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English
Quarter 1 – Module 4:
Compare and Contrast the
Contents of Materials Viewed in
Terms of Accessibility and
Effectiveness
English – Grade 10
Quarter 1 – Module 4: Compare and Contrast the Contents of Materials Viewed in
Terms of Accessibility and Effectiveness
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this module are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Development Team of the Module

Writers: Honey Mae R. Case
Editor: Nonielyn M. Quevido
Reviewers: Renea T. Plaza
Maria Lorecel C. Malalis
Template Developer: Neil Edward D. Diaz
Management Team: Josephine L. Fadul Lorna C. Ragos
Christine C. Bagacay Darwin F. Suyat
Maria Fe D. Sibuan Jeffrey E. Santiago
Jecson L. Oafallas

Printed in the Philippines by ________________________

Department of Education – Region XI

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E-mail Address: ___________________________

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English
Quarter 1 – Module 4:
Compare and Contrast the
Contents of Materials Viewed in
Terms of Accessibility and
Effectiveness
Introductory Message
For the facilitator:
Welcome to the English Grade 10 Module on Comparing and
Contrasting the Contents of Materials Viewed in Terms of Accessibility and
Effectiveness! This module was collaboratively designed, developed and
reviewed by educators to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

For the learner:

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.

2. Don’t forget to answer What I Know before moving on to the other

activities included in the module.

3. Read the instruction carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your
answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are through

with it.

7. If you encounter any difficulty in answering the tasks in this

module, do not hesitate to refer it to your teacher-adviser or subject
teacher.

Always bear in mind that you are not alone. We, your teachers, in the
best of our abilities, are always in the service of transpiring quality
education under any circumstances. Your full cooperation and active
engagement in this module will surely equate to the success of this
endeavor. Let us continue working hand in hand in pursuit of continuous
education!

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 Let Us Learn!

This module was designed and written to provide independent

learning of the target concepts and competency that will develop your 21st-
century real life-based skills. This provides you meaningful tasks to develop
your skills for academic accomplishment despite of the pandemic that the
world is facing today. It is aligned to the competencies framed by the
Department of Education that will enable you to become active participant
of the society and of the world.

As you go through this module, you are expected to:

a. evaluate the contents of the materials viewed with outside sources of

information in terms of accessibility and effectiveness;

b. compare and contrast information across the different resources on a

given subject;
c. consider how to handle conflicting information across resources.

Let Us Try!

Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What is the first thing the little prince asks of the pilot?
a. To draw him a sheep
b. To help him find the snake
c. To listen to the story of the fox
d. To draw a picture of the baobabs
2. What is the Earth name for the little prince’s home planet?

a. Mars
b. Asteroid d-814
c. Asteroid b-612
d. Asteroid mu-330

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3. Why does the narrator make note of the name and astronomical history of
the little prince’s home planet?
a. Because the little prince asked him to
b. As a sign of respect for modern science
c. As a concession to grown-ups, who view the world in a quantitative
way
d. Because he feels such details are vital to our understanding of the
little prince
4. What drawing does the narrator say he worked especially hard on?

a. The fox
b. The baobabs
c. The little prince
d. The Saharan landscape
5. Who does the little prince love?

a. A rose
b. Baobabs
c. A geographer
d. A lamplighter
6. Why does the little prince leave his planet?

a. The rose yells at him.

b. A sheep eats his rose.
c. He wants to visit Earth.
d. He begins to doubt the rose’s sincerity.
7. Why is the rose certain she can defend herself?

a. She has four thorns.

b. The prince draws her a guard dog.
c. Large animals eat princes, not roses.
d. No large animals exist on the prince’s planet.

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8. Who does the prince meet on the first planet he visits?

a. A king
b. A geographer
c. A businessman
d. A conceited man
9. Who does the prince meet on the second planet?

a. A vain man
b. A drunkard
c. A lamplighter
d. A businessman
10. Who does the prince meet on the third planet?

a. A king
b. A drunkard
c. A geographer
d. A businessman
11. Who does the prince meet on the fourth planet?

a. A lamplighter
b. The narrator
c. A geographer
d. A businessman
12. Who does the prince meet on the fifth planet?

a. A geographer
b. A lamplighter
b. A businessman
d. A three-petaled flower
13. Who does the prince meet on the sixth planet?
a. His rose
b. A drunkard
c. A geographer
b. A lamplighter

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14. Who is the first being the prince meets on Earth?

a. The fox
b. The pilot
c. A hunter
d. The snake
15. Why does the discovery of the rose garden make the little prince sad?

a. He sees how ugly roses really are.

b. He discovers he is allergic to roses.
c. He realizes he fell in love too quickly.
d. He learns that his rose is not the only rose in the universe.
16. How does the fox define to “tame?”

a. “To learn to love”

b. “To establish ties”
c. “To soften the spirit”
d. “To master another being”
17. According to the fox, what makes the prince’s rose so important?

a. Her unmatchable beauty

b. Her four thorns can serve as weapons
c. The coquettish way she expresses her love
d. The time the prince has spent caring for her
18. After talking with the little prince, what does the pilot realize that
makes the desert beautiful?

a. It hides a well somewhere.

b. Death is always beautiful.
c. There are no grown-ups around to dirty it.
d. The grains of sand glitter like the stars in the sky.
19.) Why does the pilot worry about the little prince’s departure?

a. The prince is vital to the Earth’s safety.

b. The prince’s plans involve a deadly snakebite.
c. The little prince is the only person who can find water.
d. Without the little prince, he will be unable to fix his own plane.

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20. What sort of pills does the salesclerk the little prince meets sell?

a. Rose-garden pills.
b. Thirst-quenching pills.
c. Pills that cause hallucinations.
d. Pills that send people back to where they came from.

Let Us Study

This lesson will help you understand the challenges you have
experienced in this diverse world like how to approach and respect
each other’s differences to realize a common goal. Thus, the advent of
the 21st century showed how small the world is. It will also expose the
idea that we are not simply citizens of our nation, but we are part of a
bigger, more diverse international community.

Task 1 WORD MATCH

Match the words under column A with the definitions under

column B. Write the letter of the correct answer on your paper.
A B
1. tame A. to take a deep audible breath

2. neglect B. no longer wild

3. sigh C. to fail to give the proper care or attention

4. burrow D. a ceremonial act
5. rite E. necessary; important
6. essential F. a hole dug as a living space by small
animals
7. monotonous G. to mutter in discontent
8. perplexed H. a setting out
9. departure I. filled with uncertainty
10. grumbled J. tediously uniform or unvarying

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Antoine de Saint-Exupéry (1900-1944)

Antoine de Saint-Exupéry is both a pioneer of aviation and a well-

known French writer. He was born in Lyon, France, in 1900. At an early age,
he dreamed of a life of adventure and wanted to become a naval officer.
Unfortunately, he failed the exam to qualify him for naval officer training
school. As a result, he turned his attention to the field of aviation. Even
though flying was dangerous and risky in Saint-Exupéry’s time, he joined
the military and trained to be a pilot. After his military service, he presented
himself to the director of an airline company and expressed his desire to
become a commercial pilot. The director told him he must first become an
airplane mechanic. Finally, in 1927, after serving as a mechanic, Saint-
Exupéry became a pilot, opening up new air routes over the Mediterranean
Sea, North Africa, and the Sahara Desert. Because of the danger of flying, he
had a number of accidents, but he escaped any major injuries. Later Saint-
Exupéry became the director of his own aviation company in South America,
where he often flew dangerous routes over the Andes Mountains.

For Saint-Exupéry, flying was not just piloting an airplane; it was a

time for meditation and reflection. While in the air, Saint-Exupéry would
think deeply about solitude, friendship, the meaning of life, the human
condition, and liberty. He decided to publish his reflections into a book,
which was successful. When his aviation company failed, Saint-Exupéry
decided to pursue writing as a career. He first became a journalist, traveling
to Spain, Russia, and Germany. He also wrote two philosophical books
based on aviation: Night Flight (1932) and Wind, Sand, and Stars (1939).
Still in love with piloting an airplane, Saint-Exupéry continued to fly
whenever he had the opportunity.

Source: Retrieved on June 25, 2020 from

(http://thebestnotes.com/booknotes/little_prince_exupery/The_Little_Princ
e_Study_Guide04.html)

The Little Prince

Antoine de Saint-Exupery
(An excerpt)

It was then that the fox appeared.

“Good morning,” said the fox.

“Good morning,” the little prince responded politely, although when he

turned around he saw nothing.

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“I am right here,” the voice said, “under the apple tree.”

“Who are you?” asked the little prince, and added, “You are very pretty to
look at.”

“I am a fox,” said the fox.

“Come and play with me,” proposed the little prince. “I am so unhappy.”

“I cannot play with you,” the fox said. “I am not tamed.”

“Ah! Please excuse me,” said the little prince.

But, after some thought, he added:

“What does that mean — ‘tame’?”

“You do not live here,” said the fox. “What is it that you are looking for?”

“I am looking for men,” said the little prince. “What does that mean —
‘tame’?”

“Men,” said the fox. “They have guns, and they hunt. It is very disturbing.
They also raise chickens. These are their only interests. Are you looking for
chickens?”

“No,” said the little prince. “I am looking for friends. What does that mean —
‘tame’?”

“It is an act too often neglected,” said the fox. “It means to establish ties.”

“‘To establish ties’?”

“Just that,” said the fox. “To me, you are still nothing more than a little boy
who is just like a hundred thousand other little boys. And I have no need of
you. And you, on your part, have no need of me. To you, I am nothing more
than a fox like a hundred thousand other foxes. But if you tame me, then we
shall need each other. To me, you will be unique in all the world. To you, I
shall be unique in all the world…”

“I am beginning to understand,” said the little prince. “There is a flower… I

think that she has tamed me…”

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“It is possible,” said the fox. “On the Earth one sees all sorts of things.”

“Oh, but this is not on the Earth!” said the little prince.

The fox seemed perplexed, and very curious.

“On another planet?”

“Yes.”

“Are there hunters on this planet?”

“No.”

“Ah, that is interesting! Are there chickens?”

“No.”

“Nothing is perfect,” sighed the fox.

But he came back to his idea.

“My life is very monotonous,” the fox said. “I hunt chickens; men hunt me.
All the chickens are just alike, and all the men are just alike. And, in
consequence, I am a little bored. But if you tame me, it will be as if the sun
came to shine on my life. I shall know the sound of a step that will be
different from all the others. Other steps send me hurrying back underneath
the ground. Yours will call me, like music, out of my burrow. And then look:
you see the grain-fields down yonder? I do not eat bread. Wheat is of no use
to me. The wheat fields have nothing to say to me. And that is sad. But you
have hair that is the color of gold. Think how wonderful that will be when
you have tamed me! The grain, which is also golden, will bring me back the
thought of you. And I shall love to listen to the wind in the wheat…”

The fox gazed at the little prince, for a long time.

“Please — tame me!” he said.

“I want to, very much,” the little prince replied. “But I have not much time. I
have friends to discover, and a great many things to understand.”

“One only understands the things that one tames,” said the fox. “Men have
no more time to understand anything. They buy things already made at the

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shops. But there is no shop anywhere where one can buy friendship, and so
men have no friends any more. If you want a friend, tame me…”

“What must I do, to tame you?” asked the little prince.

“You must be very patient,” replied the fox. “First you will sit down at a little
distance from me — like that — in the grass. I shall look at you out of the
corner of my eye, and you will say nothing. Words are the source of
misunderstandings. But you will sit a little closer to me, every day…”

The next day the little prince came back.

“It would have been better to come back at the same hour,” said the fox. “If,
for example, you come at four o’clock in the afternoon, then at three o’clock I
shall begin to be happy. I shall feel happier and happier as the hour
advances. At four o’clock, I shall already be worrying and jumping about. I
shall show you how happy I am! But if you come at just any time, I shall
never know at what hour my heart is to be ready to greet you… One must
observe the proper rites…”

“What is a rite?” asked the little prince.

“Those also are actions too often neglected,” said the fox. “They are what
make one day different from other days, one hour from other hours. There is
a rite, for example, among my hunters. Every Thursday they dance with the
village girls. So Thursday is a wonderful day for me! I can take a walk as far
as the vineyards. But if the hunters danced at just any time, every day
would be like every other day, and I should never have any vacation at all.”

So the little prince tamed the fox. And when the hour of his departure drew
near —

“Ah,” said the fox, “I shall cry.”

“It is your own fault,” said the little prince. “I never wished you any sort of
harm; but you wanted me to tame you…”

“Yes, that is so,” said the fox.

“But now you are going to cry!” said the little prince.

“Yes, that is so,” said the fox.

“Then it has done you no good at all!”

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“It has done me good,” said the fox, “because of the color of the wheat
fields.” And then he added: “Go and look again at the roses. You will
understand now that yours is unique in all the world. Then come back to
say goodbye to me, and I will make you a present of a secret.”

The little prince went away, to look again at the roses.

“You are not at all like my rose,” he said. “As yet you are nothing. No one
has tamed you, and you have tamed no one. You are like my fox when I first
knew him. He was only a fox like a hundred thousand other foxes. But I
have made him my friend, and now he is unique in all the world.”

And the roses were very much embarrassed.

“You are beautiful, but you are empty,” he went on. “One could not die for
you. To be sure, an ordinary passerby would think that my rose looked just
like you — the rose that belongs to me. But in herself alone she is more
important than all the hundreds of you other roses: because it is she that I
have watered; because it is she that I have put under the glass globe;
because it is she that I have sheltered behind the screen; because it is for
her that I have killed the caterpillars (except the two or three that we saved
to become butterflies); because it is she that I have listened to, when she
grumbled, or boasted, or even sometimes when she said nothing. Because
she is my rose.”

And he went back to meet the fox.

“Goodbye,” he said.

“Goodbye,” said the fox. “And now here is my secret, a very simple secret: It
is only with the heart that one can see rightly; what is essential is invisible
to the eye.”

“What is essential is invisible to the eye,” the little prince repeated, so that
he would be sure to remember.

“It is the time you have wasted for your rose that makes your rose so
important.”

“It is the time I have wasted for my rose — ” said the little prince, so that he
would be sure to remember.

“Men have forgotten this truth,” said the fox. “But you must not forget it.
You become responsible, forever, for what you have tamed. You are
responsible for your rose…”

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“I am responsible for my rose,” the little prince repeated, so that he would be
sure to remember.

Let Us Practice

Task 3. Checking on You

Now, that you have watched the video and read the text about The
Little Prince many times. You may now answer the following questions
below in a 1 whole sheet of paper.

1. Who are the characters in the excerpt? Describe each.

2. How important is the “rite” or “ritual” of taming in the friendship of
the Little Prince and the Fox?
3. Why is making friends important?
4. Is perseverance a good quality? Why or why not?
5. Are people able to see what is invisible with their heart? Why or
why not?
6. Discuss the little prince and his relationship with the flower.
7. What can you learn from the prince?
8. Is this a story for children, adults, or both?

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 Let Us Practice More

A. Character Map Template

Create a character map of the characters in the story. Put the character's
name in the title boxes and choose a character and scene to represent each
one. As you read, take notes on the characters by answering the questions.

Proficient Emerging Beginning Score

33 Points 25 Points 17 Points
Character The Many of the More than half of
Picture & characters characters and the characters
Scene and scenes scenes match and scenes do
are both the book's not match the
appropriate characters. characters in the
for the book's book.
characters.

Accuracy of Most of the Many of the Less than half of

Notes information of notes have the information
the notes is correct of the notes is
correct. information, correct and
but some are relevant.
incorrect or
missing.

Effort Work is Most of the Character map is

complete, sections of the unfinished
thorough, and character map and/or
neat. were at least disorganized.
attempted and
work is
presentable.

TOTAL SCORE

B. Write a song about the Little Prince’s travel and sing it in front of the
class.
Rubric for Song

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Name: ________________________________________________
Song Title: ___________________________________________________

4 3 2 1
Audience 1 You knew There were You knew 2 You did not
your few people to little about know your
audience and which your your audience at
how to song did not audience. all.
address apply.
them.
Word Choice Your word Some of the Your Poor word
choice was words you audience choice.
excellent and chose could seemed
appropriate be replaced, confused at
for the but for the times.
audience. most part,
You avoided your song
words like was good.
“ums,” “ers,”
and “uhs.”
Content Your content Your content Your content Not enough
was always was was mostly information
accurate to essentially unclear was
the text. accurate to about the presented or
the text. text. was not
relevant to
the text.
Length 20 lines 19-16 lines 15-10 lines less than 10
lines
Mood The song The song had The song The song had
evoked great evoked a no mood for
emotion and emotion and little bit of feeling.
feeling. Had energy. emotion but
wonderful not enough.
energy and
was well put
together.

TOTAL

GRADE

Let Us Remember

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 Describe the Little Prince and the Fox by writing them in the
organizer. Be sure to use words that will create pictures in the minds of your
readers.

Let Us Assess

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 Answer the following questions.

1.What is the moral conveyed in The Little Prince by Antoine de Saint-

Exupery?

2. What is the main theme of the Little Prince?

3. What are some conflicts in The Little Prince by Antoine de Saint-

Exupery?

4. What differentiates adults from children in The Little Prince?

5. The little prince meets several men on his travels. Which one of these
reminded you most of the people you see around you every day?

Let Us Enhance

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Compose an open letter to the different planets that the Little Prince visited.
Your letter must focus on how each of these planets may achieve lasting
peace.

PERSONAL LETTER RUBRIC

SKILLS 1 2 3 4 TOTAL
POINTS
Letter Format Little or no Letter lacks Follows most Follows
attention paid two or more format proper letter
to format key format guidelines but format
instructions. elements has one or two guidelines
and/or drafts, inaccurate precisely
has little elements. Pre- with
presentation writing draft is heading,
value handed in. greeting,
body,
closing.
Content Letter lacks Letter lacks Letter contains Letter
specific one key all key contains all
examples and information information key
is missing key category, categories and information
elements of needs is generally categories,
required development supported with each
information. through specific details. supported
specific with specific
details. and engaging
details.
Letter has
smooth
transition
between all
key
elements.
Organization No sense or Organization Letter generally Letter has
organization is hard to follows required smooth
is evident. follow at organizational transition
times, little format but between all
transition needs better key
between ideas. transition elements.
between ideas.
Sentence Meaning is Sentences Most sentences Letter
Structure seriously reflect little present contains
impacted by variety, and information good
unclear meaning is clearly. There is sentences
sentences. often unclear. some evidence variety. All
of sentence sentences
variety. have clear
and correct
structure.

Source: https://www.bing.com/search?
q=letter+rubric+high+school&qs=AS&pq=letter+rubric&sk=AS2&sc=313&cvid=344F0BC930
8E4156BC2AD3695CD92DAB&FORM=QBRE&sp=3

Let Us Reflect
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Surely, you have engaged insightful and meaningful tasks that
improve your understanding of the focused concepts, likewise
enhancing your viewing and literary skills.

Which task/activity did you enjoy most?

________________________________________________________________

Did you find it valuable?

________________________________________________________________

Parts of the
lesson that…

I enjoyed

Are useful

I consider
challenging

Assist me in
dealing with my
needs
I need to
improve in the
next learning
space
I would like to
work further on

Answer key to Activities

17
Review Task Evaluation 1.The moral
1. A 1 conveyed in The Little
2. C 1. B Prince is that life is only
3. C 2. C worth living when it is
 References

https://www.gradesaver.com/the-little-prince/study-

https://www.shmoop.com/little-prince/questions.html

https://www.storyboardthat.com/lesson-plans/the-little-prince-by-antoine-de-
saint-exupery/characters
https://www.enotes.com/topics/little-prince/critical-essays/critical-evaluation
http://www.mswholeschools.org/files/Maharrey.WSI_Guide_and_Rubric_for_S
ong_Rap_as_PDF.pdf
https://www.sparknotes.com/lit/littleprince/study-questions/
https://www.google.com/search?
q=foxclipart&tbm=isch&ved=2ahUKEwidkZTlw57qAhVkE6YKHdbIC8AQ2c
CegQIABAA&oq=foxclipart&gs_lcp=CgNpbWcQA1DqrCxY_rAsYIu0LGgAcA
B4AIABAIgBAJIBAJgBAKABAaoBC2d3cy13aXotaW1n&sclient=img&ei=Q
mr1Xp3oHeSmmAXWkaADA&bih=459&biw=1024&client=opera#imgrc=a
uVGN7aTjuMVoM
https://www.shmoop.com/little-prince/questions.html

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For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: lrms.regionxi@deped.gov.ph

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