English 10: World Literature

| Grade 10

The course aims to bring together the classic and the modern by exposing students to a range of literature, from that of the ancient world to those of the
contemporary authors. Integrated into the study of literature are language lessons that focus on formal conventions of writing. These are applied through
various activities that allow students to explore the use of numerous techniques for argumentative research report. The goal is for students to exemplify
communicative competence through her comprehension and analysis of World Literature, including Philippine Literature.

Ms. Josephine O. Arquero Ms. Janella Marie C. De Guzman Ms. Brish Bane R. Marquez Mr. Emilio John P. Pagulong
jarquero@spcpasig.edu.ph jdeguzman@spcpasig.edu.ph
English 10: Worldbmarquez@spcpasig.edu.ph
Literature | 1 epagulong@spcpasig.edu.ph
 No. of synchronous sessions/week: 2
Coverage: 2 Quarters
No. of consultation sessions/week: 3

Program Outcomes:
All SPCEM Graduates can:
PO1- Accurately and idiomatically use globally understood English to express and write the ideas, principles, and events that influence their worldview and enhance their lives
and career opportunities;
PO2- Explain and illustrate how literary works in English have given meaning to their lives and shaped their values, aspirations, and actions.
Essential Performance Outcomes
EPO1: Assess their unique personal qualities, thinking processes, and talents, and explain how strengthening them can open doors to continued learning and personal fulfillment.
EPO2: Explain the factors that generally affect their decisions and actions, and assess the consequences they produce.
EPO3: Describe and explain the new abilities they have developed as the result of self-initiated learning experiences and projects.
EPO4: Seek out issues, possibilities, and sources of related information willingly for further investigation and development.
EPO5: Search voluntarily beyond readily available sources of information, resources, and standard techniques, to generate new understandings towards workable solutions.
EPO6: Take time before speaking or writing to assess the accuracy, authenticity, and clarity of what they are about to share, its tone, and how it is likely to be received and interpreted by
others.
EPO7: Consistently seek feedback from informed, credible individuals on the accuracy, clarity, authenticity, and tone of their communications and practice revising and restating them until
they are well received.
EPO8: Willingly share responsibilities and participate actively in fostering group collegiality, cohesion, and effectiveness; to existing problem.
EPO9: Devote focused time to developing the competencies required for sound achievement in a chosen field and for functioning effectively in the face of life’s diverse challenges.
EPO10: Continually set and reset challenging improvement goals for themselves that require persistence, self-motivation, and self-regulation which others can monitor and validate.

English 10: World Literature | 2

Dear parent, kindly go over this page and ensure that your daughter reads this and answers the questions below. At the end of week, your daughter should fill
out the “My Learning Progress.” Please affix your signature under the last column. Thank you.
Acronyms we will use:
• AS – asynchronous session
• CS – consultation session
• SS – synchronous session
• CP – consultation period
Materials you need for this subject:
• Note-taking materials (i.e. digital or physical
notepad, notebooks, pen, pencil, highlighters,
etc.)
Applications:
Flipgrid – It is a video sharing tool that facilitates class
discussions.
Grammarly – It is a free-writing app that assists students
to write effectively.
Kahoot! – It is a game-based learning platform that
encourages student engagement in class.
Merriam Webster – It is an online dictionary that aids
students in English language structure.
English 10: World Literature | 3
Our House Rules:
1. Come to class prepared. The pre-class activity must be accomplished
before the synchronous session.
2. Submit original work. Acknowledge sources that you use to avoid
plagiarism. Plagiarism is a form of academic dishonesty.
3. Be mindful of deadlines as deductions may be given for late submissions.
4. Label your submitted output with the proper format. Follow this format
strictly to be more organize: level-room number_session_surname_given
name (i.e. 10-1_AM_Dela Cruz_Juana).
5. Observe proper decorum. Avoid unnecessary distractions during class.
6. Turn your video camera on during the entire class.
7. Mute your microphones when you are not talking.
8. Use the hand icon if you have questions and/or clarifications. Do not
forget to lower the hand icon once acknowledged by the teacher.
9. Respect privacy. Video recording is NOT allowed.
10. Treat others the way you want to be treated. Keep your words positive to
avoid digital drama. Double-check your messages before hitting the send
button.
11. Communicate with your teacher only within designated school time using
official online platforms.
Dear student, please answer the questions honestly and completely.

1. What do you know about English 10? What are your expectations of the class? 2. What are the goals you want to achieve in this subject? Be specific.
Your teacher? Your classmates?

3. Take this personality test: https://bit.ly/3fa2nM8. What result did you get? 4. How will you employ your personality trait to achieve your goal?
Justify whether you agree with it or not.

English 10: World Literature | 4

Topic:
Myth and its Elements
My Learning Targets for
Session 1:
This session will make me:
1. assess text to distinguish myth
from others using its
elements; and
2. elicit prior knowledge and
synthesize newly learned
information about myth
through KWL chart.
Quarter: 1st
Week: 1
No. of session: 1
Pre-class activity
Asynchronous
The student must:
• fill out the What I Know and What I Want to
Know in the K-W-L Chart (Appendix A) about
myth; and
• choose and read a text from Appendices B to D
(Igorot View of Creation, Seasons of the Year,
and The Origin of Strawberry).
The student may also want to:
• read all texts (Appendices B to D); or
• watch ‘What are Myths? Simple and Concise
Explanation of Mythology’ through this link:
https://bit.ly/3gVTg2e
English 10: World Literature | 5
EPO1: Assess their unique personal qualities, thinking processes, and talents, and explain
how strengthening them can open doors to continued learning and personal fulfillment.
MELO: Evaluate and make judgements about a range of texts using a set of criteria e.g.
comparing arguments on the same topic, critiquing a short story.
In-class Post-class
Synchronous Period Consultation Period
The student will: CP1
1. discuss with her groupmates the chosen text The student must:
to answer questions in breakout rooms; and • read the two given texts and determine
2. synthesize her group discussion and share her which of those two texts is a myth (Appendix
evaluation of the text through recitation in the E); and
class. • complete the What I Learned column of her
chart (Appendix A).
The student may also want to:
• accomplish the checklist (Appendix F).
Topic: Quarter: 1st EPO9: Devote focused time to developing the competencies required for sound achievement
Modals Week: 1 in a chosen field and for functioning effectively in the face of life’s diverse challenges.
No. of session: 1 MELO: Identify key structural elements (i.e. modal verbs and modal adverbs).

My Learning Targets for Pre-class activity In-class Post-class

Session 2:
This session will enable me to:
3. categorize verbs according to
modality; and
4. apply modals effectively in
sentences.
Asynchronous
The student must:
• create five rules for English class. Answer
should be encoded in the MS Word (file name:
Class Rules).
The student must watch any of the videos below:
• Video 1: https://bit.ly/2CvlotM
• Video 2: https://bit.ly/3gQnfIH
Synchronous Period
The student will:
1. share the encoded class rules;
2. discuss the function of the modals used in
each rule; and
3. classify the verbs by modality.
Consultation Period
CP 2
The student must:
• finalize and modify the class rules. These
rules will be imposed in class.
• address the relevant issues that will be
presented during class and give an
appropriate advice using modals through
Mentimeter.

CP 3
The student must:
• start reading short passages about the
Olympians in Edith Hamilton’s Timeless Tales
of Gods and Heroes (pages 36 to 51) in
preparation for the next session.

Things I need to accomplish on  To understand why one does research, I will read “Doing Research” on pages 11 to 12. Submit the worksheet as a word file. The copy
my own  After reading, I will locate sources about social media overuse and complete the table must be uploaded in the Files under our Class
(Appendix G). Channel.

English 10: World Literature | 6

 My Learning Progress for Week 1

I was able to meet the learning targets. I completed the tasks.

My Learning Targets Signature of
With a little With some help With a lot of help Parent/Guardian
Easily With difficulty On my own
from Others from Others
more practice
1. I can assess text to distinguish myth from others using its
elements.
2. I can elicit prior knowledge and synthesize newly learned
information about myth through KWL chart.

3. I can categorize verbs according to modality.

4. I can apply modals effectively in sentences.

English 10: World Literature | 7

References Used:
7ESL Learning English. (2018 June 17). Modals, modal verbs, types of modal verbs: useful list & examples | English grammar [video]. YouTube.

https://www.youtube.com/watch?v=Nk9nQwoCFig

Cole, M.C. (2008). Philippine folk tales (pp. 99-101). A. C. McClurg and Company. https://www.gutenberg.org/files/12814/12814-h/12814-h.htm

Dichoso, K., de Vera, R.M., Ramos, E. H., & Abesamis, C. O. (2016). Englishtek 10 worktext: World literature (2nd Ed.). TechFactors Inc.

Easy English. (2019, August 7). Modal verbs conversation [video]. Youtube. https://www.youtube.com/watch?v=2oumWdjA9hM

Greek Gods Info. (2015). The creation of seasons. http://www.greek-gods.info/ancient-greek-gods/persephone/myths/persephone-and-the-seasons/

Huber, R. (2013). Myth lesson plans. https://www.raymondhuber.co.nz/wp-content/uploads/MythLessons.pdf

The Learning Depot. What are myths? Simple and concise explanation of mythology [video]. YouTube. https://www.youtube.com/watch?v=xlAdS7uWhLA

Marshall, J. (2013). The origins of strawberries, in Cherokee myth. http://www.startribune.com/the-origins-of-strawberries-in-cherokee-myth/209379371/

NERIS Analytics Limited. (2011). Free personality test. 16 Personalities. https://www.16personalities.com/free-personality-test

English 10: World Literature | 8

 APPENDIX A: K-W-L Chart

Topic: MYTH

What I Want
What I Know What I Learned
to Know

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 APPENDIX B: Igorot View of Creation

In the beginning there were no people on the earth.

Lumawig, the Great Spirit, came down from the sky and
cut many reeds. He divided these into pairs which he placed in
different parts of the world, and then he said to them, "You must
speak."

Immediately the reeds became people, and in each place

was a man and a woman who could talk, but the language of
each couple differed from that of the others.

Then Lumawig commanded each man and woman to

marry, which they did. By and by there were many children, all speaking the same language as
their parents. These, in turn, married and had many children. In this way there came to be many
people on the earth.

Now Lumawig saw that there were several things which the people on the earth needed
to use, so he set to work to supply them. He created salt, and told the inhabitants of one place
to boil it down and sell it to their neighbors. But these people could not understand the directions
of the Great Spirit, and the next time he visited them, they had not touched the salt.

Then he took it away from them and gave it to the people of a place called Mayinit. These
did as he directed, and because of this he told them that they should always be owners of the
salt, and that the other peoples must buy of them.

Then Lumawig went to the people of Bontoc and told them to get clay and make pots.
They got the clay, but they did not understand the molding, and the jars were not well shaped.
Because of their failure, Lumawig told them that they would always have to buy their jars, and
he removed the pottery to Samoki. When he told the people there what to do, they did just as
he said, and their jars were well shaped and beautiful. Then the Great Spirit saw that they were
fit owners of the pottery, and he told them that they should always make many jars to sell.

In this way Lumawig taught the people and brought to them all the things which they now
have.

Source: Cole, M.C. (2008). Philippine folk tales (pp. 99-101). A. C. McClurg and Company.
https://www.gutenberg.org/files/12814/12814-h/12814-h.htm

English 10: World Literature | 10

 APPENDIX C: Seasons of the Year

One sunny day, while Persephone was

picking flowers for her mother on the Nysian
plain, Hades, the god of the Underworld,
noticed her and fell strongly in love with her,
so he decided to abduct her to the
Underworld.

When her mother Demeter, the

goddess of vegetation, realized the loss of Persephone, for nine days and nights she was
wandering around in disguise searching for Persephone. When she finally met Helios, the god of
the sun, he revealed Demeter all the truth about what had happened. Demeter got so furious
that she wanted to have nothing more do with the Gods and left Mount Olympus and stopped
all fertility on earth.

In order to put an end to the world's misery, Zeus decided it would be best to bring
Persephone back to her mother. So, he sent his herald Hermes down to the Underworld in order
to fetch Persephone. Hades could do nothing else but to obey to his master’s order. However,
before releasing Persephone, he gave her seven seeds of pomegranate to eat. This way,
Persephone would forever be connected to the Underworld and would stay there for four
months every year.

This way, the seasons were created in the upper world. All the time Persephone was with
Demeter, Demeter was so delighted, that the sun was shining and everything flowered. All the
remaining time where Persephone returned to the Underworld, Persephone was in grief and
nothing grew- it was the time winter set off in the world.

Source: Greek Gods Info. (2015). The creation of seasons. http://www.greek-gods.info/ancient-greek-

gods/persephone/myths/persephone-and-the-seasons/

English 10: World Literature | 11

 APPENDIX D: The Origin of Strawberry

First Man and First Woman (think Cherokee Adam

and Eve) have a blowout argument, after which First
Woman proclaims: "You are lazy and pay no attention to
me. I am going to find another place to live." With that,
she harrumphs off with that indignant, power-walker
briskness achieved only by angry women.

First Man feels remorse. He sets off to apologize but can't catch up. His legs
are no match for her will. Desperate, he beseeches the Creator: "Please, slow her
down so I can tell her how much I love her."

Moved by First Man's anguish, the Creator sets temptations in First Woman's
path. He tries gooseberries. He tries huckleberries. He tries blackberries. But First
Woman pays them no attention, and proceeds at her frantic clip.

Finally, the Creator turns to his own garden and plucks the berry of the
Heavens. He sets Earth's first strawberry plant at First Woman's feet. Miraculously,
it blooms and bears fruit.

First Woman stops dead in her tracks. She's smitten by the graceful leaves,
the lovely bloom, the heart-shaped fruit. She decides to pause for a single bite.

Source: Marshall, J. (2013). The origins of strawberries, in Cherokee myth. http://www.startribune.com/the-origins-

of-strawberries-in-cherokee-myth/209379371/

English 10: World Literature | 12

 APPENDIX E: Myth Worksheet

Directions: Read the following texts. Decide which of these is a myth. Explain your answer in
seven (7) to 10 sentences on the space provided.

Text I
Long time ago, there was a couple in Barangay Masagana who has a daughter named
Maria. Maria was very beautiful but very shy that she would not go out from their house.
Weeks later, Spaniards came to their town. The Spaniards were very cruel that they get
everything they wanted. They rob houses and kill everyone who gets in their way and who refuses
to give what they wanted. The couple was very frightened to lose their daughter so, they hid
Maria in the bushes so the Spaniards could not find her.
After the Spaniards left their town, the couple tried to look for Maria but they could not
find her even in the bushes where they hid her, instead they found a little plant that is very
sensitive that when you touch it, it would immediately close, so they thought it was their
daughter, Maria. They called the plant "Makahiya" that means "touch me not," like their
daughter who was very shy.

Text II
In the beginning there was a huge egg that held all the opposites — hot and cold, light
and dark, wet and dry. Also inside was Phan Ku, a giant who was covered in hair. He had horns
on his head and tusks sprang from his mouth.
Phan Ku broke out of the egg and separated the opposites through all the world. Every
day he carved out the mountains and oceans with his chisel and mallet. And every day, for 18,000
years he grew three meters taller.
When Phan Ku died his skull became the sky, his breath, the wind, his flesh, soil, and his
blood, rivers. The fleas in his hair became human beings.

Source: Huber, R. (2013). Myth lesson plans. https://www.raymondhuber.co.nz/wp-

content/uploads/MythLessons.pdf

English 10: World Literature | 13

 APPENDIX F: Myth Checklist
Myths Agree Disagree

A myth is a story that is not factual.

A myth has important message to people.

A myth is a story about princes, princesses, and

witches.
A myth is an adventure story about real person.

A myth is a fun animal story.

A myth is an exaggerated story about history.

A myth may explain how things began.

Many groups of people have myths about a

flood.
Myths describe the beginning of things.

Myths are stories about ordinary people.

Myths explain events in nature.

Most myth heroes are male.

The characters in a myth are either heroic

people or gods.

Source: Huber, R. (2013). Myth lesson plans. https://www.raymondhuber.co.nz/wp-

content/uploads/MythLessons.pdf

English 10: World Literature | 14

 APPENDIX G: Doing Research
Directions: Search for three different sources of the given topic. Complete the tables with the
following details.

Topic: Social Media Overuse

Source 1
Title of the Article:
Author:
URL:
Summary of the article:

Source 2
Title of the Article:
Author:
URL:
Summary of the article:

Source 3
Title of the Article:
Author:
URL:
Summary of the article:

English 10: World Literature | 15