English 10 LAS Quarter 3 English 10 LAS Quarter 3

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English 10 LAS Quarter 3
AB Philosophy (St. Paul University Manila)
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10
ENGLISH
Third Quarter
LEARNING ACTIVITY SHEETS
Note: Practice personal hygiene protocols at all times.

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Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
Enclosure No. 2.c to Regional Memorandum No. ___________, s 2020
Policy Guidelines on the Conduct of Online Quality Assurance of Learning Resources
COPYRIGHT PAGE
Learning Activity Sheet in ENGLISH
(Grade 10)
Copyright © 2021
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material 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.”
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum
and Learning Management Division (CLMD). It can be reproduced for educational purposes and the
source must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement of supplementary work are permitted provided all original works are acknowledged and the
copyright is attributed. No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS
Assistant Regional Director : JESSIE L. AMIN
Schools Division Superintendent : RACHEL R. LLANA
Asst. Schools Division Superintendent : MARY JULIE A. TRUS
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG
Chief Education Supervisor, CID : EVELYN V. RAMOS
Development Team
Writers : JOMELVI ALLEORE B. SIOCO, JOEAN ANDAL, WILFORD A. MERCADO,
MARK VALENTIN MALUTA
Content Editor : MERLIE M. BINAY-AN
Language Editor: MERLIE M. BINAY-AN
: MARYELLE MACAPIA, ARISON PAUL FLORENTINO
Layout Artist : CHESTER C. CORTEZ
Focal Persons : DINDO JOHN H. MORENO
BERMELITA E. GUILLERMO
RONNIE F. TEJANO
RIZALINO G. CARONAN
Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City

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Table of Contents
COMPETENCIES PAGE
Compose an argumentative essay. EN10WC-IIh-13 1-8
Use a variety of informative, persuasive and argumentative writing 9-22
techniques EN10WC–III b -14.1.2
Compose an independent critique of a chosen selection. 23-30
(EN10WC-IIIg14)
Critique a literary selection based on the structuralist/ formalist, 31-46
moralist, Marxist, feminist, historical, and reader-response approaches.
EN10RC-IIIa-22.1; EN10RC-IIIb-22.2; EN10RC-IIIc-22.3; EN10RC-IIId-
22.4; EN10RC-IIIe-22.5; EN10RC-IIIf-2.18; EN10RC-IIIg-2.18

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ENGLISH 10
Name of Learner:_______________________________ Grade Level:______________
Section:______________________________________ Score:____________________
LEARNING ACTIVITY SHEET

Argumentative Essay
Background Information for Learners
An argumentative essay aims to convince the reader to agree with the argument
being made about a debatable issue. The given issue is also called a proposition. In this
type of academic writing, the writer must take a stand whether he/she is pro (in favor)
or anti (against) the issue.
Writing an argumentative essay is akin to engaging one’s self in a debate – the
writer needs to carefully weigh in both sides of the argument and decide which argument
to favor. Then, the writer must provide fact-based evidences to support his/her claim,
rather than giving his/her personal thoughts and opinions about the issue.
Argumentative essays require good research, awareness of the reader’s biases,
and a solid understanding of both sides of the issue.
Learning Competency
Compose an argumentative essay. (EN10WC-IIh-13)
Exercise 1. Composing an argumentative essay follows a particular format to make your

writing more effective. Identify the proper steps in crafting an argumentative essay by
arranging which process should come first before the other. Accomplish the graphic organizer
by referring to the pool of choices above it.
Making an outline Writing the draft Editing/Revising the Essay

Finalizing the essay Choosing a topic Doing the research
Start here 2 3
End here—good job! 5 4

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Exercise 2. Put a check (✔) mark if the statement is true, and (X) if otherwise.
___1. A good topic for an argumentative essay should have more than one point of view.
___2. It is important to choose a broad topic to discuss in the essay.
___3. The thesis statement is the same as the writer’s viewpoint of the topic.
___4. Research is needed to make certain that you can defend your position.
___5. In writing argumentative essays, presenting fragments of your personal
experience can be helpful in supporting your position.
___6. Doing an outline helps you to effectively organize your essay.
___7. Each body paragraph may focus on more than one main point.
___8. Using transitional devices is always important in all forms of academic writing
including argumentative writing.
___9. The acceptable number of paragraphs for argumentative essay is four.
___10. You may conclude the essay by rephrasing the thesis statement and
summarizing the key arguments.
Exercise 3. An effective argumentative essay makes use of transitional devices to improve

organization of ideas; thus, helping the reader to better understand the essay. Categorize each
transitional device according to function.
TRANSITIONAL DEVICES
To add To compare To prove/ To show exception
Emphasize
To show time/ To give examples To repeat To summarize/

sequence conclude
besides whereas immediately moreover nevertheless

however indeed despite as I have said thereafter
first further in addition on the other hand to illustrate
obviously next what’s more in contrast take the case of
definitely previously in fact in spite of in conclusion
in brief yet as I have noted on the whole for instance

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My Guide
Hello, learner! Before you move on to the succeeding tasks, you may refer to the sample
structure of an argumentative essay below.
Prompt/Topic: Education must continue despite the COVID-19 pandemic
I. Introduction
(A) Hook: DepEd is adamant about opening of classes amid health concerns caused by the
COVID-19 pandemic.
(B) Thesis Statement (TS): I stand with DepEd Secretary Leonor Briones when she said
that education must continue
II. Body Paragraph #1
First key argument: There are different learning modalities that require children
to learn without risking their health.
Supporting details/Examples: blended learning
III. Body Paragraph #2

Second key argument: Unavailability of antiviral or vaccine
Supporting details/Examples: Children should invest their time in education
while health experts work on possible treatment/vaccine
IV. Body Paragraph #3

Third key argument: Children may encounter more challenges if there is longer
delay in education
Supporting details/Examples: Children may lose interest or motivation if there
is no learning continuity.
V. Conclusion
Rephrase TS: Education is important
Sum up key arguments: DepEd offers alternative modes of learning without
compromising the health and safety of the children.

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My Guide
Now read the sample essay and find out how the writer makes use of the essay structure
above in composing his argumentative essay.
Education Must Continue
The Department of Education (DepEd) is adamant about opening of classes amid

health concerns caused by the COVID-19 pandemic. I stand with DepEd Secretary Leonor
Briones when she said that education must continue.
First, education is equally as important as health, and DepEd offers various learning
modalities without having to compromise the safety of the children. These learning
modalities include electronic and online media learning as well as traditional learning, hence
the term ‘blended learning’. In other words, blended learning is a combination of traditional
and online learning and is believed to be the most fitting learning modality in this time of
health crisis. Further, the education chief has already addressed the country that no face-to-
face learning shall take place until a vaccine is made available, so children may still continue
with their education without the worry of contracting the virus.
Second, health scientists across the globe are still working on potential treatment
and vaccine for the coronavirus disease. According to science studies, it could be months or
even longer before an antiviral or vaccine is available. With this, children may as well invest
their time in education while the rest of the world awaits a new progress in medicine.
Pursuing education at this time, given the aforementioned learning modalities, is far more
sensible than letting our children become unproductive in the confines of our homes.
Third, children may face more consequences if they feel like they are deprived
academically. The longer delay in their education may adversely affect their interest and
motivation to learn. Moreover, today’s children are deemed as 21st century learners and one
manifestation of such is their preference in using technology in learning. Do you not think
now is the time to leverage the power of technology to improve the learning progress of our
children? Of course, there are other learning modalities if technology is not accessible, but
the point is we must support the learning continuity of our children.
There is no need to stress why education is important and there may be other several
reasons why it must continue despite the existing threat in one’s health. Lastly, why should
we deprive our children of their right to education if the DepEd can offer alternative ways
to let them learn without compromising their health and safety?

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Exercise 4. You have learned from the previous activities that preparing an outline or
structure of the essay is necessary to make your writing both efficient and effective. Complete
the outline below prior to writing your first draft. Choose your preferred topic below.
Prompt/Topic #1: Cagayan Black sand Mining is Beneficial to the Economy

Prompt/Topic #2: Prayers Answer All of Life’s Challenges
Prompt/Topic #3: Reading is Overrated
Topic: __________________________________________________________________
I. Introduction
(A) Hook:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(B) Thesis Statement (TS):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
II. Body Paragraph #1
First key argument:
_________________________________________________________________
Supporting details/Examples:
_________________________________________
__________________________________________________________________
__________________________________________________________________
III. Body Paragraph #2
Second key argument:
_______________________________________________
_________________________________________
__________________________________________________________________
__________________________________________________________________
IV. Body Paragraph #3

Third key argument:
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________
V. Conclusion
Rephrase TS:
_________________________________________________________________
Sum up key arguments:
__________________________________________________________________
____________________________________________________________

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Exercise 5. After making an outline for your argumentative essay, you are now ready to write
your first draft. Use your own pad paper in writing or encode your essay using the format found
in the link https://natureofwriting.com/courses/essay-writing/lessons/the-essay-
format/topic/the-essay-format-apa/. The rubrics below shall be used in evaluating your output.
Rubric for Evaluation of Argumentative Essay
Criteria Scoring System

Outstanding Fair Poor
(5 points) (3 points) (1 point)
Organization The writer establishes The writer establishes a The writer’s position
a clear position. All clear position. Most is weak or somewhat
ideas are strongly ideas are related to the unclear. The lack of a
related to the position position and are clear, effective
and are focused on focused on the issue. position or the
the issue. By The essay is coherent, writer’s inclusion of
sustaining this focus, though it may not irrelevant information
the writer is able to always be unified due interferes with the
create an essay that is to minor lapses in focus and coherence
unified and coherent. focus. of the essay.
Argument The argument is The argument is largely The argument is
forceful and convincing because the ineffective and
convincing because reasons and evidence unconvincing because
the reasons and the writer uses to the reasons and
evidence the writer support the position are evidence the writer
uses to support the specific and uses to support the
position are specific appropriate. position are
and well chosen. inappropriate, vague,
or insufficient.
Development The writer develops The writer develops the The writer develops
of Ideas the essay in a manner essay in a manner that the essay in a manner
that demonstrates a demonstrates a good that demonstrates
thorough understanding of the only a limited
understanding of the persuasive writing task. understanding of the
persuasive writing persuasive writing
task. task.
Language/ The writer The writer demonstrates The writer has little
Conventions demonstrates a an adequate command or no command of
consistent command of sentence boundaries sentence boundaries
of sentence and spelling, and spelling,
boundaries and capitalization, capitalization,
spelling, punctuation, grammar, punctuation,
capitalization, and usage conventions. grammar, and usage
punctuation, conventions.
grammar, and usage
conventions.
Rubrics adapted and revised. Source: STAAR Persuasive Writing Rubric English II by the
Texas Education Agency Student; Assessment Division; Fall 2010

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Reflection
Congratulations! You have come this far! After successfully accomplishing the tasks, I would
like you to share your thoughts about writing an argumentative essay by discussing the
following key points:
1. What did I learn from the activities?
2. How did the activities help me in improving my writing skills?
Write your response here:

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________________________
References for learners

• Department of Education. Celebrating Diversity through World Literature – Grade 10
Learner’s Material, p. 259
● Retrieved from: https://owl.purdue.edu/owl/general_writing/mechanics/transitions_
and_transitional_devices/transitional_devices.html
● STAAR Persuasive Writing Rubric English II by the Texas Education Agency Student;
Assessment Division; Fall 2010

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Answer Key
Exercise 1
1. Choosing a topic
2. Doing the research
3. Making an outline
4. Writing the draft
5. Editing/Revising the essay
6. Finalizing the essay
Exercise 2
1. X
2. X
3. ✔
4. ✔
5. ✔
6. ✔
7. X
8. ✔
9. X
10. ✔
Exercise 3 (answers in no particular order)

To add To compare To prove/emphasize To show exception
besides whereas indeed despite
further on the other hand obviously in spite of
what’s more however definitely yet
moreover nevertheless in fact
in addition in contrast
To show time/ To give examples To repeat To summarize/
sequence for instance as I have said conclude
immediately take the case of as I have noted in brief
next to illustrate on the whole
previously in conclusion
thereafter
first
Exercise 4 (answers may vary) (refer to My Guide)

Exercise 5 (answers may vary) (refer to My Guide)
Prepared by
JOMELVI ALLEORE B. SIOCO

Murong National High School

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ENGLISH 10
Name of Learner:_____________________________________ Grade Level:_________
Section:______________________________________________ Score:_____________

Informative, Persuasive and Argumentative Writing Techniques

Writing is one of the important skills for us to develop as it makes us more productive
in terms of our communication skills. Writing brings out our emotions as we freely express
ourselves through our write ups. We write because of varied reasons like to entertain, to explain
or inform, to argue and to persuade our readers with our ideas.
Sometimes, we perceive writing as a hard work and tend to avoid it. But if we started
to brainstorm, let our good thoughts come out freely, plan, scribble our ideas and bravely share
or publish it afterwards, would be self - rewarding, thus, we can certainly battle our fears to
write. Remember, no writers are born, they are made meaning constant practice makes a writer.
This module will be a big help for you. Here, you can let somebody be informed by
the facts you have learned and read lately, convince or persuade others by your own point of
view and argue with the principle you really believe in.
Improve then your writing skills by learning this module. I advise you to read the entire
module first, for you to easily catch up with the activities. The details you want to learn in
developing skill is meticulously crafted for a determined learner like you. So what are you
waiting for, sit and accomplish the activities intended for you.
Embrace your fear of writing and believe in yourself that you could do it. You just
follow the steps in writing discussed further in this activity sheet.
Happy writing and congratulations in advance.
Learning Competency & Code

Use a variety of informative, persuasive and argumentative writing techniques
EN10WC–III b -14.1.2

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Exercise 1: Arrange Me Well! The following are the Steps of the Writing Process and
their definitions. Rearrange them in the correct order by writing a, b, c on what comes first,
second and so on. Write your answer on the blank provided before the number.
___________1. Evaluating - Reflecting and assessing what has been written.
___________2. Drafting - Focusing on writing ideas down and quickly putting thoughts
on paper.
___________3. Revising - Reworking the organization and details. Making it better.
___________4. Planning - Thinking about a topic and brainstorming.
___________5. Editing - Reviewing and correcting spelling, grammar, capitalization
and punctuation. Making it correct.
___________6. Publishing - Showing final writing with others.
Used to convince your reader to accept your opinion

Explains your point of view
Uses convincing language
Uses sensory details

Educates and conveys information about a persons, places, things, events or ideas
Uses comparison, cause and effect, and chronological order

Makes you choose your position and know your audience
Convinces readers to adopt a certain point of view or take a personal action
Has a clear position
Supports each claim with arguments and each argument with facts
Exercise 2: Put Me in Place! The box above contains the characteristics of informative,
persuasive and argumentative types of writing. Analyze each characteristic and plot five entries
in their respective essay types.
Informative Persuasive Argumentative

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Exercise 3: What Am I? There is a hidden word in each riddle below. Overall clue: these
words are going to aid you in the writing activities you are about to do. Some letters are also
given for you as additional clues. Write your answers on the blank provided after the puzzle.
1. I am the statement of your point of view or opinion, and I serve as the topic
of your argument.
C _ _ _ M - __________________________
2. I am a set of proofs of or facts that support your opinion. You may start writing me by
saying “for instance, another reason why,” etc. I am also called as supporting
details.
_V_ _ E _ C _ - ___________________________
3. I am what you are going to use if someone disagrees to with your point of view. You
may start writing me by telling “it’s easy to think that, others may say that, you
might argue that,” and so on.
C _ U N _ _ _ A R _ _ M _ _ T - ________________________
4. I am the way you capsulized or restate your stand or opinion in a powerful way.
You may use introductory words like, “it is clear that, therefore, to sum it up,”and so
on if you write me.
C _ _ C L _ _ _ _ N - ______________________
5. I am the first thing you scribble in your paper. I am the beginning of the piece and
I should hook your readers’ interest.
I _ T _ _ D _ C T _ _ N - _______________________
Exercise 4: Understand Me More! Read and analyze the paragraph below and answer the
questions that follow. Shade the circle that corresponds to the letter of your correct answer.
I think I could be of a great help as well as a better leader on eradicating cases of bullying
in school. Bullying can harm students’ social, emotional, psychosocial, physical aspects in
which the effect is long – lasting as it comes in many ways and forms like verbal, physical
and in social media.
It is said that 28% of students in grades 6 – 12 experiencing bullying and sounds very
alarming. You might think that I can’t be of help on the eradication of the acts. But I have
demonstrated already a great responsibility like making platforms against it by helping in
initiating seminars and brochures for proper downgrading of information dissemination for
students’ awareness. I also encourage our victims to speak out and report matters responsibly
to the Guidance Office or to the administration. I know that I would be more responsible and
qualified to the said position.
Therefore, my presence and my abilities could be of a great help as well as a better leader
on eradicating cases of bullying in school which can create outstanding partnerships between
and among students, administrators and the people in the community as well.

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ABCD
O O O O 1. I think I could be of a great help as well as a good leader on eradicating cases of
bullying in school. What do you call this in an argumentative writing?
A. Claim B. Evidence C. Introduction D. Conclusion
O O O O 2. Bullying can harm students in social, emotional, psychosocial, physical aspects
in which the effect is long – lasting as it comes in many ways and forms like verbal,
physical and in social media. It said that 28% students in grades 6 – 12 experiencing
bullying and sounds very alarming. These are examples of _____________.
A. Counter-Argument B. Evidence C. Introduction D. Conclusion
O O O O 3. You might think that I can’t be of help on the eradication of the acts. But I have
demonstrated already a great responsibility like making platforms against it by helping
in initiating seminars and brochures for proper downgrading of information
dissemination for students’ awareness. What do you call these examples?
A. Counter-Argument B. Evidence C. Introduction D. Conclusion
O O O O 4. Therefore, my presence and my abilities could be of a great help as well as a better
leader on eradicating cases of bullying in school can built outstanding partnerships
between and among students, administrators and the people in the community as well.
This paragraph is an example of a/ an _____________.
A. Claim B. Evidence C. Introduction D. Conclusion
O O O O 5. What is the purpose of the selection?
A. To persuade a reader to adopt a certain point of view or take a personal action
B. To convince your reader to accept your opinion
C. To educate and convey information about a person place thing events/ideas
D. To give information to the reader
After answering the first four exercises of this module, I know you are now excited and
completely prepared to do the writing task. I encourage you to use the steps in writing and its
respective characteristics.
Exercise 5: Lay Your Thoughts Down! Time to use your pen for your first writing task.
Write your own argumentative writing. Choose one topic from the suggested ones below.
A. No Social Amelioration Program (SAP) for the middle-class families
B. Electronic games negatively affect our mental health
C. Learners should not be physically present in school during the COVID-19
D. No using of facemask inside a private car.

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Argumentative Writing
Argumentative Writing
Claim:
___________________________________________________________________
Reason#1_________ Reason#2________ Reason#3_________
_________________ ________________ _________________
_________________ ________________ _________________
_________________ ________________ _________________
_________________ ________________ _________________
_________________ ________________ _________________
_________________ ________________ _________________
_________________ ________________ _________________
_________________ ________________ _________________
_________________ _________________
________________
_________________ _________________
________________
_________________ _________________
________________
_________________ _________________
_________________ ________________ _________________
_________________ ________________ _________________
_________________ ________________ _________________
________________
Supporting Details Supporting Details Supporting Details

__________________ ___________________ ____________________
__________________ ___________________ ____________________
__________________ ___________________ ____________________
__________________ ___________________ ____________________
__________________ ___________________ ____________________
__________________ __________________ ____________________
__________________ ___________________ ____________________
___________________ ____________________
__________________
___________________ ____________________
__________________
___________________ ____________________
__________________
___________________ ____________________
__________________ ___________________ ____________________
__________________ ___________________ ____________________
__________________ ___________________ ____________________
__________________ ___________________ ____________________
__________________ ___________________ ____________________
__________________ ___________________ ____________________

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Explanation:________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________________
Conclusion:_________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________________________________

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Exercise 6: Challenge Accepted! Time to scribble your pen again. Write your own
informative writing. Choose one topic from the suggested ones below.
A. COVID 19 Pandemic B. Stress C. Poverty
Informative Writing
Topic:
_________________________________________________________________________
Introduction:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__
Body: (Details)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________
Details:_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Conclusion:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________
Exercise 7: Your Mightier Pen! Time to scribble your pen for the last writing activity.
Write your own persuasive writing. Choose one topic from the suggested ones below.
A. Should there be 20 students in a classroom in times of pandemic
B. Should we make the school calendar this coming school year longer
C. Dogs are better pets than cats
Persuasive Writing
Audience: _____________________________________________________________
Issue/Topic: ___________________________________________________________
Claim: ________________________________________________________________
Reason 1: Reason 2: Reason 3:

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Supporting Details Supporting Details Supporting Details
Conclusion:
Rubric for Informative Text Composition

CRITERIA 5 4 3 2 1 TOTAL
CONTENT (main idea is clear with supporting
details using facts and figures)
ORGANIZATION (it has clear introduction, body
and conclusion, uses sensory images, compare
contrast and transition signals)
CLARITY OF IDEAS (presents clear and sound
evidences which are authentic)
EMPHASIS (has interesting and attention-grabbing
introduction; has strong conclusion that includes a
call to action)
LANGUAGE MECHANICS AND CONVENTION
(displays correct sentences, in spelling, punctuation,
grammar)
TOTAL
LEGEND: Rating Description
5 Excellent
4 Very Impressive
3 Impressive
2 Convincing
1 Beginning

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Rubrics for Persuasive & Argumentative Text Composition

CRITERIA 5 4 3 2 1 TOTAL
FOCUS/CONTENT (states clear position at the
beginning until the end of the work; topic captures the
reader’s attention.
PERSUASIVE/ARGUMENTATIVE TECHNIQUES
USED (uses strong and effective persuasive
techniques and details; support the thesis and the
stand of the writer)
DEVELOPMENT/ORGANIZATION (has strong
organizational plan; has logically arranged statements
from the most important to the least important or vice
versa; develops the topic thoroughly with examples
and supports)
CLARITY OF IDEAS (presents clear and sound
arguments and evidences are authentic)
EMPHASIS (has interesting and attention-grabbing
introduction; has strong conclusion that includes a
call to action)
LANGUAGE MECHANICS AND CONVENTION
(displays minor error in spelling, punctuation,
grammar and they varied in structure)
TOTAL
LEGEND: Rating Description
5 Excellent
4 Very Impressive
3 Impressive
2 Convincing
1 Beginning
Reflections of the Learner

In this lesson, cite the things in which you felt the following emotions:
a. Interest -
___________________________________________________________
b. Excitement -
____________________________________________________________
c. Worry -
____________________________________________________________
d. Sadness-
______________________________________________________________
References:
Department of Education. English10 Learner’s Material
Retrieved from: https://www.time4writing.com/writing-resources/writing-process/
Retrieved from: https://www.quora.com/What-are-some-examples-of-the-characteristics-of-
persuasive- writing

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Answer Key
Exercise 1:
1.E
2.B
3.C
4.A
5.D
6.F
Exercise 2:
Informative Persuasive Argumentative
1.It educates and convey 1.Choose your position 1.Clear, concise and defined
information about a person and know your audience thesis
place thing events or ideas 2.To persuade a reader to 2.Strong conclusion
2.Uses comparison, cause and adopt a certain point of 3.It has clear position
effect and chronological order view or take a personal 4.Support each claim with
3.It gives facts details action arguments and each argument
examples and explanations 3.Explain your point of with facts
4.Organize writing with view 5.It is use to convince your
transition words 4.Deliver a strong reader to accept your opinion
5.Uses sensory details message that is repeated
in the conclusion
5.Pull your audience in
with an interesting hook
in your introduction
Exercise 3:
1.CLAIM
2.EVIDENCE
3.COUNTER ARGUMENT
4.CONCLUSION
5.INTRODUCTION
Exercise 4:
1.A
2.B
3.A
4.D
5.B
Exercise 5 -7: Use the Rubrics for the Scoring
Prepared by JOEAN ANDAL

Bintawan National High School

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ENGLISH 10
Name of Learner:________________________________________ Grade Level:_______
Section:________________________________________________ Score:__________

Guided Critiquing of a Speech Delivery

You have been reminded that the final task for this lesson is to compose an independent
critique of a chosen selection. It is therefore essential that you know the key words that you
will be using in composing an independent critique to come up with a good output.
The following keywords will be used in your tasks and rubrics:

1. Content- the things that are held or included in something
2. Critique- evaluate (a theory or practice) in a detailed and analytical way.
3. Guided Critiquing- an act of criticizing or evaluating something
using a set of standards
4. Relevance- the quality or state of being closely connected or appropriate.
5. Practical Application- is the use of something for a reasonable purpose.
6. Timeliness- the fact or quality of being done or occurring at a
favorable or useful time
7. Values Integration- is a channel of values development through
the teaching-learning activities in the different learning areas
8. Organization- the structure or arrangement of related or connected items.
9. Order of Ideas- In good paragraphs, sentences are arranged in logical order.
10. Delivery- the manner or style of giving a speech.
11. Stress- give particular emphasis or importance to (a point, statement, or idea) made
in speech or writing
12. Enunciation- articulation; pronunciation
13. Phrasing- is the grouping together of words to come up with a thought
14. Voice- the sound produced in a person's larynx and uttered through the mouth, as
speech or song.
15. Command of Language- knowledge of a particular subject,
especially the ability to speak a foreign language
16. Modulation- variation in the strength, tone, or pitch of one's voice
17. Volume- the degree of loudness or the intensity of a sound
18.Voice Quality- That component of SPEECH which gives the primary
distinction to a given speaker's VOICE when pitch and loudness are
excluded.
Since you have to critique a speech, it is also necessary that the speaker whom you will
critique knows the required guidelines in proper speech delivery. Given below are the
guidelines for delivering a speech properly.

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How to Prepare and Deliver a Speech Effectively

1. Focus on the Main Message
If you’ve been asked to give a speech, the first step is to choose a focused
message. Even if you’ve been given a theme for your speech such as “inspiration”
or “strength,” this is more a general umbrella under which your specific points
(and point of view) will fall. Make a short list of five ideas for your speech. It can
be helpful to write them in command form. “Strength” a brainstorm of five speech
messages could include: “don’t ever give up, “overcome failure,” “build physical
strength” and “know your strengths.” If you feel stuck for ideas, a reference to
your current political or social context can bring new insight to your theme.
2. Build Three Supporting Points
By focusing on your central message with supporting evidence, you
strengthen it. A stronger message will resonate more with your listeners. To come
up with supporting points, ask yourself “why” about the speech message you’ve
selected. For example, for “don’t ever give up,” you’d ask, “Why should you never
give up?” Make a list of several possible supporting ideas. Read through your
finished list, and at the end, cross off the weaker ones that don’t support your main
point.
3. Keep your Audience in Mind
After looking into the central message and supporting points for your
speech, you can flesh out the rest by considering your audience. Knowing who
your audience are and what they are expecting from this encounter can help you
pick the right tone to optimal effect.
4. Be a Tactful Speaker
Some speakers choose to generalize complex topics in a speech because
they think it’s easier for the audience to understand. It’s actually better to do the
opposite. Listeners tend to connect better with concrete examples and personal
stories, so embrace detail in your speech. A personal anecdote about why one
shouldn’t give up is more effective than just saying not to. Areas where your
passion and knowledge overlap are generally the richest. If appropriate to the
context, don’t be afraid to tell a joke about the topic. A little self-deprecating
humor goes down well with the crowd, one can always give it a shot.
5. Brevity is the Soul of the Wit
Some of the most effective speeches of all times have been brief. “The
Gettysburg Address” was only 15 minutes, while “I Have a Dream” was for 17
minutes. Aim for brevity. A good formula is to speak for less time than you’ve
been asked to, as people tend to overestimate the attention span of their audience.
6. Feedback is Important
As the speech has to be delivered to an audience, it is important to get
feedback from theoretical listeners. Read your speech to someone you trust and
ask for some honest feedback. In particular, it can be helpful to ask if anything is
confusing or unclear. Your speech will have more impact if the message is
engaging.

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7. Eye Contact is Important

During your speech, look at your audience while you are speaking. Put the
content of your speech, either fully written out or in bullet points, so you are not
staring straight down at a piece of paper while you speak. Engaging your audience
visually makes you appear secure and confident.
8. Use Appropriate Gestures
A well-placed gesture can add humor or aid greater understanding of your
speech. For optimal effectiveness, punctuate your speech with gestures when
appropriate. If you’re a very nervous public speaker, try just resting your hands
against the podium. It will make you feel steadier.
9. Walk When Required
If your speech is informal, walking from one side of the stage to the other
can help engage people sitting in different parts. It will draw your audience in and
enhance your confidence.
10. Use Props
If appropriate, bring props to punctuate your speech for your audience. This
can be anything useful such as a graph to handout to all attendees or even a personal
item to drive home your speech’s content. Props can personalize your speech and
add interest or humor. Limit yourself to one or two props maximum per speech.
Learning Competency
Compose an independent critique of a chosen selection (EN10WC-IIIg14)
Task 1.1 Listen to Me. (For students with Internet Connectivity) Watch the video about
“My Dad, My Inspiration: A Tribute Speech to JJ Jones
(https://www.youtube.com/watch?v=vQkggTZmXgc). Then, answer the
questions that follow.

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Answer the following questions:

1. What kind of speech is it?
2. Was she able to deliver her speech properly? Why? Why not?
3. How could she improve her speech delivery?
4. Did you encounter the same difficulty in your speeches?
5. What do you think are the other things to consider in delivering a speech of
dedication?
Task 1.2 State of the Mind (For Students with NO Internet Access). Ask an elder in the
family to read the following speech. Be able to follow the guidelines for proper speech
delivery. Then answer the questions that follow.
Tribute Speech
“Life is the sum of your choices.” That quote by Albert Camus, a Nobel Prize-winning
novelist, is vividly brought to life in the story of one particular man I know.
I would like to share with you someone in my life who has influenced me greatly, my
father, Fred Nameless.
My father is a self-sacrificing man, who is authentic in all of his dealings with others.
However, in keeping with his authenticity, he tends to be impulsive.
It is because of his example, that I carefully consider the choices I make as a parent;
knowing I can dramatically affect the lives of my children through my choices and
characteristics.
Fred’s characteristic of sacrificing his time and energy for others was quite authentic –
he was never trying to gain anything for himself.
I look back now and remember a scene that played itself out many times when I was a
teenager. I see a man in his thirties who just wants to relax at the end of his day of work and
familial responsibility. One by one each of my three younger siblings go off to bed. As the
10:00 news wraps up, I know that if I want to talk to him, now is the time; I certainly wasn’t
going to get up at 4am to talk to him before he went to work. “Dad, can I talk to you about
something?” Every time, he would give me his full attention, and I would begin to discuss
whatever was on my mind that day. The topics ranged from expanding curfews to school
subjects, to grand philosophical questions. No matter what the topic or how late the
conversation went, he sacrificed his time and his sleep, without ever making me feel like I was
an inconvenience. He did not do this because he felt he should or to be a “good” parent, he did
it because he wanted to. Our conversations were genuine, and he talked to me as a peer, as
much as any person possibly can when talking to a teenager.
So as we have seen, my father was self-sacrificing and authentic. D. Transition
Statement However, often a positive trait manifests itself in a negative fashion; as was the case
with my father.
His authenticity, being true to himself, often led him to impulsiveness.
Some of the consequences for Fred’s actions fizzled out after a short time and left us
with many entertaining stories; but other consequences were huge and could not be undone.

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For example, he was working as a policeman in Gary, Indiana under Mayor Richard Hatch
during the seventies. (Mayor Hatch was a notoriously corrupt. It wasn’t until I took History
102 here at Palomar and learned that he had placed armed men at the polls to intimidate voters
that I realized how corrupt he was.) One day, when my father saw the mayor come out of the
city offices with his two bodyguards, he approached them and asked the bodyguards if they
had permits for the weapons they were carrying. When they said they did not, he arrested them.
The entertaining story that came from this is that for his “punishment”, his superiors put him
on traffic duty, where he immediately bought a clown nose and Clarabelle horn and danced
around in the intersection directing traffic. The serious side of the story is that the political
ramifications of this single choice led to my father being convicted on trumped up drug
trafficking charges that sent him to prison for 3 years. Although he was later exonerated when
the FBI did a full investigation into this and other matters regarding Mayor Hatch, the
consequence to our family was huge.
Today we have looked at someone who has influenced my life greatly through his
characteristics and his choices, my father, Fred Nameless.
We have seen that he was a very authentic person who could be self-sacrificing and yet
tended to be impulsive.
The impact of living through the consequences of my father’s decisions has taught me
to consider more fully the consequences of my own actions – before I act.
To Mr. Camus’ quote that our life is the sum of our choices, I would like to add that the
choices of others are often included in the sum as well.
Answer the following questions:
1. What kind of speech is it?
2. Was she able to deliver his/her speech properly? Why? Why not?
3. How could he/she improve her speech delivery?
4. Did you encounter the same difficulty in your speeches?
5. What do you think are the other things to consider in delivering a speech of
dedication?
Your answers here:

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Task 2. Critique Me! Based on the task you have chosen in Task 1, critique the speech using
the rubric below. Put a check (/) to the scale you rate the speaker.
Guided Critiquing Rubrics of a Speech Delivery
Scale
Elements Criteria Poor Good Very Good Excellent
1 2 3 4
Content Relevance
Practical
Application
Timeliness
Values
Integration
Organization Order of Ideas
Delivery Stress
Enunciation
Phrasing
Voice Command
Modulation
Volume
Quality
Task 3. Put Sum. From your ratings, sum up all your observations/responses in the itemized
critique form using the chart below.
Criteria Remarks
Elements Good Points Points for Improvement
Relevance
Practical
Application
Content
Timeliness
Values
Integration
Organization Order of Ideas
Stress
Delivery Enunciation
Phrasing
Command
Modulation
Voice
Volume
Quality
General Observation:
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________.

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Task 4. Sum It Up! Compose a paragraph in not less than ten (10) sentences summing up
all your observations in Tasks 2 and 3.
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________.
Task 5. Grow! (Guided Rubric On Work). Make you own Itemized Guided Critiquing Rubric
using Task 2 as your guide. Remember that it is your own critiquing guide and it must not be
the same with that of Task 2. Please use this sheet to make your Guided Critiquing Rubric
table.
MINUTE PAPER
Name of Learner:___________________________ Grade Level:______________
Section:__________________________________ Score:___________________
Direction: Write brief answers to the following questions.
What did I learn?
________________________________________________________________
________________________________________________________________
_____________________________________________________________.
What questions do I still have in mind?

________________________________________________________________
________________________________________________________________
_______________________________________________________________.
What did I like best in our lesson?

________________________________________________________________
________________________________________________________________
______________________________________________________________.
How can I still improve my participation/performance?

________________________________________________________________
________________________________________________________________
_______________________________________________________________.

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References:
Retrieved from: https://www.englishmate.com/blog/how-to-prepare-and-deliver-a-speech-
effectively/
Retrieved from: https://www.youtube.com/watch?v=vQkggTZmXgc
Retrieved from: https://www.tjsl.edu/sites/default/files/files/Gabe%20Baldini%20%20
Dedication%20Speech.pdf
Retrieved from: https://www2.palomar.edu/users/dhokett/Tribute_Speech_Sample.pdf
Key to Correction:
Task 1.1 and 1.2
1. Dedication Speech
2. Answers may vary
3. Answers may vary
4. Answers may vary
5. Answers may vary
Task 2. Answers may vary
Prepared by:
WILFORD A. MERCADO
Munguia National High School

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ENGLISH 10
Name of Learner: _____________________________________ Grade Level: _____
Section: _____________________________________________ Score: _____

Literary Approaches
Literary Approaches
You might have experienced that while you were reading a particular selection,
you got angry to one of the characters or you associated yourself to what was happening
in that literary piece. Unaware, you were already doing literary criticism or literary
analysis. The purpose of the literary approaches is to help the reader understand and
interpret a selection. The following below are the approaches on how to make a critique
or analysis to literary a text.
Structuralist/Formalist
Structuralism or formalism is an approach in analyzing and interpreting a
selection by looking into the form of a selection. The critic, one who analyses the text,
will scrutinize the elements such as point of view, theme, symbol, plot, setting, character,
measure, rhyme, tone, imagery, etc. and how these create meaning.
Moralist
The philosopher Plato debated that literature has the ability to influence people.
With this, moralist approach in literary criticism judges the value of literature based on
the teachings that can be taken from a literary text. The role of the critic in this way of
analyzing literature is to look into how the events, characters, themes, symbols, etc.
develop or destroy a person’s value or morality.
Marxist
This approach in literary criticism is anchored on the political theory of Carl
Marx. The focus of Marxist criticism is to describe how social class, economy, money
and power play a role in literary selections. The social class struggles in literature reflect
how the low class are being dominated by the upper class in the society.
The critic will dig into how the dominant groups exploit the minority groups in a
text and how to redeem the status of said minority groups.
Feminist
Most of the literature in the past were gender-biased due to domination of male-
written texts. Feminist criticism tries to change the mostly male-dominated perspective
towards women on literature through the feminist consciousness.

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In this approach, the critic will look into how literature treats women such as their
roles, images, portrayals, character, and characterization. It aims to uplift the women’s status
from a discriminated or silenced one into women who are equal with men. Its intention is
not to overcome the men but both to have harmony and collaboration.
Historical
This approach in literary criticism perceives that each literary work is a product of
its time and its world. It investigates how a text manifests the attitudes, beliefs, ideas, and
culture of the period it was created. In doing this, the reader or critic will look into the
background of a story or a poem in order that he or she will understand the text better.
Included in the background are the author, the time it was written, and the situation at that
time.
Reader-response
This criticism focuses on what was going on in the mind of the reader before, during,
and after reading. The critic is not interested on the intention of the author and what kind of
text he or she reads. Instead, the meaning is created based on the reader’s experience while
reading. This mean that there is no single meaning since the reader is the one producing it.
Additionally, a reader’s understanding of a text may change from time to time due to his or
her experiences and reader’s from different generations, culture, and place can have different
understanding.
Learning Competency: Critique a literary selection based on the structuralist/formalist, moralist,

Marxist, feminist, historical, and reader-response approaches.
Learning Competency Codes: EN10RC-IIIa-22.1; EN10RC-IIIb-22.2; EN10RC-IIIc-22.3;

EN10RC-IIId-22.4; EN10RC-IIIe-22.5; EN10RC-IIIf-2.18; EN10RC-IIIg-2.18

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Exercise 1: Match the words from the box into the situation they describe below. Write the letter
of your answer on the space provided before the number.
A. Feminist C. Moralist E. Structuralist/Formalist

B. Marxist D. Reader-response F. Historical
____ 1. The story depicted a person who was working for his entire life as a slave to a rich
boss.
____ 2. The old version of the story “Cinderella” presented her as an abused maid and who was
just taken out of miserable life when the prince married her.
____ 3. “Daedalus and Icarus” intends to teach the reader about the right actions and attitudes that
should be possessed.
____ 4. The novels of Jose Rizal illustrated how the Spaniards treated the Filipinos when the
Philippines was colonized.
____ 5. In your English class, you were asked to give your reactions to the characters and how they
behave in the story.
____ 6. Teacher Aguinaldo instructed you to analyze a sonnet by looking into
the number of syllables, number of lines, the sounds of last words,
and the theme.
Reading Text:
The Story of Keesh
Jack London
KEESH lived long ago on the rim of the polar sea, was head man of his village through many
and prosperous years, and died full of honors with his name on the lips of men. So long ago did he live
that only the old men remember his name, his name and the tale, which they got from the old men before
them, and which the old men to come will tell to their children and their children's children down to the
end of time. And the winter darkness, when the north gales make their long sweep across the ice-pack,
and the air is filled with flying white, and no man may venture forth, is the chosen time for the telling
of how Keesh, from the poorest IGLOO in the village, rose to power and place over them all.
He was a bright boy, so the tale runs, healthy and strong, and he had seen thirteen suns, in their
way of reckoning time. For each winter the sun leaves the land in darkness, and the next year a new sun
returns so that they may be warm again and look upon one another's faces. The father of Keesh had
been a very brave man, but he had met his death in a time of famine, when he sought to save the lives
of his people by taking the life of a great polar bear. In his eagerness he came to close grapples with the
bear, and his bones were crushed; but the bear had much meat on him and the people were saved. Keesh
was his only son, and after that Keesh lived alone with his mother. But the people are prone to forget,
and they forgot the deed of his father; and he being but a boy, and his mother only a woman, they, too,
were swiftly forgotten, and ere long came to live in the meanest of all the IGLOOS.

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It was at a council, one night, in the big IGLOO of Klosh-Kwan, the chief, that Keesh showed
the blood that ran in his veins and the manhood that stiffened his back. With the dignity of an elder, he
rose to his feet, and waited for silence amid the babble of voices.
"It is true that meat be apportioned me and mine," he said. "But it is often times old and tough,
this meat, and, moreover, it has an unusual quantity of bones."
The hunters, grizzled and gray, and lusty and young, were aghast. The like had never been
known before. A child, that talked like a grown man, and said harsh things to their very faces!
But steadily and with seriousness, Keesh went on. "For that I know my father, Bok, was a great
hunter, I speak these words. It is said that Bok brought home more meat than any of the two best hunters,
that with his own hands he attended to the division of it, that with his own eyes he saw to it that the
least old woman and the last old man received fair share."
"Na! Na!" the men cried. "Put the child out!" "Send him off to bed!" "He is no man that he
should talk to men and graybeards!"
He waited calmly till the uproar died down.
"Thou hast a wife, Ugh-Gluk," he said, "and for her dost thou speak. And thou, too, Massuk, a
mother also, and for them dost thou speak. My mother has no one, save me; wherefore I speak. As I
say, though Bok be dead because he hunted over-keenly, it is just that I, who am his son, and that Ikeega,
who is my mother and was his wife, should have meat in plenty so long as there be meat in plenty in
the tribe. I, Keesh, the son of Bok, have spoken."
He sat down, his ears keenly alert to the flood of protest and indignation his words had created.
"That a boy should speak in council!" old Ugh-Gluk was mumbling.
"Shall the babes in arms tell us men the things we shall do?" Massuk demanded in a loud voice.
"Am I a man that I should be made a mock by every child that cries for meat?"
The anger boiled a white heat. They ordered him to bed, threatened that he should have no meat
at all, and promised him sore beatings for his presumption. Keesh's eyes began to flash, and the blood
to pound darkly under his skin. In the midst of the abuse he sprang to his feet.
"Hear me, ye men!" he cried. "Never shall I speak in the council again, never again till the men
come to me and say, 'It is well, Keesh, that thou shouldst speak, it is well and it is our wish.' Take this
now, ye men, for my last word. Bok, my father, was a great hunter. I, too, his son, shall go and hunt the
meat that I eat. And be it known, now, that the division of that which I kill shall be fair. And no widow
nor weak one shall cry in the night because there is no meat, when the strong men are groaning in great
pain for that they have eaten overmuch. And in the days to come there shall be shame upon the strong
men who have eaten overmuch. I, Keesh, have said it!"
Jeers and scornful laughter followed him out of the IGLOO, but his jaw was set and he went
his way, looking neither to right nor left.
The next day he went forth along the shore-line where the ice and the land met together. Those
who saw him go noted that he carried his bow, with a goodly supply of bone-barbed arrows, and that
across his shoulder was his father's big hunting-spear. And there was laughter, and much talk, at the
event. It was an unprecedented occurrence. Never did boys of his tender age go forth to hunt, much less
to hunt alone. Also were there shaking of heads and prophetic mutterings, and the women looked
pityingly at Ikeega, and her face was grave and sad.
"He will be back here long," they said cheeringly.

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"Let him go; it will teach him a lesson," the hunters said. "And he will come back shortly, and
he will be meek and soft of speech in the days to follow."
But a day passed, and a second, and on the third a wild gale blew, and there was no Keesh.
Ikeega tore her hair and put soot of the seal-oil on her face in token of her grief; and the women assailed
the men with bitter words in that they had mistreated the boy and sent him to his death; and the men
made no answer, preparing to go in search of the body when the storm abated.
Early next morning, however, Keesh strode into the village. But he came not shamefacedly.
Across his shoulders he bore a burden of fresh-killed meat. And there was importance in his step and
arrogance in his speech.
"Go, ye men, with the dogs and sledges, and take my trail for the better part of a day's travel,"
he said. "There is much meat on the ice - a she-bear and two half-grown cubs."
Ikeega was overcome with joy, but he received her demonstrations in manlike fashion, saying:
"Come, Ikeega, let us eat. And after that I shall sleep, for I am weary."
And he passed into their IGLOO and ate profoundly, and after that slept for twenty running
hours.
There was much doubt at first, much doubt and discussion. The killing of a polar bear is very
dangerous, but thrice dangerous is it, and three times thrice, to kill a mother bear with her cubs. The
men could not bring themselves to believe that the boy Keesh, single-handed, had accomplished so
great a marvel. But the women spoke of the fresh-killed meat he had brought on his back, and this was
an overwhelming argument against their unbelief. So they finally departed, grumbling greatly that in
all probability, if the thing were so, he had neglected to cut up the carcasses. Now in the north it is very
necessary that this should be done as soon as a kill is made. If not, the meat freezes so solidly as to turn
the edge of the sharpest knife, and a three-hundred-pound bear, frozen stiff, is no easy thing to put upon
a sled and haul over the rough ice. But arrived at the spot, they found not only the kill, which they had
doubted, but that Keesh had quartered the beasts in true hunter fashion, and removed the entrails.
Thus, began the mystery of Keesh, a mystery that deepened and deepened with the passing of
the days. His very next trip he killed a young bear, nearly full-grown, and on the trip following, a large
male bear and his mate. He was ordinarily gone from three to four days, though it was nothing unusual
for him to stay away a week at a time on the ice-field. Always he declined company on these
expeditions, and the people marveled. "How does he do it?" they demanded of one another. "Never does
he take a dog with him, and dogs are of such great help, too."
"Why dost thou hunt only bear?" Klosh-Kwan once ventured to ask him.
And Keesh made fitting answer. "It is well known that there is more meat on the bear," he said.
But there was also talk of witchcraft in the village. "He hunts with evil spirits," some of the
people contended, "wherefore his hunting is rewarded. How else can it be, save that he hunts with evil
spirits?"
"Mayhap they be not evil, but good, these spirits," others said. "It is known that his father was
a mighty hunter. May not his father hunt with him so that he may attain excellence and patience and
understanding? Who knows?"
None the less, his success continued, and the less skillful hunters were often kept busy hauling
in his meat. And in the division of it he was just. As his father had done before him, he saw to it that
the least old woman and the last old man received a fair portion, keeping no more for himself than his
needs required. And because of this, and of his merit as a hunter, he was looked upon with respect, and

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even awe; and there was talk of making him chief after old Klosh-Kwan. Because of the things he had
done, they looked for him to appear again in the council, but he never came, and they were ashamed to
ask.
"I am minded to build me an IGLOO," he said one day to Klosh-Kwan and a number of the
hunters. "It shall be a large IGLOO, wherein Ikeega and I can dwell in comfort."
"Ay," they nodded gravely.
"But I have no time. My business is hunting, and it takes all my time. So it is but just that the
men and women of the village who eat my meat should build me my IGLOO."
And the IGLOO was built accordingly, on a generous scale which exceeded even the dwelling
of Klosh-Kwan. Keesh and his mother moved into it, and it was the first prosperity she had enjoyed
since the death of Bok. Nor was material prosperity alone hers, for, because of her wonderful son and
the position he had given her, she came to he looked upon as the first woman in all the village; and the
women were given to visiting her, to asking her advice, and to quoting her wisdom when arguments
arose among themselves or with the men.
But it was the mystery of Keesh's marvellous hunting that took chief place in all their minds.
And one day Ugh-Gluk taxed him with witchcraft to his face.
"It is charged," Ugh-Gluk said ominously, "that thou dealest with evil spirits, wherefore thy
hunting is rewarded."
"Is not the meat good?" Keesh made answer. "Has one in the village yet to fall sick from the
eating of it? How dost thou know that witchcraft be concerned? Or dost thou guess, in the dark, merely
because of the envy that consumes thee?"
And Ugh-Gluk withdrew discomfited, the women laughing at him as he walked away. But in
the council one night, after long deliberation, it was determined to put spies on his track when he went
forth to hunt, so that his methods might be learned. So, on his next trip, Bim and Bawn, two young men,
and of hunters the craftiest, followed after him, taking care not to be seen. After five days they returned,
their eyes bulging and their tongues a- tremble to tell what they had seen. The council was hastily called
in Klosh-Kwan's dwelling, and Bim took up the tale.
"Brothers! As commanded, we journeyed on the trail of Keesh, and cunningly we journeyed,
so that he might not know. And midway of the first day he picked up with a great he-bear. It was a very
great bear."
"None greater," Bawn corroborated, and went on himself. "Yet was the bear not inclined to
fight, for he turned away and made off slowly over the ice. This we saw from the rocks of the shore,
and the bear came toward us, and after him came Keesh, very much unafraid. And he shouted harsh
words after the bear, and waved his arms about, and made much noise. Then did the bear grow angry,
and rise up on his hind legs, and growl. But Keesh walked right up to the bear."
"Ay," Bim continued the story. "Right up to the bear Keesh walked. And the bear took after
him, and Keesh ran away. But as he ran he dropped a little round ball on the ice. And the bear stopped
and smelled of it, then swallowed it up. And Keesh continued to run away and drop little round balls,
and the bear continued to swallow them up."
Exclamations and cries of doubt were being made, and Ugh-Gluk expressed open unbelief.
"With our own eyes we saw it," Bim affirmed.

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And Bawn - "Ay, with our own eyes. And this continued until the bear stood suddenly upright
and cried aloud in pain, and thrashed his fore paws madly about. And Keesh continued to make off over
the ice to a safe distance. But the bear gave him no notice, being occupied with the misfortune the little
round balls had wrought within him."
"Ay, within him," Bim interrupted. "For he did claw at himself, and leap about over the ice like
a playful puppy, save from the way he growled and squealed it was plain it was not play but pain. Never
did I see such a sight!"
"Nay, never was such a sight seen," Bawn took up the strain. "And furthermore, it was such a
large bear."
"Witchcraft," Ugh-Gluk suggested.
"I know not," Bawn replied. "I tell only of what my eyes beheld. And after a while the bear
grew weak and tired, for he was very heavy and he had jumped about with exceeding violence, and he
went off along the shore-ice, shaking his head slowly from side to side and sitting down ever and again
to squeal and cry. And Keesh followed after the bear, and we followed after Keesh, and for that day and
three days more we followed. The bear grew weak, and never ceased crying from his pain."
"It was a charm!" Ugh-Gluk exclaimed. "Surely it was a charm!"
"It may well be."
And Bim relieved Bawn. "The bear wandered, now this way and now that, doubling back and
forth and crossing his trail in circles, so that at the end he was near where Keesh had first come upon
him. By this time he was quite sick, the bear, and could crawl no farther, so Keesh came up close and
speared him to death."
"And then?" Klosh-Kwan demanded.
"Then we left Keesh skinning the bear, and came running that the news of the killing might be
told."
And in the afternoon of that day the women hauled in the meat of the bear while the men sat in
council assembled. When Keesh arrived a messenger was sent to him, bidding him come to the council.
But he sent reply, saying that he was hungry and tired; also that his IGLOO was large and comfortable
and could hold many men.
And curiosity was so strong on the men that the whole council, Klosh-Kwan to the fore, rose
up and went to the IGLOO of Keesh. He was eating, but he received them with respect and seated them
according to their rank. Ikeega was proud and embarrassed by turns, but Keesh was quite composed.
Klosh-Kwan recited the information brought by Bim and Bawn, and at its close said in a stern
voice: "So explanation is wanted, O Keesh, of thy manner of hunting. Is there witchcraft in it?"
Keesh looked up and smiled. "Nay, O Klosh-Kwan. It is not for a boy to know aught of witches,
and of witches I know nothing. I have but devised a means whereby I may kill the ice-bear with ease,
that is all. It be headcraft, not witchcraft."
"And may any man?"
"Any man."
There was a long silence. The men looked in one another's faces, and Keesh went on eating.

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"And . . . and . . . and wilt thou tell us, O Keesh?" Klosh-Kwan finally asked in a tremulous
voice.
"Yea, I will tell thee." Keesh finished sucking a marrow-bone and rose to his feet. "It is quite
simple. Behold!"
He picked up a thin strip of whalebone and showed it to them. The ends were sharp as needle-
points. The strip he coiled carefully, till it disappeared in his hand. Then, suddenly releasing it, it sprang
straight again. He picked up a piece of blubber.
"So," he said, "one takes a small chunk of blubber, thus, and thus makes it hollow. Then into
the hollow goes the whalebone, so, tightly coiled, and another piece of blubber is fitted over the whale-
bone. After that it is put outside where it freezes into a little round ball. The bear swallows the little
round ball, the blubber melts, the whalebone with its sharp ends stands out straight, the bear gets sick,
and when the bear is very sick, why, you kill him with a spear. It is quite simple."
And Ugh-Gluk said "Oh!" and Klosh-Kwan said "Ah!" And each said something after his own
manner, and all understood.
And this is the story of Keesh, who lived long ago on the rim of the polar sea. Because he
exercised headcraft and not witchcraft, he rose from the meanest IGLOO to be head man of his village,
and through all the years that he lived, it is related, his tribe was prosperous, and neither widow nor
weak one cried aloud in the night because there was no meat.
Exercise 2: Put a check mark on the items below that possibly connect the story to events in the
past. (Historical)
______ 1. Jack London was born in California where there is winter similar to that of the place of
Keesh.
______ 2. The Story of Keesh depicts a place where bear hunting and living in igloos are evident.
3. Igloo is a dome-shaped structure serving as shelter for people who lived in the place of
______ snow.
4. The grouping of people like in a tribe shows how people in the past lived in a
______ community sharing food and shelter.
5. The person who is mighty is the one chosen as the leader of a community.
______ 6. People in the past believed in witchcraft.
Exercise 3: Go over the story then answer the questions below. You can write your answer on a
sheet of paper. (Feminist)
1. Is the author a male or a female?

2. Who is the protagonist?
3. How were the women portrayed in the selection? What is their role? How were they treated?
4. Were the women in the selection discriminated? Why or why not?
5. What events in the selection where the women were empowered? Cite sentences or words
from the selection.

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Exercise 4: Supply on the blank provided the element used in the selection then discuss on
the left their meanings or usage. You may use extra sheet of paper if the space is not enough.
(Formalist)
Example: He represents the people who have special
Character: Keesh
skills but people doubt them.
Tone: _______________
Imagery: _______________
Symbol: _______________
Setting: _______________
Theme: _______________

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Exercise 5: Provide events from the story where discrimination of the minority group is
evident. You can cite words or tell them on your own words. Arrange them according to their
degree. (Marxist)
Worst
Worse
Bad

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Exercise 6: Draw an emoticon (angry, happy, undetermined, etc.) on the first column that
matches your reaction towards the events, characters, theme, etc. of the selection which are in
the second column. Then, explain on the third column why you put that emoticon for the said
item. (Reader-response)
Emoti-con Event, character, theme, etc. Explanation

1.____________________________
______ 1. The people of the village need to hunt or _____________________________
kill the bear for them to have food. _____________________________
2. Bim and Bawn spied at Keesh since 2.____________________________
______ they also don’t believe in his capability. _____________________________
3. The bear grew weak and never ceased _____________________________
crying from his pain. 3.____________________________
______ 4. "Put the child out!" "Send him off to _____________________________
bed!" "He is no man that he should talk _____________________________
______ to men and graybeards!" 4.____________________________
5. "He hunts with evil spirits," _____________________________
_____________________________
5.____________________________
______ _____________________________
_____________________________
Exercise 7: Give the positive and negative teachings that can be taken from the selection. Use
the table below. (Moralist)
Positive Teachings Negative Teachings

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Exercise 8: Choose from the following tasks below then put your output on the box provided
or on another sheet of paper.
A. Make a cartoon drawing of how you wanted to honor the talented people around you.
B. Make a comic presentation that shows equality of either social status, race, or gender.
C. Write a letter to tell the world about the importance of harmony in the society.
D. Compose a song or poem that talks about the life of the protagonist.
________________________________________________
Title of Your Output
Scoring Rubric:
Criteria 4 3 2 1
Meaning The output is There are three There are four The meaning of the
meaningful for all things that are not things that are not output is far from the
audiences. meaningful in the meaningful in the chosen task.
output. output.
Clarity The output clearly There are three There are four There are a lot of
present the topic things that are not things that are not things in the output
chosen. clear on the clear on the that are not
output. output. comprehensible.
Creativity The output is There are two There are three The output is very
attractive to all things that are easy things that are easy to do.
audiences. to do. easy to do.
Originality The output is There are two Three things were Four or more things
unique. things that were copied from other were copied from
copied from other resources. other resources.
resources.
Total points: ___________

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Reflection: Complete the statement below.
I have learned that…

__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
What I want to do is/are…

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________
References:
Andres, Salirick. Altervista. Retrieved from: https://salirickandres.altervista.org/approaches-
literary-criticism/. Accessed May 22, 2020.
London, Jack. "The Story of Keesh." In Celebrating Diversity Through World Literature
English Learner's Material, by Liza R. Almonte, Lerma L. Flandez, Angelina Lourdes
A. Hermosa, Nedia Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony
B. Mendoza, Lito A. Palomar, Grace Annette B. Soriano and Karen B. VillanuevaPasig
City: Department of Education. 2015. pp. 299-305.
The University of New Mexico. Retrieved from:https://www.unm.edu/~hookster/Critical%20
Approaches%20to%20Literature.pdf. Accessed May 22, 2020.

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Answer Key:
Exercise 1.
1. B
2. A
3. C
4. F
5. D
6. E
Exercise 2.
1. √
2. √
3. √
4. √
5. √
Exercise 3.
1. Male
2. Keesh
3. Answers vary.
4. If YES- explanation be based on “…his mother only a woman, they, too, were swiftly forgotten,
and ere long came to live in the meanest of all the IGLOOS.” If NO- please refer to key answers
in item 5.
5. a. …the least old woman and the last old man received a fair portion…
b. Keesh and his mother moved into it, and it was the first prosperity she had enjoyed since
the death of Bok. Nor was material prosperity alone hers, for, because of her wonderful son
and the position he had given her, she came to he looked upon as the first woman in all the
village; and the women were given to visiting her, to asking her advice, and to quoting her
wisdom when arguments arose among themselves or with the men.
c. And Ugh-Gluk withdrew discomfited, the women laughing at him as he walked away.”
Exercise 4.
Elements Meanings
Tone: Reflective Reflecting how people forget someone’s
accomplishments; Reflective of people’s doubt on one’s
capabilities.
Imagery: (multiple answers) (Varied answers)
Symbol: (multiple answers) (Varied answers)
Setting: In a cold place (Igloo) It shows the culture of people living in cold places.
Theme: Underestimating one’s The council members did not believe in the hunting
capabilities capability of Keesh so they sent spies to prove if he was
doing witchcraft.
Exercise 5. (Answers vary)

Exercise 8. (Outputs vary but all should be scored based on the rubrics.)
Prepared by:
MARK VALENTINE MALUTA
Paima National High School

English 10 LAS Quarter 3 English 10 LAS Quarter 3

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English 10 LAS Quarter 3

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LEARNING ACTIVITY SHEET

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Exercise 1. Composing an argumentative essay follows a particular format to make your

Making an outline Writing the draft Editing/Revising the Essay

End here—good job! 5 4

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Exercise 3. An effective argumentative essay makes use of transitional devices to improve

To show time/ To give examples To repeat To summarize/

besides whereas immediately moreover nevertheless

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Prompt/Topic: Education must continue despite the COVID-19 pandemic

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Education Must Continue

The Department of Education (DepEd) is adamant about opening of classes amid

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Prompt/Topic #1: Cagayan Black sand Mining is Beneficial to the Economy

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Rubric for Evaluation of Argumentative Essay

Criteria Scoring System

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References for learners

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Exercise 3 (answers in no particular order)

Exercise 4 (answers may vary) (refer to My Guide)

JOMELVI ALLEORE B. SIOCO

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Learning Competency & Code

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Used to convince your reader to accept your opinion

Uses sensory details

Uses comparison, cause and effect, and chronological order

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