SAN PABLO DIOCESAN CATHOLIC SCHOOLS SYSTEM

WEEK NO. 7 NO. of Days : 4

a. Literature: Excerpt from A Journal of the Plague Year
A Novel by Daniel Defoe (Great Britain)
Content/Topi
c b. Tone, Mood, Technique and Purpose of the Author

Objectives
a. Determine the tone, mood, technique and purpose of the author
b. Draw similarities and differences of the featured selections in
relation to the theme

Reference
Perspective in English 10 pp.185-193, 230-233
Online sources:
https://examples.yourdictionary.com/mood-examples.html

http://eslchestnut.files.wordpress.com/2011/10/feelings.gif?w=635

ACTIVITY 1. My Face Says It All

Identify the emotion expressed by the emoticons below:

Happy In love Worried Excitement Cool

Crying Winking Shocked Tears of Joy Grumpy
Regreful Smiley Face Disapproval Amazed Genuine
Happiness
 CONCEPT NOTES
The mood is the atmosphere of the story, and the tone is the author's attitude towards the
topic. We can identify both by looking at the setting, characters, details, and word choices. By
doing so, it will help us find meaning in the story or passage and help us feel more connected
to the writing.

Examples of tone in a story include just about any adjective you can imagine:
 scared, anxious, excited, worried, foolish, depressing

In literature, mood is a literary element that evokes certain feelings or vibes in readers
through words and descriptions. Usually, mood is referred to as the atmosphere of a literary
piece, as it creates an emotional setting that surrounds the readers.

When describing how a group is feeling, a collective mood is often used. For example, if
something unfair happens in the workplace and a group of employees lost their jobs, this
group's mood can be described as frustrated and enraged. If a group of students gets to go
on a fun field trip for the day instead of sitting in the classroom, the mood can be described
as excited or elated.
POSITIVE MOOD EXAMPLES NEGATIVE MOOD EXAMPLES

 Amused  Happy  Angry  Guilty

 Blissful  Joyful  Annoyed  Indifferent

 Calm  Loving  Apathetic  Irritated

 Cheerful  Mellow  Bad  Melancholy

 Content  Optimistic  Cranky  Pessimistic

 Dreamy  Peaceful  Depressed  Rejected

 Ecstatic  Silly  Envious  Restless

 Energetic  Sympathetic  Frustrated  Sad

 Excited  Gloomy  Stressed

 Good  Grumpy  Weird

Activity 1. How are you feeling today?
Identify the tone and the overall mood of each sentence below.
1. As she looked at him with pleading eyes, she reached for his right hand and asked him, “Will
you take me back?” Tone Begging Mood Desperate

2. Barging into the room, the child shouted at the top of his voice at his older brother who took his
plastic dinosaur toy.

Tone Serious Mood Angry

3. Without any funfare, the lad approached her, went down on his knees, took something from his
pocket, and asked her to marry him.
Tone Confident Mood Happy
4. "They plan to kill General Washington." He leaned forward, his elbows on his knees. "Tell me
everything at once."
What is the tone of the dialogue? Threatening Mood Confused

5. What is the tone of the following text?

"I will not!" she shouted. "I will not be left at the mercy of our enemies while you slink away!"

Tone Tense Mood Furious

6. She hesitated, listening for sounds of the creature. The forest seemed empty, but she could
sense something else out there. Something watching and waiting.

Tone Doubtful Mood Suspicious

7. Which word accurately describes the son's tone in the following dialogue?
Father: We are going to Disney World!
Son: Yay!!!!

Tone Excited Mood Happy

8. What is the tone of this image? Mood?

Tone Compassionate Mood Happy

Activity 2. Tic-Tac-Toe
***Log on to credible online sources containing reports about worldwide plagues.

What do you know about a plague? Fill in the graphic organizer below with details about what a
plague is.
Plagues are transmitted Plague Plague Usually found in small
between animals via their fleas mammals and their fleas.
and by zoonotic bacterium. Plague is an
infectious disease
caused by Yersinia
pertis Bacteria.

Plague can be transmitted to Plague is a serious Plague sometimes referred or

human, after being bitten by a bacterial infection call as Black Plague, because
Rodent flea that is carrying that can be deadly. it is connected by the famous
bacteria. outbreak, and its black death.

Plague is a disease that spread
quickly and kills large numbers
of people.
Plague has also it Plague is also connected to
symptoms that Epidemic, and by now Plague
usually begins one is curable in most cases. It
to seven days after can successfully be treated
exposure onto with antibiotics. The antibiotics
someone that’s has should be given within 24
plague. hours of the first symptoms.

Activity 3. Read the Lit

Read the Excerpt from A Journal of the Plague Year, a novel by Daniel Defoe ( Great Britain )
Motive Question: How did the plague affect the life and practice of the members of a community
described in the novel excerpt?
Answer:
It truly affect the life of people, not just one but a million of peoples. Plague turned the normal life of
people into the worst life, it give stress to people, it give problems and many more. Yes we know that
Plague or Epidemic is not easy to fight especially when the people at that country has no unity, but
those people try their best to fight that Plague, to stop the Epidemic, to back the normal life they have
in the time there’s no plague, but they failed, they failed to fight that Plague, because almost a third
of the country’s population died by that Plague.
Activity 4. Match Me If You Can
Match the word in Column A with the meaning in Column B. Write the letter of the correct answer on
the space before the number.
COLUMN A COLUMN B
D 1. Shilling A A person who deceives others, especially in order to trick them
. out of their money
B 2. Inimitable B So good or unusual as to be impossible to copy
.
E 3. Alderman C Make someone believe something that is not true
.
A 4. Mountebank D A former British coin and monetary unit equal to one twentieth of
. a pound or twelve pence. The basic monetary unit in Kenya,
Tanzania, and Uganda equal to 100 cents
C 5. Delude E A co-opted member of an English country or borough council,
. next in status to the Mayor

Activity 5. Can you comprehend?

Answer the following questions about the excerpt of A Journal of the Plague Year.
1. What is the spatial setting of the narrative? When did the story take place?
How do you know?

That this story is a book or account of one man’s experiences on the year 1665 in
which the bubonic plague struck the city. This happened long time ago and published
in the year 1722. This happened in the city of London, and aside from that the
message of the story tells about God, imagination and most of all is death. I know it
because I read some information about this story.

2. Who is the persona telling the story? How would you describe him?

Daniel Defoe is the one telling the story, He is a famous writer, journalist, pamphleter
and spy. He is also known as the great novelist, and one of his famous works is the
story of “A journal of the Plague Year” which is published in the year 1722 of March.

3. What is the cause of the plague that struck the city?

The black death. Black death is the one that cause to struck the city, it was a
devastating global epidemic of Bubonic, and by that it struck the whole city, which
affects many.

4. How were the people affected by the plague and its consequences?

They were affected by changing their normal lives and turned into a complicated life,
like they were affected because they’ve experienced the quarantine, like what were
experiencing right now, and by that plague many are suffering, and almost a third of
the continent’s population died.

5. What possible themes emerge from the narrative? Explain your answer.
 It’s all about God, superstitions, imaginations, disease, and death. That God is only
the one who can help a lot of people suffering from that plague, that the people
should push themselves toward God, and they should have faith that time, because
no one can help them aside from God. Its about superstitions and imaginations,
because it can be the way for them to fight that plague, to use their imagination, and
superstitions, by applying it to themselves. And lastly its all disease and death,
because plague means an epidemic disease, and we all know it’s very hard to be
place in that situation, where you experienced Epidemic, and not only that, it can
change our lives, and sometimes that plague or epidemic can kill a lot of people.

Activity 6. Team the Theme

Pick out lines from the text that depict each of these themes. Copy the lines in the appropriate circle.

P
L
A
G
U
E

SUFFERING COMPARISON

A woman gave three frightful screeches, and As it were by His immediate hand to disarm this
then cried, “Oh death, death, death!” in a enemy; the poison was taken out of the sing. It
most inimitable tone, and which struck me was wonderful; even physicians themselves.
with horror and a chillness in my very blood. Were surprised at it.

HUMANITY

People in the rage of the distemper, or in the

torment of their swellings, which was indeed
intolerable, running out their own government,
and often times laying violent hands up on
themselves throwing themselves out at their
windows and etc.
 SAN PABLO DIOCESAN CATHOLIC SCHOOLS SYSTEM
Description Determining the purpose of the author in writing

Content/Topic
Purpose of the Author

Objectives Determine the purpose of the author in writing a text.

Reference http://www.learner.org/jnorth/tm/ReadStrat8.html

http://www.studyzone.org/testprep/ela4/h/authorpur.cfm

http://www.learner.org/jnorth/tm/ReadStrat8.html This site gives

explanation about the author’s purpose
http://www.studyzone.org/testprep/ela4/h/authorpur.cfm This site
shows explanation and drills on determining the author’s purpose
Here are online exercises that will allow you to practice more on
determining the author’s purpose.
http://www.thatquiz.org/tq/practicetest?TUAG7034 This site shows
an online quiz that one can answer
http://www.quia.com/ba/72070.html This site provides a game that
involves identifying author’s purpose

CONCEPT NOTES
When one writes, definitely one has a purpose that he/she wishes to impart to the readers.
The author may want to inform, persuade, convince, or entertain. You have to be a critical
reader to determine the writer’s purpose.

Persuade
To persuade is the first main type of author's purpose. Text written to persuade means the
author's goal is to convince the reader to agree with the author. This might mean the author
wants the reader to think or even act in a specific way. This type of writing is extremely
common. Any piece which pushes a certain opinion or asks for some sort of call for action is
persuasive writing.

Inform
The second main type of author's purpose is to inform. In this format, the author's goal is to
enlighten the reader about real-world topics and provide facts on those topics.

Entertain
 Provides entertainment, like in a poem or funny essay.

ACTIVITY 1:Purposeful Reading

Read each paragraph given below and determine the purpose of the writer. Write your answer in the
space provided after the paragraph.
1. Cholera is a painful disease of the stomach and the intestines that causes cramps, vomiting,
weakness and diarrhea.
_______________
2. Danny said, “The three bears get on a bus. How many bears are there in the bus?” Lisa said,
“Three, of course.” “No,” said Danny. “Four. Father Bear, Mother Bear, Baby Bear and the dri-
bear.”
_______________
3. A young man and a girl stood in front of us, immaculate in their white clothes. The girl had
sleeveless dress with a standing collar. Her hair was tucked with a red ribbon behind her
head, accentuating the fullness of her face.
_______________
4. Mozart and Schubert were the two most prodigious prodigies in musical history. Both died in
their thirties, and both died of overwork. Despite the shortness of their lives, each left behind
him more completed works that almost any other major composer.
_______________

ACTIVITY 2:BULLS EYE

Analyze the following selections according to the tone, mood, theme, and author’s purpose
TITLE TONE MOOD THEME PURPOSE OF THE
AUTHOR
The Story of the Flood

Cupid and Psyche

The Divine
Comedy:Inferno
 SAN PABLO DIOCESAN CATHOLIC SCHOOLS SYSTEM

Description Persuasive Text

Content/Topic Writing a Persuasive Text

Objectives Write a short persuasive text expressing one’s stand on an issue

Reference
Worktext Pages: Perspective in English 10 pp.89-90

CONCEPT NOTES

In a persuasive essay, it’s the writer’s job to convince the reader to accept a particular
point of view or take a specific action. Persuasive essays require good research,
awareness of the reader’s biases, and a solid understanding of both sides of the issue. A
good persuasive essay demonstrates not only why the writer’s opinion is correct, but also
why the opposing view is incorrect.

ACTIVITY 1.SALE !SALE !SALE !

1. What are the advertisements about? What is the aim of the advertisements?
Its all about telling people that some clothes are on sale. This kind of advertisements
attracts many people, especially to those who wants to save some money, and for those
people who’s shopping is life. It attracts people because they knew that some of their
products was on sale, that there’s a big discount, and that there’s new arrival of clothes.
This advertisements has a big help in the company, because it really gets the attention of
the customer, and not just customer but also a lot of people. Also these kind of
advertisements used in some special occasions like Christmas Season and so on. They
used these because they know that they can sale a lot of their products using that
advertisements.

2. What details from the texts will prove your answer?

The message from megaphone will prove my answer, because the message is obviously
telling that they are on sale, have a big discount, a good quality, new arrival and so on. I
based my answer on that, and when I saw the word Sale I already knew the message of that
advertisements. Also I think that the other advertisement is connected to the advertisement
that have word Sale, Discount and so on, and I also based my answer on that, that I think
the sale product is the clothes.
3. What common features do the two advertisements have? How do they differ?
They both used for advertising, to get the attention of the customer, and for their company
to sale those things mentioned or seen in the advertisements. They differ in the way they
advertise, like in the left picture, the company used the girl to be part of the advertisement,
they put a girl with its beautiful clothes and shopping bag, so obviously the advertisements
telling people the sale for clothes. Even though its not that so obvious, we can notice it by
the text mentioned, and by the gril modeling the clothes, while in the right picture, the
company used a creative way to advertised, they used common words so that the people
will notice that they are on sale, because they used words like “Sale”, 50% discount” and so
on, so by that words the customer will pay attention because they obviously know those
words.

4. What do these features tell you about persuasive texts?

This features message is to tell us that a point of view and seeks to persuade a reader.
TASK: Think of a product that you use regularly and would like others to use, too. Using what you
have learned about pronouns, conjunctions, modals and the features of persuasive text, create an
advertisement about the product.
 SAN PABLO DIOCESAN CATHOLIC SCHOOLS SYSTEM

Description Writing a Persuasive Text

Content/Topic Persuasive Text

* Writing a Draft

Objectives Write a short persuasive text expressing one’s stand on an issue

Reference
Worktext Pages: Perspective in English 10 pp.89-90, 410-413

CONCEPT NOTES
In a persuasive essay, it’s the writer’s job to convince the reader to accept a particular
point of view or take a specific action. Persuasive essays require good research,
awareness of the reader’s biases, and a solid understanding of both sides of the issue. A
good persuasive essay demonstrates not only why the writer’s opinion is correct, but also
why the opposing view is incorrect.

The Five-Step Writing Process for Persuasive Essays

Here are persuasive essay tips for each phase of the writing process.

1. Prewriting for the Persuasive Essay

The prewriting phase of writing a persuasive essay is extremely important. During this phase,
students should plan every aspect of the essay:

 Choose a position. Students should think about the issue and pick the side they wish to
advocate.
 Understand the audience. In order to write an effective persuasive essay, the writer must
understand the reader’s perspective. Is the reader undecided or inclined to favor one side or
the other?
 Do the research. A persuasive essay depends upon solid, convincing evidence. Don’t rely on
a single source. Pull information from multiple websites and reference materials. Speak with
community experts and teachers. Read and take notes. There is no substitute for knowledge of
both sides of the issue.
 Identify the most convincing evidence, as well as the key points for the opposing view.

Organizing the Persuasive Essay: Outline and Structure

Next, create an outline. Organize the evidence to build the strongest possible argument. If the teacher
has specified an essay structure, incorporate it into the outline. Typically, the persuasive essay
comprises five or six paragraphs:

Persuasive Essay Outline

Introductory Paragraph

 Grab the reader’s attention by using a “hook.”

  Give an overview of the argument.
 Close with a thesis statement that reveals the position to be argued.

Body Paragraphs

 Each body paragraph should focus on one piece of evidence.

 Within each paragraph, provide sufficient supporting detail.

Opposing View Paragraph

 Describe and then refute the key points of the opposing view.

Concluding Paragraph

 Restate and reinforce the thesis and supporting evidence.

2. Drafting the Persuasive Essay

When writing the initial draft of a persuasive essay, consider the following suggestions:

 The introductory paragraph should have a strong “hook” that grabs the reader’s attention.
Open with an unusual fact or statistic, a question or quotation, or an emphatic statement. For
example: “Driving while talking on a cell phone, even hands-free, is the equivalent of driving
drunk.”
 The thesis statement should leave no doubts about the writer’s position.
 Each body paragraph should cover a separate point, and the sentences of each paragraph
should offer strong evidence in the form of facts, statistics, quotes from experts, and real-life
examples.

The Secret to Good Paragraph Writing

 Consider various ways to make the argument, including using an analogy,drawing

comparisons, or illustrating with hypothetical situation (e.g., what if, suppose that…).
 Don’t assume the audience has in-depth knowledge of the issue. Define terms and give
background information.
 The concluding paragraph should summarize the most important evidence and encourage
the reader to adopt the position or take action. The closing sentence can be a dramatic plea,
a prediction that implies urgent action is needed, a question that provokes readers to think
seriously about the issue, or a recommendation that gives readers specific ideas on what they
can do.

3. Revising the Persuasive Essay

In the revision phase, students review, modify, and reorganize their work with the goal of making it
the best it can be. Keep these considerations in mind:

 Does the essay present a firm position on the issue, supported by relevant facts, statistics,
quotes, and examples?
 Does the essay open with an effective “hook” that intrigues readers and keeps them reading?
 Does each paragraph offer compelling evidence focused on a single supporting point?
 Is the opposing point of view presented and convincingly refuted?
 Is the sentence structure varied? Is the word choice precise? Do the transitions between
sentences and paragraphs help the reader’s understanding?
 Does the concluding paragraph convey the value of the writer’s position and urge the reader to
think and act?

If the essay is still missing the mark, take another look the thesis. Does it present the strongest
argument? Test it by writing a thesis statement for the opposing viewpoint. In comparison, does the
original thesis need strengthening? Once the thesis presents a well-built argument with a clear
adversarial viewpoint, the rest of the essay should fall into place more easily.
4. Editing the Persuasive Essay
Next, proofread and correct errors in grammar and mechanics, and edit to improve style and clarity.
Having a friend read the essay helps writers edit with a fresh perspective.

5. Publishing the Persuasive Essay

Sharing a persuasive essay with the rest of the class or with family and friends can be both exciting
and intimidating. Learn from the experience and use the feedback to make the next essay even
better.

WRITING ACTIVITY
Persuasive writing is a fixture of modern life—found in advertising, newspaper editorials, blogs, and
political speeches. Often persuasive writing assignments and test prompts concern contemporary
issues. So, let’s do this.

ACTIVITY 1.“To ban or not to ban?” That is the question.

“The school board is debating on whether or not to ban cell phone use in school. Write an
essay convincing the board to adopt your position.”
***As shown in this persuasive writing prompt, the main purpose is not to inform, but to “persuade” or
“convince” an audience (the school board) to think or act a certain way.

Write your draft here:

Now a days gadgets is the most used thing in our world, not just only in teens but
also children below 10, and sometimes Grandparents are good when it comes to
gadgets. Why? Because Gadgets is the one that helps them, and this can be their
hobbies when they have nothing to do. Gadgets was the thing that really helps a lot of
people, especially students, it can be their reference to access in some online sites for
their school, and most important it can be their guide especially in this time, gadgets
is the most used, and always need by a student, because this is the thing that they
used for Online Classes.

Admit it or not we can’t live without gadgets. Yes its too hard when there’s no
gadget, we don’t know how can we access our friends, we don’t know how can we get
some information regards with our assignments. Using too much gadgets is bad for
our health but, people’s live make easier because of gadgets, it’s a technology that
play a significant role in our common lives, people grown using gadgets, that’s why it
can no longer be removed by human life’s.

Since gadgets or mobile technologies are the methods to make our live easier,
especially students I’m agree with the rules that students can use cellphones or other
gadgets at school. Using cellphones at school can make the life of the students easy,
like what I’ve said it can be their reference, and mostly there are many educational
institutions that needs a cellphones or some mobile technologies.

Yes it’s a reality, that all of the students preferred to use cellphones for school,
instead of writing they are taking a photo of that lesson, especially the Youth, this is
their way to get or access that lesson, by taking a picture. They doing that because
some of the students are not responsible with their things, but when its on the
cellphones, it will not be lost. But I’m not tolerating the students to become lazy or
irresponsible, I’m agreeing because in the other way I can see, and I can feel the
struggles of some students, because I’m just like them a student who are fighting and
at the same time endure the pain and struggles.

Using cellphones at school is not bad, but always remember your limits, always
remember that we are using that to help us, to make our life’s easier at school, and
we are using that for some emergency. Let’s not abuse the rules using cellphones or
technologies, just remember to stay at line, and the purpose of using cellphones.

SAN PABLO DIOCESAN CATHOLIC SCHOOLS SYSTEM

Description Writing a Persuasive Text

 Content/Topic * Revising the text

Objectives Write a short persuasive text expressing one’s stand on an issue

Reference
Worktext Pages: Perspective in English 10 pp.89-90, 410-413
CONCEPT NOTES

Receiving and giving feedback allows improvement to take place. The comments and
suggestions will guide you in the next thing to do – making revisions. To make your
revising effective, follow the CDO revising writing strategy.
C= compare by identifying discrepancies between written text and intended meaning
D=diagnose by selecting a specific reason for the mismatch
O=operate by fixing the problem and evaluating the effectiveness of the change
Focus on
Cycle 1 -> each sentence
Cycle 2 -> each paragraph
Cycle 3 -> whole essay

ACTIVITY: Correct Me If I’m Wrong!

Write your revised essay here:

SAN PABLO DIOCESAN CATHOLIC SCHOOLS SYSTEM

Description Writing a Persuasive Text

Content/Topic * Finalizing the Text

 Objectives Write a short persuasive text expressing one’s stand on an issue

Reference
Worktext Pages: Perspective in English 10 pp.89-90, 410-413

Final Task:My Perspective

Being a Grade 10 representative, you are invited to write a persuasive essay about

“Online Education Is Necessary in this Time of Pandemic”

The persuasive essay needs to show clarity, coherence and depth of reasoning.
Content ADVANCED PROFICIENT EMERGENT BEGINNING

4 3 2 1

Clarity Creatively introduces Gives an adequate Contains a thesis Tells the topic but
the topic and gives overview of the topic. statement but lacks lacks clarity on the
clear focus to the It includes a good discussion of the position argued.
idea. It includes a thesis statement point of view on the
strong thesis which shows the topic
statement which point of view on the
elaborates on the topic.
point of view on the
topic.

Depth of argument Provides clear, Provides accurate, Identifies and Describes the topic
accurate, thorough clear and illustrated describes the topic of minimally even with
and attractively explanation of the the content in adult supervision.
illustrated content in question. question with adult Reasons on the
explanation of the Provides sufficient assistance. Falls effects and
content in question. logical reasons short of providing implications are not
Provides persuasive regarding the effects consistent reasons logical and often
and insightful and implications and regarding the effects vague; Makes no
reasons regarding links readings to and implications attempt to link the
the effects and personal experiences relevant to the personal experiences
implications relevant and perspective. selected topic and and readings. It
to the selected topics partially links simply enumerates
and links in an readings to personal what was read.
interesting way experiences and
readings to personal perspective.
experiences and
perspective

Coherence Provides a strongly Flows smoothly from Some parts do not There is no
linked flow from the the introduction, body flow well from the connection and
introduction, body and conclusion. introduction body and contains only a
and conclusion. Restates and conclusion. Restates restatement of the
There is a note of reinforces the thesis and reinforces the introduction and
finality. Uniquely and supporting thesis and supporting lacks emphasis on
restates and evidence that ties the evidence. thesis and supporting
reinforces the thesis speech together. evidence.
and supporting
evidence that ties the
speech together.

TOTAL POINTS