteriorate by the end of
the story. Characters are most convincing when they resemble real people by being consistent, motivated, and life-like.
• Flat - One-dimensional character
• Dynamic - Character who does go through change and "grows" during a story
• Static - Character does not go through a change.
2. SETTING
The setting is the where the action takes place. It describes the environment or surroundings of the story in such detail that the
reader feels that he or she can picture the scene including the season and weather. Below are the things the you need to
consider in identifying the setting.
a) Place - Geographical location; where is the action of the story taking place?
b) Time - Historical period, time of day, year, etc; when is the story taking place?
c) Weather conditions - Is it rainy, sunny, stormy, etc?
d) Social conditions - What is the daily life of the character's like? Does the story contain local colour (writing that focuses on
the speech, dress, mannerisms, customs, etc. of a particular place)?
e) Mood or atmosphere - What feeling is created at the beginning of the story? Cheerful or eerie?
3. PLOT - The plot is the actual story around which the entire book is based. It shows how the author arranges events to
develop the basic idea; it is the sequence of events in a story or play. A plot should have a very clear beginning, middle, and end
—with all the necessary descriptions and suspense, called exposition—so that the reader can make sense of the action and
follow along from start to finish.

The plot is a planned, logical series of events having a beginning, middle, and end. The short story usually has one plot so it can
be read in one sitting. There are five essential parts of plot:
1) Exposition (introduction) - Beginning of the story; characters, background, and setting revealed.

2) Rising Action - Events in the story become complicated; the conflict is revealed. These are events between the introduction
and climax.

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3) Climax - Turning point of the story. Readers wonders what will happen next; will the conflict be resolved or not? Consider
the climax as a three-fold phenomenon:

• Main character receives new information.

• Main character accepts this information (realizes it but does not necessarily agree with it).
• Main character acts on this information (makes a choice that will determine whether or not objective is met).

4) Falling action - Resolution begins; events and complications start to fall into place. These are the events between climax
and denouement.

5) Resolution (Conclusion) - Final outcome of events in the story.

4. CONFLICT

Every story has a conflict to solve. The conflict is the central problem of a story. The plot is centered on this conflict and
the ways in which the characters attempt to resolve the problem.

Essential to plot, opposition ties incidents together and moves the plot. Not merely limited to arguments, conflict can be
any struggle the main character faces. Within a short story, there may be only one central struggle, or there may be many minor
obstacles within a dominant struggle. There are two types of conflict:

a) Internal- Struggle within one's self.

• Character vs. Self - Struggles with own soul, physical limitations, choices, etc

b) External - Struggle with a force outside one's self.

• Character vs. Character - Struggles against other people.

• Character vs. Nature - Struggles against animals, weather, environment, etc.

• Character vs. Society - Struggles against ideas, practices, or customs of others

5. POINT OF VIEW

The angle from which the story is told. There are several variations of POV:

First Person - Story told by the protagonist or a character who interacts closely with the protagonist or other characters; speaker
uses the pronouns "I", "me", "we". Readers experiences the story through this person's eyes and only knows what
he/she knows and feels.

Second Person - Story told by a narrator who addresses the reader or some other assumed "you"; speaker uses pronouns
"you", "your", and "yours". Ex: You wake up to discover that you have been robbed of all of your worldly possessions.

Third Person - Story told by a narrator who sees all of the action; speaker uses the pronouns "he", "she", "it", "they", "his",
"hers", "its", and "theirs". This person may be a character in the story. There are several types of third person POV:

 Limited - Probably the easiest: POV for a beginning writer to use, "limited" POV funnels all action through the eyes
of a single character; readers only see what the narrator sees.
• Omniscient- God-like, the narrator knows and sees everything, and can move from one character's mind to
another. Authors can be omniscient narrators by moving from character to character, event to event, and
introducing information at their discretion.

6. THEME

The central message, "moral of the story," and underlying meaning of a fictional piece; may be the author's thoughts on
the topic or view of human nature.

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 1) Story's title usually emphasizes what the author. is saying.

2) Various figures of speech (symbolism, allusion, simile, metaphor, hyperbole, or irony) may be utilized to highlight
the theme.

3) Examples of common themes occurring in literature, on television, and in films are:

• Things are not always as they appear to be.

• Love is blind.

• Believe in yourself.

• People are afraid of change.

• Don't judge a book by its cover.

Lesson 6 : Oedipus the King

What I Need to Know

Oedipus the King is a tragedy from Greece written by playwright Sophocles. It was first performed in 429 BCE. The story
follows the story of King Oedipus of Thebes who was prophesied to kill his father and share the marriage bed with his mother.
Over the centuries, it has come to be regarded by many as the Greek tragedy par excellence and certainly as the summit
of Sophocles’ achievements.

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 Oedipus the King (Summary)

Shortly after Oedipus’ birth, his father, King Laius of Thebes, learned from an oracle that he, Laius, was doomed to
perish by the hand of his own son, and so ordered his wife Jocasta to kill the infant.

However, neither she nor her servant could bring themselves to kill him and he was abandoned to elements. There he
was found and brought up by a shepherd, before being taken in and raised in the court of the childless King Polybus of Corinth
as if he were his own son.

Stung by rumors that he was not the biological son of the king, Oedipus consulted an oracle which foretold that he would
marry his own mother and kill his own father. Desperate to avoid this foretold fate, and believing Polybus and Merope to be his
true parents, Oedipus left Corinth. On the road to Thebes, he met Laius, his real father, and, unaware of each other’s true
identities, they quarreled and Oedipus‘ pride led him to murder Laius, fulfilling part of the oracle’s prophecy. Later, he solved the
riddle of the Sphinx and his reward for freeing the kingdom of Thebes from the Sphinx’s curse was the hand of  Queen
Jocasta (actually his biological mother) and the crown of the city of Thebes. The prophecy was thus fulfilled, although none of
the main characters were aware of it at this point.

As the play opens, a priest and the Chorus of Theban elders are calling on  King Oedipus to aid them with the plague
which has been sent by Apollo to ravage the city. Oedipus has already sent Creon, his brother-in-law, to consult the oracle at
Delphi on the matter, and when Creon returns at that very moment, he reports that the plague will only end when the murderer of
their former king, Laius, is caught and brought to justice. Oedipus vows to find the murderer and curses him for the plague that
he has caused.

Oedipus also summons the blind prophet Tiresias, who claims to know the answers to Oedipus‘ questions, but refuses
to speak, lamenting his ability to see the truth when the truth brings nothing but pain. He advises  Oedipus to abandon his search
but, when the enraged Oedipus accuses Tiresias of complicity in the murder, Tiresias is provoked into telling the king the truth,
that he himself is the murderer. Oedipus dismisses this as nonsense, accusing the prophet of being corrupted by the
ambitious Creon in an attempt to undermine him, and Tiresias leaves, putting forth one last riddle: that the murderer of Laius will
turn out to be both father and brother to his own children, and the son of his own wife.

Oedipus demands that Creon be executed, convinced that he is conspiring against him, and only the intervention of the
Chorus persuades him to let Creon live. Oedipus‘ wife Jocasta tells him he should take no notice of prophets and oracles
anyway because, many years ago, she and Laius received an oracle which never came true. This prophecy said that Laius
would be killed by his own son but, as everyone knows, Laius was actually killed by bandits at a crossroads on the way to
Delphi. The mention of crossroads causes Oedipus to give pause and he suddenly becomes worried that Tiresias‘ accusations
may actually have been true.

When a messenger from Corinth arrives with news of the death of King Polybus, Oedipus shocks everyone with his
apparent happiness at the news, as he sees this as proof that he can never kill his father, although he still fears that he may
somehow commit incest with his mother. The messenger, eager to ease Oedipus‘ mind, tells him not to worry because Queen
Merope of Corinth was not in fact his real mother anyway.

The messenger turns out to be the very shepherd who had looked after an abandoned child, which he later took to
Corinth and gave up to King Polybus for adoption. He is also the very same shepherd who witnessed the murder of Laius. By
now, Jocasta is beginning to realize the truth, and desperately begs Oedipus to stop asking questions. But Oedipus presses the
shepherd, threatening him with torture or execution, until it finally emerges that the child he gave away was Laius’ own son, and
that Jocasta had given the baby to the shepherd to secretly be exposed upon the mountainside, in fear of the prophecy
that Jocasta said had never come true: that the child would kill its father.

With all now finally revealed, Oedipus curses himself and his tragic destiny and stumbles off, as the Chorus laments how
even a great man can be felled by fate. A servant enters and explains that Jocasta, when she had begun to suspect the truth,
had ran to the palace bedroom and hanged herself there. Oedipus enters, deliriously calling for a sword so that he might kill

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himself and raging through the house until he comes upon Jocasta‘s body. In final despair, Oedipus takes two long gold pins
from her dress, and plunges them into his own eyes.

Now blind, Oedipus begs to be exiled as soon as possible, and asks Creon to look after his two
daughters, Antigone and Ismene, lamenting that they should have been born into such a cursed family. Creon counsels
that Oedipus should be kept in the palace until oracles can be consulted regarding what is best to be done, and  the play ends as
the Chorus wails: ‘Count no man happy till he dies, free of pain at last’.

Lesson 7 : Detecting Propaganda

What I Need to Know

What comes to your mind when you hear the word propaganda? I believe you are thinking of something
negative, right?

But don’t you know that we are all using propaganda in our daily life?

Propaganda has been a part of our life. It is widely used everywhere; from the food you eat, the clothes you
wear, and even on your favorite TV show. Propaganda is everywhere.

So, in this lesson, we will look on the ways we, people use propaganda for selfish gain and for the good of
others.

Objectives: At the end of this lesson, you are expected to:

 Re-define what a propaganda is;

 identify the ways propaganda are used; and
 use propaganda in promoting equity.

What’s In: What propaganda does the story of Oedipus implies?

Flip your ECAS book to page 154 and read the article.
To supplement what is in the book, let us have a broader perspective of it.
Propaganda is defined as the spreading of information in support of a cause. It is often used in a negative sense, especially to describe
politicians who make false claims to get elected or to spread rumors to get their way. In fact, any campaign that is used to persuade can be
called propaganda.
Today, most propaganda is in the form of digital media. The internet is used as a platform to further spread some sort of agenda, such as a
personal, political, or business. Propaganda stirs up an emotional response from the audience. The main goal of a propaganda is to make
the audience believe what you are saying.
Below are some examples of propaganda.

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 This drawing summarizes the
Treaty of Paris. At first look, you
might interpret that Uncle Sam is
helping the Philippines. However,
as you look closely, to the facial
expression of Uncle Sam and the
Filipino, you will see that the
picture implies the opposite.
This is a photo from a rally.
These are students voicing
out press freedom in a time
when the press enjoys the
provision.

NAME: _____________________ SECTION:________________ SCORE:____________

Assessment

Lesson 5: SHORT STORY

Task 1: True or False

________1. The introduction introduces the reader to the setting and characters.

________2. The theme is the struggle between opposing forces.

________3. The plot is the series of connected events.

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________4. Conflict is the solution to the problem. It is the way the action is resolved.

________5. The antagonist is also known as the main character.

Task 2: Exercise 2 (ECAS pg. 254)

Answer exercise 2 in your book. Write your answer to the questions below.

1.

2.

3.

4.

5.

Task 3: Give what is asked on the following questions.

____________________1. Which element of a short story comprises the beginning, middle, and end.

____________________2. This is the most exciting part of a story.

____________________3. In which part of the plot is the setting and characters presented?

____________________4. The narrator knows everything even the thoughts of the characters.

____________________5. A character that changes.

____________________6. The movie Jaw that tells a story of a shark attack shows what type of conflict?

____________________7. The protagonist is also known as?

____________________8. The most important element of a short story.

____________________9. What do you call the logical flow of events in a story?

____________________10. This is an important element but is not included. It catches the reader’s attention and gives
a hint what a story is all about. What is it?

Lesson 6: Oedipus the King

Task 1: In your ECAS book, page 31, answer Vocabulary Building 1 and 2. You can surf the internet or
browse a dictionary to find the meaning of the words. Write your answers on the space provided.

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 Task 2: What do you think is the theme of Oedipus the King? Why?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Task 3: Oedipus has gone through a lot of tough times but he did lose hope. Has someone you know been in
a situation similar to what Oedipus experienced? How did that person manage to get out of it without
compromising values? What did that person have to give up or accept as a consequence of his or her actions? What
lessons did you learn from this play?

Lesson 7: Propaganda
33
 Task 1: Flip to page 157 of your ECAS book and answer Exercise 11 on your note book.

Task 2: Not all propagandas are bad since propaganda is also used for good. Now that you already know
what a propaganda really is, try to make a slogan (written) that promotes equality. Explain it using not less
than 5 sentences.

To you who are reading this: Maybe you are feeling tired because of the modules, activities, etc, I just want to remind you that
dreams don’t work unless you do. ALWAYS remember that nothing in life that’s worth anything is easy.

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