Las-English 10 W5-6

Department of Education
Region VIII, Eastern Visayas

Division of Southern Leyte
District of Bontoc 1
BONTOC NATIONAL HIGH SCHOOL
San Ramon, Bontoc, Southern Leyte
School ID: 313403
LEARNING ACTIVITY SHEET

Englis 10
h
Week
QUARTER
1
5
Prepared
GENEVE T.
by:
GARZON
BONTOC NATIONAL HIGH SCHOOL ENGLISH 10
Lesson 1:
Winning Over Individual Challenges
Name: _________________________________________________ Grade Level: _______________

Section: ________________________________________________ Date: _____________________

Activity 1: Let’s Connect!
Learning Competency with Code (MELC)

Employ analytical listening in problem solving (EN10LC-IIe-13.2)
Background Information for Learners

“Our ability to handle life’s challenges is a measure of our strength of character”
Just like the heroes in classic myths and tales, you want to achieve your
goal. In doing so, you can’t avoid meeting challenges or tests which you must
surpass or hurdle. Have you ever found yourself facing a problem which
seemed to have no solution? That’s a challenge, of course! One thing is certain;
you were able to learn from it. Did you learn the lesson the hard way?
Exercises / Activities
Activity 1.1
Directions: Answer the following questions below on your separate answer sheet.
1. Think back and list down at least 10 personal challenges you have experienced or
encountered in the past. You may do more than 10 if you wish.
2. Have you overcome those challenges that you have encountered?
3. Why is it important to win over our challenges?
References for Learners

Almonte, Lisa R, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Lagustan,
Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A.
Palomar, Grace B. Annette Barradas-Soriano & Karen B. Villanueva.
Celebrating Diversity through World Literature-Grade 10 English Learners
Material, First Edition.Pasig City: Department of Education, 2015.
Gograph.com. 2020. Clip Art Vector - Concept Illustration Of Person Juggling Work Life
Balance. The Graphic Shows Man Trying To Achieve Work Life Balance By
Working On His Career, Family, Friends And Health. Stock EPS Gg62817768 -
Gograph. [online] Available at: <https://www.gograph.com/clipart/concept-
illustration-of-person-juggling-work-life-gg62817768.html> [Accessed 25 June
2020].
Google.com. 2020. Google Images. [online] Available at:
<https://www.google.com/imgres?imgurl=https%3A%2F
%2Fcomps.gograph.com%2Fstrong-vs-weak-bowling-competitive-advantage-
strength-wins-game_gg69731002.jpg&imgrefurl=https%3A%2F
%2Fwww.gograph.com> [Accessed 25 June 2020].
<https://www.google.com/imgres?imgurl=http%3A%2F
%2Fimages.clipartpanda.com%2Fchallenge-clipart-step-up-to-the-challenge-
clipart-1.jp> [Accessed 25 June 2020].
Google.com. 2020. Google Image Result. [online] Available at:
<https://www.google.com/imgres?imgurl=http%3A%2F%2Fclipart-library.com>
[Accessed 25 June 2020].

Pinterest. 2020. 14 Best Slogan Ideas Images | Hand Lettering, Lettering, Creative
Lettering. [online] Available at:
<https://www.pinterest.ph/andriegabutan/slogan-ideas/> [Accessed 25 June
2020].
Lesson 2:
Denotative and Connotative Meaning of Words
Name: _________________________________________________ Grade Level: _______________

Section: ________________________________________________ Date: _____________________

Activity 2: Complete Me!


Denotation- is a word’s literal or main definition. This definition is completely
absent of emotion. These are words or phrases that we can easily find the dictionary
thus, it is commonly known as the “dictionary definition.”
Connotations- meaning of words that are beyond what is literal. It is based on
emotions, feelings, moods or images that come up in your mind upon reading or
hearing those words.
Connotations have:
1. positive associations
2. negative associations
3. neutral associations
Example:
Positive connotation- Youth
Negative connotation-Childish
Neutral- Adolescent
Connotations also show symbolic meanings. Example Dove symbolizes Peace, and
Blue symbolizes sadness.
In this case, the word has completely new meaning that is far from its literal
definition. That is why connotation is also called the “hidden meaning”
Other Examples:
Stone- strong/strength
Snake- an evil person or a traitor
Chicken- a coward or an easy task
Heart- love or care
Activity 2.1
Directions: Define each word using a dictionary, use the word in context/sentence,
then decide if the word has a positive or negative connotation. The first word is done
for you. (Continue answering on your separate answer sheet)
Words Denotation Words in Connotation

Sentence
Cheap Low in price, not The guy I went on a Negative
expensive. date with was so
cheap!
Economical
Hideous

Pleasing

Almonte, Lisa R, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia
Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza,
Lito A. Palomar, Grace B. Annette Barradas-Soriano & Karen B. Villanueva.
2020].
Lettering. [online] Available at: <https://www.pinterest.ph/andriegabutan/slogan-
ideas/> [Accessed 25 June 2020].
Lesson 3:
Analyzing Characterization based on the Story “How Odin Lost His Eye”
Name: _________________________________________________ Grade Level: _______________
Section: ________________________________________________ Date: _____________________

Activity 3: Purpose where art thou?


Please read the story “How Odin Lost His Eye” and answer the questions that
follow.
HOW ODIN LOST HIS EYE
Retold by Catherine F. Sellew
Once when the world was still very young, Odin sat on his throne in the most
beautiful palace in Asgard. His throne was so high that he could see over all three
parts of the world from where he sat. On his head he wore a helmet shaped like an
eagle. On his shoulders perched two black ravens called Memory and Thought. And at
his feet crouched two snarling wolves.
The great king gazed thoughtfully down on the earth below him. He had made
the green land that stretched out before his eyes. With the help of the other gods he
had made men and women who lived on that earth.

The fair elves had promised they would help his children of the earth. The elves were
the tiny people who lived between heaven and earth. They were so small that they
could flit about doing their work unseen. Odin knew that they were the artists who
painted the flowers and made the beds for the streams. They took care of all the bees
and the butterflies. And it was the elves who brought the gentle rain and sunshine to
the earth.
Even the ugly dwarfs, who lived in the heart of the mountains, agreed to help.
They forged iron and metals, made tools and weapons. They dug gold and silver and
beautiful jewels out of the earth. Sometimes they even cut the grain and ground the
flour for the farmers on the earth. — All seemed to be going well. Odin found it hard to
think of evil times. But he knew that the frost giants were only waiting for a chance to
bring trouble to his children. They were the ones who brought cold and ice to the
world and shook the earth in anger. They hated Odin and all the work of the gods.
And from high on his throne Odin looked down beyond the earth deep into the gloomy
land of his enemies. He saw dark figures of huge men moving about. They looked like
evil shadows. He, the king of the gods, must have more wisdom. It was not enough
just to see his enemies. He must know more about them.
So, Odin wrapped his tall figure in a blue cloak. Down from his throne he
climbed. Down the broad rainbow bridge, he strode and across the green earth till Ile
came to one of the roots of the great evergreen tree. There, close by the tree, was a well
full of clear water. Its surface was so still it was like a mirror. In it one could see
pictures of things that had happened and things that were going to happen.
But beside the well sat an old man. His face was lined with the troubles of the world.
His name was Mimir, which means "memory." No one, not even the great Odin, could
see the pictures in the well unless he first drank some of its water. Only Mimir could
give the magic drink. "Aged Mimir," Odin said to the old man, "you who hold the
knowledge of the past and future in your magic waters, let me have but one sip. Then I
can know enough to protect the men and women of the earth from the hate of the
giants."
Mimir looked kindly at Odin, but he did not smile. Although he spoke softly, his
voice was so deep it reminded Odin of the distant roar of the ocean. "The price of one
drink from this well is not cheap," Mimir said. "And once you have drunk and gazed
into the mirror of life, you may wish you had not. For sorrow and death as well as joy
are pictured there. Think again before you ask to drink."
"You are great and good, Odin," answered Mimir. "You have worked hard to
make the world. Only those who know hard work may drink from my well. However,
that is not enough. What have you given up that is very dear to you? What have you
sacrificed? The price of a drink must be a great sacrifice. Are you still willing to pay
the price?"
Odin put his hands up to his bright blue eyes. Those two eyes had gazed across
the world from his high throne in the shining city of the gods. His eyes had taught him
what was good and beautiful, what was evil and ugly. But those eyes had also seen his
children, the men and women of the earth, struggling against the hate of the giants.
One eye was a small sacrifice to win knowledge of how to help them. And without
another thought, Odin plucked out one of his blue eyes and handed it to Mimir. Then
Mimir smiled and gave Odin a horn full of the waters of his well.
"Drink deeply, brave king, so you may see all that you wish in the mirror of life."
Odin lifted the horn to his lips and drank. Then he knelt by the edge of the well and
watched the pictures passing across its still and silent surface. When he stood up
again, he sighed, for it was as Mimir had said. He had seen sorrow and death as well
as joy. It was only the glorious promise at the end that gave him courage to go on.
So, Odin, the great king of the gods, became one-eyed. If you can find Mimir's
well, you will see Odin's blue eye resting on the bottom . It is there to remind men and
women of the great sacrifice he made for them.

(Source: Celebrating Diversity through World Literature, Grade 10 Learners Material, pp. 80-83)
Comprehension Questions: Answer the following questions on your answer sheet

1. What is the problem in the story? Who are involved in the problem?
2. What actions were attempted at solving the problem in the story? How did these
actions result to?
3. What was the final solution arrived at by the characters involved in the story?
4. Was there any indication of the character rebuilding or restoring relationship with
other characters after the conflict in the story? Support your answer.
Activity 3.1
You have just intently studied the story of “How Odin Lost His Eye”. Focus on the plot
structure of the story and analyze the conflict experienced by the main character
Odin. Fill out the worksheet below in your answer sheet.
1. Did you feel you were part of the story? YES___ NO___ Explain your answer.
2. Were you able to predict the ending? YES___ NO___ Explain your answer.
3. What was your favorite part of the story? Explain your answer.
4. What type of conflict(s) did the author create? (check one or more)
Character vs. Nature ____ Character vs. Society ____
Character vs. Self ____ Character vs. Character ____
5. What was the most important conflict in the story?
6. What was the main character (the protagonist) trying to accomplish?
7. How was the main conflict resolved?
Rubrics for Scoring
EXCELLENT GOOD FAIR

CRITERIA
5 4 3
Content Incorporates relevant Incorporates course Does not
course content into content and uses incorporate
responses, uses less specific course
specific information information from content into
from case in response. case in response. responses.
Original Thinking Demonstrates original Demonstrate Does not
thinking that adds original thinking demonstrate
insights to the original
analysis of case. thinking.
Structure Answer is well Answer is Answer is not
organized and clearly somewhat organized.
written. organized and fairly
written
Grammar and Mechanics Response is free from Response has 3-4 Response has
grammatical errors. grammatical errors. lots of
grammatical
errors.


2020].
Lettering. [online] Available at: <https://www.pinterest.ph/andriegabutan/slogan-
ideas/> [Accessed 25 June 2020].
Lesson 4:
MODALS
Name: _________________________________________________ Grade Level: _______________
Section: ________________________________________________ Date: _____________________

Activity 4: On your Own


The set of function words we call modal verbs, like can, may, must, will,
shall and more secondary modal verbs like could, might, ought to, would and
should are equally important in the English Language. Sometimes, using them
can have an outsized effect on how information is received by others, and
subsequently even how we judge the speaker, their credibility and competence,
without actually changing the content itself. That is why we are here to learn
the correct uses and functions of these words for us to communicate effectively
and without problems.
A modal is a type of auxiliary verb (also known as helping verb) that is

used to express ability, probability/possibility, permission, prohibition,
obligation, and many more. The modal verbs in English are:
can could may might will

would must shall should ought to
FUNCTIONS OF MODAL VERBS:

1. Permission- the verbs 'can', 'could' and 'may' are used to ask for and give
permission.
Example:
a. You can borrow my pen.
b. May I speak with manager?
c. Could I leave early tonight, please?

d. You may use my room just for tonight.
2. Obligation- the modal verbs “should”, “must”, “has/have to” and “ought to” are
used to express that something needs to be done something is necessary. They can
also be used to give advice.
a. As a student, you must do your homework.
b. We have to wear face mask whenever we go out.
c. You should stop smoking if you want to live longer.
d. We ought to follow the rules of the school.
3. Prohibition- “can’t/ cannot”, “mustn’t/ must not” are modal verbs used to express
prohibition or something that is not allowed, to give set rules and boundaries, and to
give orders.
Example:
a. You can’t drink alcohol when you are under 18 years old.
b. You must not use your phone in class.
4. Ability- to show that someone can do something, the ability to do something and
skills of a person. Use the modal verbs: can, be able to, could.
Example:
I can help you with that next week. (Positive)
Jake cannot play the piano. (Negative)

Hazel is able to run quickly. (Positive)
John isn’t able to win the race. (Negative)
Jed could speak Chinese when he was still young. (Positive)
I couldn’t find the website for my online class. (Negative)
5. Probability/Possibility- to express a prediction or expectation that something will
happen now or in the future. Use the modal verbs: may, might, could, may be,
Example:
The forecast said that it may rain this afternoon. (Positive)
They may not buy the house because they lack funds. (Negative)
My relatives might visit us tonight. (Positive)
You might not get a day off next month. (Negative)
I guess I could still go to work even if it’s raining. (Positive)
She couldn’t be in the office this early. (Negative)
6. Request- to express polite ways of telling or asking someone to do something. It can
also express offers or invitations. Use the modal verbs: can, could, will, would, may
Example:
Can you come to my house for dinner? (Invitation)
Will you attend the party with me? (Invitation)
Would you like to go the mall? (Offer)
May I take your order? (Offer)
Will you pass me the rice, please? (Request)
Could you please open the door? (Request)
Modal Verbs Example Uses

Can They can control their own budgets. Ability / Possibility
We can’t fix it. Inability / Impossibility
Can I smoke here? Asking for permission
Can you help me? Request
Could Could I borrow your dictionary? Asking for permission.
Could you say that again more Request
slowly?
We could try to fix it ourselves. Suggestion
I think we could go to war again. Future possibility

He gave up his old job so he could Ability in the past
work for us.
May May I have another cup of coffee? Asking for permission
China may become a major Future possibility
economic power.
Might We'd better phone tomorrow, they Present possibility
might be eating their dinner now.
You never know, they might give us Future possibility
a 10% discount.
Must We must say good-bye now. Necessity / Obligation
They mustn’t disrupt the work more Prohibition
than necessary.
Ought to We ought to employ a professional Saying what’s right or
writer. correct.
Shall Shall I help you with your luggage? Offer

(More common
in the UK than Shall we say 2.30 then? Suggestion
the US)
Shall I do that, or will you? Asking what to do
Should We should sort out this problem at Saying what’s right or

once. correct
I think we should check everything Recommending action
again.
You should check your posture Giving advice
when using the computer.
Profits should increase next year. Uncertain prediction
Will I can’t see any taxis so I’ll walk. Instant decisions
I'll do that for you if you like. Offer
I’ll get back to you first thing on Promise
Monday.
Profits will increase next year. Certain prediction
Would Would you mind if I brought a Asking for permission

colleague with me?
Would you pass the salt please? Making a Request
Would you mind waiting a moment? Making a Request
"Would three o`clock suit you?" - Making arrangements
"That’d be fine."
Would you like to play golf this Invitation
Friday?
"Would you prefer tea or coffee?" - Stating Preferences
"I’d like tea please."
Activity 4. 1: ON YOUR OWN
Directions: You have already learned the 6 functions of Modal Verbs. It’s now your
time to construct three sentences in each function of Modal Verbs. Do this on your
answer sheets.
1. Permission
2. Obligation
3. Prohibition
4. Ability
5. Probability/Possibility
6. Request

2020].
ASSESSMENT
Name: _________________________________________________ Grade Level: _______________

Section: ________________________________________________ Date: _____________________

Activity 5: Let’s Wrap it up!

I hope you had a good time going over this module. For you to determine how
much you’ve learned, please answer the questions given.
General Directions: Read and answer the questions correctly. Do this on your separate
answer sheet.
Test I: Directions: Fill in the blanks with appropriate modals.

1. There are plenty of tomatoes in the fridge. You _____________ buy any.
2. It's a hospital. You ______________ smoke.
3. He had been working for more than 11 hours. He __________ be tired after such
hard work.
4. I __________ speak Arabic fluently when I was a child and we lived in Morocco.
5. The teacher said we __________ read This book for our own pleasure as it is optional.
6. ___________you stand on your head for more than a minute?
7. If you want to learn to speak English fluently, you ___________ to work hard.
8. Take an umbrella. It ____________ rain later.
9. You _______________ leave small objects lying around. Such objects may be
swallowed by children.
10. People _________________ walk on grass.
Test II. Read the questions properly and write the letter of the correct answer on your
separate answer sheet.

1. Select a synonym for "Denotation"
a. Definition c. Reference
b. Diction d. Meaning
2. If someone uses the term "rug rat", is this a denotative or connotative definition for
the term "child"?
a. Connotative c. Both a and b
b. Denotative d. Neither
3. What is the denotation of "snake"?

a. An amphibian c. A toy
b. A liar, cheater, or fraud d. Snake
4. What is a connotative meaning of the term, "babe"?

a. A baby pig c. Someone you're attracted to
b. Babe d. A hog
5. What is the denotative meaning of the phrase, "Kick the bucket."

a. Actually kicking a bucket c. Falling in a bucket
b. Dying d. None of the above
Additional Activities
From your lesson 1 and lesson 2, create a poster based on the theme below. Use a
short bond paper for your output.
“What are the characteristics that we need in order to overcome our challenges
in life?”
Please be guided with the rubrics:

CATEGORY 5 4 3 2
Graphics – All graphics All graphics All graphics Graphics do
Relevance are related to are related to relate to the not relate to
the topic and the topic and topic. Most the topic OR
make it easier most make it borrowed several
to understand. easier to graphics have borrowed
All borrowed understand. a source graphics do
graphics have All borrowed citation. not have a
a source graphics have source
citation. a source citation.
citation.
Graphics – Several of the One or two of The graphics No graphics

Originality graphics used the graphics are made by made by the
on the poster used on the the student, student are
reflect a poster reflect but are based included.
exceptional student on the designs
degree of creativity in or ideas of
student their creation others.
creativity in and/or
their creation display.
and/or
display.
Required The poster All required All but 1 of the Several

Elements includes all elements are required required
required included on elements are elements were
elements as the poster. included on missing.
well as the poster.

additional
information.
Attractiveness The poster is The poster is The poster is The poster is

exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
terms of design, layout though it may poorly
design, layout, and neatness. be a bit messy. designed. It is
and neatness. not attractive.
Answer Key
ASSESMENT
1.Need not
2.Must not
3.Must
4.Could
5.Can
6.Can
7.Need
8.Might
9.Should not
10.Must not
Test II
B
A
F
E
D
For inquiries or feedback please

contact:
GENEVE T. GARZON
Contact Number: 09464438370
Messenger: Geneve Tesado Garzon
Email: genevetesado94@gmail.com

Las-English 10 W5-6

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Department of Education

Region VIII, Eastern Visayas

LEARNING ACTIVITY SHEET

Name: _________________________________________________ Grade Level: _______________

LEARNING ACTIVITY SHEET

Learning Competency with Code (MELC)

Background Information for Learners

References for Learners

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

Name: _________________________________________________ Grade Level: _______________

LEARNING ACTIVITY SHEET

Learning Competency with Code (MELC)

Background Information for Learners

Words Denotation Words in Connotation

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

References for Learners

LEARNING ACTIVITY SHEET

Learning Competency with Code (MELC)

Background Information for Learners

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

Comprehension Questions: Answer the following questions on your answer sheet

Rubrics for Scoring

EXCELLENT GOOD FAIR

References for Learners

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

LEARNING ACTIVITY SHEET

Learning Competency with Code (MELC)

Background Information for Learners

A modal is a type of auxiliary verb (also known as helping verb) that is

can could may might will

FUNCTIONS OF MODAL VERBS:

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

Jake cannot play the piano. (Negative)

Modal Verbs Example Uses

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

Shall Shall I help you with your luggage? Offer

Should We should sort out this problem at Saying what’s right or

Would Would you mind if I brought a Asking for permission

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

Name: _________________________________________________ Grade Level: _______________

LEARNING ACTIVITY SHEET

Learning Competency with Code (MELC)

Test I: Directions: Fill in the blanks with appropriate modals.

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

3. What is the denotation of "snake"?

4. What is a connotative meaning of the term, "babe"?

5. What is the denotative meaning of the phrase, "Kick the bucket."

Please be guided with the rubrics:

Graphics – Several of the One or two of The graphics No graphics

Required The poster All required All but 1 of the Several

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

Attractiveness The poster is The poster is The poster is The poster is

For inquiries or feedback please

BONTOC NATIONAL HIGH SCHOOL ENGLISH 10

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