English 10 Second Quarter

QFO-8.
3-03-01
Rev. 0
SURIGAO EDUCATION CENTER Revision: 0

Km. 2, National Highway, 8400 Surigao City, Department of High School Effective: 08/23/2021
Philippines Supersedes: None
Instructional Module
English 10
Module Holder: Control Number:
Prepared by: Reviewed & Evaluated by: Validated by: Approved by:
EDDIELOU D. JAMERA, LPT MA. CARLENIE J. ARANAS, EdD ZALDY P. BELOY, PhD LEONILA VALLAR, DM, PhD
Faculty Member(s) Dep’t Review Committee Dean Vice President for Academic Affairs
Date: August 10, 2020 Date: August 10, 2020 Date: August 10, 2020 Date: August 10, 2020
SURIGAO EDUCATION CENTER
Km. 2, National Highway, 8400 Surigao City, Philippines
REVISION HISTORY
NO. DATE REVISION
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I. OVERVIEW OF THE MODULE

A. SEC INSTITUTIONAL VISION
Surigao Education Center envisions to be a dynamic educational institution producing globally competitive professionals through
excellent quality education.
B. SEC INSTITUTIONAL MISSION
Surigao Education Center is committed to provide an excellent quality education, appropriate, relevant and responsive to the
needs of our stakeholders through a dynamic educational system anchored on the institutional core values with competent human
resources, facilities, research and development.
C. SEC INSTITUTIONAL GOALS
1. Strengthen the school’s internal controls, operational infrastructure and accountability.
2. Achieve a status of Professional Institute.
3. Obtain and maintain fiscal stability and sustainability strengthen the school’s medium and long-term financial position.
4. Establish significant research culture and publication.
5. Serve Caraga Region by promoting a culture of community service engagement, outreach and support.
D. SEC INSTITUTIONAL OUTCOME(S):
Equip the students with the 21st century skills needed to succeed in their future endeavor such as the learning skills, literacy skills,
and life skills.
E. PROGRAM/LEARNING AREA STANDARD
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
F. KEY STAGE STANDARD:
Students should be able to interpret, evaluate and represent information within and between learning area texts and discourses.
G. GRADE LEVEL STANDARD:
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a
deeper appreciation of World Literature, including Philippine Literature.
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H. Subject Description: English 10; English Communication Arts and Skills through World Literature
I. Pre-requisite: Grade 9 English
K. Subject Requirement(s): Perform a Shylock speech through a video presentation.
II. Subject Outline
Quarterly Week Number of Hours

Topics
Schedule Number Lecture Laboratory
First Quarter Greek Epics 1-3 12
Greek Drama and Lyric Poetry 4-6 12
The Early Roman Literature 7-8 8
Second Quarter The German Epic 1-3 12
The French Epic 4-6 12
The European Renaissance 7-8 8
Third Quarter Stories and Storytelling 1-4 16
The Elements of a Short Story 5-8 16
Fourth Quarter Poetry 1-3 12
The Essay and Research Paper 4-6 12
Other Literary Types 7-8 8
TOTAL 32 128
III. LEARNING PLAN
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A. Topic: The German Epic Week No. 1-3 Time Allocation: 12 Quarterly Schedule: 2
B. Main Reference(s): English 10; English Communication Arts and Skills through World Literature
Most Essential Formation/Values
Performance Learning Task and
Content Standard Learning Integration Assessment Task
Standard Activities
Competencies
The learner The learner a. Appreciate Core Value: Overview of Look for an opera
demonstrates proficiently delivers German Epic. (LC 1)  Accountability German Epic. and give an
understanding of an argumentative  Note Worthy overview
how world speech b. Appreciate Work Attitude Overview of its Identify the types of
literature and emphasizing how European forms of literature claims.
other text types to resolve conflicts masterpiece. (LC 1) Sub- Value and influences.
serve as vehicles among individuals  Perseverance
for expressing and or groups.  Diligence Discuss
resolving Nibelungenlied.
conflicts among
individuals or
groups; also how
to use strategies
in critical reading,
listening, and
viewing, and
affirmation and
negation
markers to deliver
impromptu and
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extemporaneous c. Recognized
speeches. Nibelungenlied. Explain the emotion
(LC 1) in opera and its
background.
d. Identifying opera
and its importance Appreciate claims.
towards German
Epic. (LC 2)
Encouraging of
e. Give the value of thinking critically
the different types of upon reading.
claims. (LC 3)
Discuss the
f. Define a critical difference between
way of thinking. Technical And
Operational
g. Appreciation of Definition
giving Technical and
Operational
Definition
C. Learning Tasks/Activities
Lesson 1 The German Epic
The German Epic
As is the case in the realms of fine art and film, Germany’s literary legacy is an expansive one. From philosophy to fiction to
verse poetry, Germans have made prolific contributions to humanity through their writing, something that has resulted in
international recognition and, perhaps more importantly, a better understanding of the human condition.
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Enlightenment
The Age of Enlightenment refers to the 18th century in European philosophy and is often thought of as part of a larger period
which includes the Age of Reason. This movement's leaders viewed themselves as a courageous, elite body of intellectuals who
were leading the world toward progress, out of a long period of irrationality, superstition, and tyranny which began during a
historical period they called the Dark Ages. It is matched by the high baroque era in music, and the neo-classical period in the
arts.
The writers during this period:

• Goethe – wrote German’s first major drama, Götz von Berlichingen (1773) and German’s most sensational and representative
novel, Die Leiden des Jungen Werthers (The Sorrows of Young Werther, 1774)
• Schiller – wrote the play Die Räuber and other early plays which were preludes to Romanticism.
Classicism - it refers generally to a high regard for classical antiquity as setting standards for taste which the classicist seeks to
emulate. It is usually contrasted with romanticism; the art of classicism typically seeks to be formal and restrained
Romanticism- it was an artistic and intellectual movement that originated in late 18th century Western Europe • It stressed strong
emotion, imagination, freedom within or even from classical notions of form in art. It is also noted for its elevation of the
achievements of what it perceived as heroic individuals and artists
Naturalism- a movement in theatre and film • In theatre, it developed in the late 19th and early 20th centuries. It refers to theatre
that tries to create a perfect illusion of reality, a non-poetic literary style that reflects the way real people speak
Expressionism - is the tendency of an artist to distort reality for emotional effect. Expressionism is exhibited in many art forms,
including painting, literature, film, architecture, and music.
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Beowulf
Summary
King Hrothgar of Denmark, a descendant of the great king Shield Sheafson, enjoys a prosperous and successful reign. He
builds a great mead-hall, called Heorot, where his warriors can gather to drink, receive gifts from their lord, and listen to stories
sung by the scops, or bards. But the jubilant noise from Heorot angers Grendel, a horrible demon who lives in the swamplands of
Hrothgar’s kingdom. Grendel terrorizes the Danes every night, killing them and defeating their efforts to fight back. The Danes
suffer many years of fear, danger, and death at the hands of Grendel. Eventually, however, a young Geatish warrior named
Beowulf hears of Hrothgar’s plight. Inspired by the challenge, Beowulf sails to Denmark with a small company of men determined
to defeat Grendel.
Hrothgar, who had once done a great favor for Beowulf’s father Ecgtheow, accepts Beowulf’s offer to fight Grendel and
holds a feast in the hero’s honor. During the feast, an envious Dane named Unferth taunts Beowulf and accuses him of being
unworthy of his reputation. Beowulf responds with a boastful description of some of his past accomplishments. His confidence
cheers the Danish warriors, and the feast lasts merrily into the night. At last, however, Grendel arrives. Beowulf fights him
unarmed, proving himself stronger than the demon, who is terrified. As Grendel struggles to escape, Beowulf tears the monster’s
arm off. Mortally wounded, Grendel slinks back into the swamp to die. The severed arm is hung high in the mead-hall as a trophy
of victory.
Overjoyed, Hrothgar showers Beowulf with gifts and treasure at a feast in his honor. Songs are sung in praise of Beowulf,
and the celebration lasts late into the night. But another threat is approaching. Grendel’s mother, a swamp-hag who lives in a
desolate lake, comes to Heorot seeking revenge for her son’s death. She murders Aeschere, one of Hrothgar’s most trusted
advisers, before slinking away. To avenge Aeschere’s death, the company travels to the murky swamp, where Beowulf dives into
the water and fights Grendel’s mother in her underwater lair. He kills her with a sword forged for a giant, then, finding Grendel’s
corpse, decapitates it and brings the head as a prize to Hrothgar. The Danish countryside is now purged of its treacherous
monsters.
The Danes are again overjoyed, and Beowulf’s fame spreads across the kingdom. Beowulf departs after a sorrowful
goodbye to Hrothgar, who has treated him like a son. He returns to Geatland, where he and his men are reunited with their king
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and queen, Hygelac and Hygd, to whom Beowulf recounts his adventures in Denmark. Beowulf then hands over most of his
treasure to Hygelac, who, in turn, rewards him.
In time, Hygelac is killed in a war against the Shylfings, and, after Hygelac’s son dies, Beowulf ascends to the throne of the
Geats. He rules wisely for fifty years, bringing prosperity to Geatland. When Beowulf is an old man, however, a thief disturbs a
barrow, or mound, where a great dragon lies guarding a horde of treasure. Enraged, the dragon emerges from the barrow and
begins unleashing fiery destruction upon the Geats. Sensing his own death approaching, Beowulf goes to fight the dragon. With
the aid of Wiglaf, he succeeds in killing the beast, but at a heavy cost. The dragon bites Beowulf in the neck, and its fiery venom
kills him moments after their encounter. The Geats fear that their enemies will attack them now that Beowulf is dead. According to
Beowulf’s wishes, they burn their departed king’s body on a huge funeral pyre and then bury him with a massive treasure in a
barrow overlooking the sea.
The Nibelungenlied: A Summary
The story begins with an introduction of the main characters. Kriemhild is described in all her beauty; she is sister to King
Gunther, Gernot and Giselher, rulers of the land of Burgundy. Their home is Worms on the Rhine. The attention then switches
north to Siegfried, a prince of the Netherlands, son of King Siegmund and Sieglind. He is already well renowned for his good
qualities.
Siegfried one day comes to the realization that he wishes to have Kriemhild. He thus takes 12 warriors to Worms and
threatens King Gunther, exclaiming that he plans to wrest his lands from him by force. Hagen informs Gunther that this man
before him is Siegfried, a mighty warrior who slew a dragon and bathed in its blood, and who won a large hoard of treasure
including a cloak of invisibility by slaying thousands of men, and that it would be foolish to challenge him. Gunther then offers to
share everything with Siegfried freely; hearing this, the prince is pleased and stays with them for an extended period of time.
After a long episode of befriending via jousting, hunting, and feasting, the men are like brothers. It is then that messengers
from Liudeger, king of Saxony, and Liudegast, king of Denmark, arrive and proclaim the impending invasion of Burgundy by a
force of 30,000 Danes and Saxons. Siegfried implores Gunther to let him defend Burgundy, and Gunther agrees. Siegfried leads
an army of 1,000 men and then gains great honor by singlehandedly killing 30 Danes and taking King Liudegast hostage.
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After a good bit of bloody battling, King Liudeger recognizes Siegfried in the mayhem and immediately surrenders.
Siegfried, his remaining soldiers, and the many hostages then return to Worms. Six months later, a festival is held to celebrate
victory and let the prisoners go free. It is at this festival that Siegfried finally meets Kriemhild.
"Siegfried Arriving in Worms"

Siegfried and Gunther Journey to Iceland and Both Win Brides
After some time, Gunther comes to desire Queen Brunhild of Iceland; she is renowned for her remarkable strength and
battle-prowess. Knowing that this is a dire, dangerous idea for Gunther, considering some one thousand suitors have lost their
lives up to this point, Siegfried agrees to help him win the queen in exchange for Kriemhild’s hand in marriage. With this
agreement, they and two others take a ship to Iceland.
Upon arrival in Brunhild’s domain, Siegfried pretends to be one of Gunther’s vassals, though they are equals. Queen
Brunhild’s wooing-task is as follows: the suitor, wagering his head, must best her in the throwing of the javelin, the hurling of a
boulder, and leaping a great distance. It is only with Siegfried’s help, who hides under his invisible cloak, which gives the wearer
the strength of 12 men, that Gunther is able to beat Brunhild.
Upon being beaten, Brunhild agrees to marriage, and she and thousands of her people sail back with the Burgundians and
Siegfried. They are welcomed extravagantly outside of Worms, as is custom, and a huge festival is held to celebrate the marriage
of Gunther and Brunhild. At this festival also, Gunther gives Kriemhild to Siegfried, and they are married as well.
"Siegfried Bows Before Kriemhild"

It is important to present the events of the following nights, the consummation nights if you will. Siegfried and Kriemhild
have a wonderful time, but Brunhild is upset about something and does not want to sleep with Gunther, and when Gunther tries to
subdue her, she ties him up and hangs him from the ceiling. Gunther confides in Siegfried the details of this embarrassing event,
and Siegfried agrees once again to help Gunther by using his cloak of invisibility. So the next night, Siegfried sneaks into the royal
bed chamber and wrestles Brunhild into submission so that Gunther could have her. While doing this task, Siegfried steals her
girdle and ring (it is unclear whether he takes her virginity or not). After this night, Brunhild loses her strength and everyone seems
to be content.
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Siegfried and Kriemhild Return to Xanten While Brunhild Plots

Siegfried and Kriemhild then return to Xanten, Siegfried’s home, and Siegmund declares his son king. The two have a son
and name him Gunther, while Gunther and Brunhild have a son and name him Siegfried. Queen Sieglind dies and Kriemhild
becomes queen.
Important digression: During these years, Brunhild is stewing over the uncertainties in her knowledge of Siegfried and
Kriemhild. She believes Siegfried to be Gunther’s vassal, and therefore sees both of them as below her. She is incredibly annoyed
and angered by the fact that Siegfried pays no homage to them, and that Kriemhild seems to hold herself as an equal. She is also
repulsed by the fact that Kriemhild seems happier than her, though she is married to a lower man.
As part of her plan to know the truth, Brunhild begs Gunther to invite his sister and her husband to Worms. Since Siegfried
and Kriemhild wish to see their friends and family, they agree and bring a group of 1,200 soldiers, as well as Siegmund; they are
warmly received. During some festivities, the queens begin to argue about the ranks of their husbands, and Kriemhild ends up
telling Brunhild that it was Siegfried that took her virginity on her wedding night, and then shows the girdle and ring, which
Siegfried had given to her. Brunhild is so distraught, dishonored, indignant, and horrified that when Hagen speaks to her, he vows
to avenge her.
"Siegmund Crowns Siegfried King"
Hagen Murders Siegfried and Kriemhild Goes to Hungary
The following is Hagen’s plan, which Gunther, Gernot, and Giselher all knew about; Giselher was the only one who spoke
out against the murder of such a good friend and ally. They would make it look as if Liudeger was invading again, Siegfried would
opt to lead the battle, Hagen would then go to Kriemhild, feigning good intentions, and ask to know about Siegfried’s one weak
spot so that he could always protect it. This plan was carried out and Hagen learned of Siegfried’s weak spot, right below his
shoulder blade.
The next morning, the royal party went on a friendly hunt, and once many creatures had been killed, Siegfried was thirsty
and went to drink from a stream. As he bent down to drink, Hagen threw a spear through the weak spot on his back, thereby
cowardly murdering the great warrior.
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Hagen then dumped the body in front of Kriemhild’s door so that she would discover it. Her wails can be heard throughout
the castle. At the funeral, when Hagen approached the dead body, the wound begins to bleed anew, a sign of the guilty party.
Gunther swears upon Hagen’s innocence, but Kriemhild knows that it was Hagen.
Siegmund and his knights returned to Xanten dejectedly, but Kriemhild stayed with her family. Kriemhild attempts to
retrieve the Nibelung treasure, but Hagen dumps it in the Rhine.
"Hagen Kills Siegfried"

It is at this point that the story swings over to Hungary, to King Etzel who has just lost his wife Helche. He sends
messengers to Worms asking for Kriemhild’s hand. Kriemhild agrees (in her head she is still planning revenge) and goes to
Hungary. They marry, and after seven years she gives birth to a son, Ortlieb.
After a few more years, Kriemhild urges Etzel to invite her brothers to Hungary. Both parties agree and Gunther, Giselher,
Hagen, and 3,000 soldiers head to Etzelnburg. Queen Uote warns them all of their impending deaths. Along the way, Hagen
comes across some water-fairies who also warn that this is a trap and only the Chaplains will be spared.
Upon their arrival in Hungary, Kriemhild kisses only Giselher. To befriend his new guests, Etzel holds a friendly joust.
Hagen, to make Kriemhild angry, wears Siegfried’s sword Balmung, and admits that he murdered her husband. Kriemhild wants to
rile the warriors and start a fight between the Burgundians and Huns, so she brings her son Ortlieb out. Upon seeing the boy,
Hagen goes into a rage and beheads him. Battle ensues and all of the Burgundians die, except Gunther and Hagen.
Kriemhild decapitates Gunther and presents his head to Hagen; she then cuts Hagen’s head off with Balmung. Her
revenge is complete. Hildebrand, horrified at seeing Hagen slain by a woman, kills Kriemhild.
King Etzel mourns deeply and the saga ends.
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Opera: The Art of Emotion
What is Opera?
Opera is a total art form which combines several expressive media;
-Music
-Singing
-Drama
-Poetry
-Art (Staging)
-Sometimes Dance
This complex combination makes an opera performance an extraordinary show, where all human passions are at work.
Main Parts of an Opera
The Libretto- (“Little Book”) – The ‘script’ of an opera
The Singing- The emotional and intense text sung by the actors
The Music- Addresses the audience’s heart
The Staging- Visual interpretation of the work
Historical Development of Opera 17TH Century: BAROQUE PERIOD.

Born in Italy around the late 16th century. A revival of what was thought to be the simplicity of tragedy. The first major opera still
performed today La favola d’Orfeo (The Legend of Orpheus); by Monteverdi in 1607. Small instrumental accompaniment
punctuated by musical interludes (Music subservient to words). The first commercial opera house opened in Venice in 1637.
Opera soon spread throughout Europe.
Historical development of Opera: THE 19TH CENTURY

Different traditions developed in different countries. Mix of serious and comical traits. Subjects were drawn from contemporary life
and recent history. The orchestra became part of the story.
Historical development of Opera THE 20TH CENTURY: THE RISE OF INDIVIDUALS

Individual works rather than general trends appeared
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Kurt Weill- (German born, American composer) inspired by jazz and other jazz and other popular music
Benjamin Britten- (English composer) composed ‘traditional’ operas and operas and chamber operas
Historical development of Opera: OPERA TODAY

Operas today more varied than ever
Staging and sets have become key elements
New contemporary operatic themes
Great pieces are being reinterpreted and still successful
Categories of Opera Voices

SOPRANO: Highest feminine voice, that of the biggest roles of the repertoire. Tragic or mythical heroines, but also maids, and
other amusing characters
MEZZO-SOPRANO: Italian for 'medium' soprano, it is the second-highest female voice. With a deeper and warmer voice than the
sopranos, the mezzo-soprano usually plays a secondary character such as a mature woman, child-minder, witch, temptress, or
even young boy - in a nutshell, 'witches, bitches, and breeches.’
CONTRALTO: Dark, low, noble female voice, quite rare in opera. It is often associated with characters such as an elderly woman,
maid, mother, grandmother, or witch.
TENOR: The highest pitch of men singing in chest voice, and the most popular in opera. Tenor roles are parallel to soprano roles:
the hero, the lover, and sometimes the enemy.
BARITONE: Half-low male voice. Associated with a great variety of characters in the 18th century, and more particularly with the
enemy roles in the 19th century
BASS: Lowest male voice often associated with roles of wise men, older men, and sometimes funny characters.
Kinds of Claim
A claim is a single statement or the topic of an argument. The central argument of the text, the writer tries to prove in the text by
providing details, explanations, and other types of evidence.
Claim of Fact- a statement of something that has existed, exits, or will exist.
Claim of Value- is based on preference such as likes/dislikes.
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Claim of Policy- a statement that indicates that an action must be taken in specific policies, something that should or should not
be done.
CRITICAL READING AS WAYS TO CRITICAL THINKING
Whenever you read something and you evaluate claims, seek definitions, judge information, demand proof, and question
assumptions, you are thinking critically.
CRITICAL READING- this type of reading goes beyond passively understanding a text because you process the author's words
and make judgments after carefully considering the reading's message.
If we read critically, we think critically. Keep this in mind. . .
Using Quotation Marks

When you use quotation marks, you let readers know the exact statement that you lifted from a source. They are also used
for some titles. Here are some rules on the use of quotation marks.
You must use quotation marks to begin and end the direct quotations and to set off titles.
INCORRECT: The narrator in Crow Call had never gone hunting.

Zig Ziglar, America’s greatest motivational writer, said, The
poorest of all men is the one without a dream.
CORRECT: The narrator in “Crow Call” had never gone hunting.
Zig Ziglar, America’s greatest motivational writer, said, “The
poorest of all men is the one without a dream.”
In a dialog, you need to capitalize the first letter of the first word of a direct quotation.
INCORRECT: The waitress, who questioned whether they really wanted three
pieces of pie, said, “you mean two?”
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CORRECT: The waitress, who questioned whether they really wanted three
piece of pie, said, “You mean two?”
USAGE TIP: In using quoted words from written source which are not
complete sentences, you can begin with a small letter.
EXAMPLE: Mark Twain said that cauliflower was “nothing but cabbage with
a college education.”
End Punctuation. Place periods inside quotation marks. If exclamation points and question marks belong to the direct quotation,
you need to place them inside the quotation marks. If they are not part of the quotation, place them outside the quotation marks.
Place semicolons outside quotation marks.
INCORRECT: I said to my brother, “I would have been nervous too”!
“Are you saying you’re not brave”? he said.
I responded, “Not really;” I added that I had enjoyed “Crow Call.”
CORRECT: I said to my brother, “I would have been nervous too!”
“Are you saying you’re not brave?” he said.
I responded, “Not really”; I added that I enjoyed “Crow Call”.
If the quotation is a complete sentence and is followed by some descriptive words, you need to use a comma at the end of the
quotation.
EXAMPLE: “Have a good day,” I said to the waitress as we left.
Divided Quotations. If a quotation starts a new sentence, the first letter of the first words needs to be in capital letters.
INCORRECT: “I know,” he said. “are you scared?”
CORRECT: “I know,” he said. “Are you scared?”
USAGE TIP. If a capital letter would not be used, then do not use one in the divided quotation.
Do not capitalize the first word of the second part of a divided quotation if it does not begin a new sentence.
EXAMPLE: “Okay,” my father said, “you can do the crow call now.”
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Linear and Non-linear Texts

What is a Linear Text?
Linear text refers to traditional text that needs to be read from beginning to the end to be fully understood. This type of text
has an order or sequence. Examples are novels, poems, short stories, letters, educational texts, and all those texts we read from
the beginning to the end.
In a linear, written text, the reader makes sense of the text according to the arrangement of the words, both grammatically
and syntactically. In such a reading path, there is a sequential time to the text.
Here are some examples of linear texts.
1. Novels - It is an invented prose narrative that is usually long and complex and deals especially with human experience
through a usually connected sequence of events.
Examples: Lord of the Rings, Ulysses, Harry Potter, The Odyssey
2. Poems – It is a composition in verse.
Examples Annabel Lee, Oh Captain! My Captain!, I Wandered Lonely as a Cloud, All Things Bright and Beautiful
3. Short Stories – An invented prose narrative shorter than a novel usually dealing with a few characters and aiming at
unity of effect and often concentrating on the creation of mood rather than plot.
Ex. The Necklace, The Lottery, Rip Van Winkle, The Scarlet
4. Educational texts
a. Essay – An analytic or interpretative literary composition usually dealing with its subject from a limited or personal
point of view.
b. Articles – a nonfictional prose composition usually forming an independent part of a publication.
c. Researches – the collecting of information about a particular subject.
d. Letters - It is a direct or personal written or printed message addressed
to a person or organization.
What is Non-linear Text?

As its name suggests, non-linear text is non-sequential which means that the readers do not have to go through the text in
a sequential manner in order to make sense of the text. This type of text has many reading paths since it’s the readers who decide
the sequence of reading, not the author of the text.
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Examples of non-linear text include flowcharts, charts, and graphs (ex: pie chart, bar graphs), graphical organizers such as
knowledge maps and story maps. In fact, any text that is not read from beginning to the end falls into the category of non-linear
text.
Most of the times linear and non-linear texts are used to complement each other to give readers easier access to important
information.
Transcoding linear to non-linear texts and vice versa is an important skill to develop. As a reader transcoding linear to non-
linear text will help you gain better understanding and recall, and easier access to information if you need to review. This is
particularly useful if you are preparing for an examination. On the other hand, you will need to transcode non-linear to linear texts
especially if you are writing a magazine article, a scientific or academic paper which often use both text types.
Here are examples of nonlinear texts:
1. Graph 2. Table
PRODUCT COLOR PRICE

ID
1 red, green 15.99

2 yellow 23.99
3 green 17.50
4 yellow, blue 9.99
5 red 29.99
Source: https://venngage.com/blog/misleading-graphs/
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3. Flowchart 4. Map
Check your
Step on the
body
footbath.
tempature.
Maintain Wash your

physical hands with
distancing. alcohol.
D. Assessment Tasks
Activity 1
Direction: Look for an opera and give an overview in your own words. (10 pts.)
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Activity 2
Direction: Identify the types of claims. Write your answer in the space provided before the number.
__1. The death penalty should be abolished because it does nothing to prevent murder.
a.value
b.fact
c.policy
__2. Legislation should be passed to stop the sale of vape devices.
a.policy
b.claim
c.fact
__3. Although it has been largely forgotten, the flu epidemic of 1918-1919 was one of the most devastating epidemics of all time.
a.fact
b.policy
c.value
__4. The age at which people can get a driver's license must be raised to 18.
a.value
b.policy
c.fact
__5. Lumberjacking is an extremely dangerous occupation.
a.fact
b.value
c.policy
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III. LEARNING PLAN

A. Topic: The French Epic Week No. 4-6 Time Allocation: 12 Quarterly Schedule: 2
Performance Learning Task Assessment
Content Standard Learning Integration
Standard and Activities Task
Competencies
The learner The learner a. Appreciate the Core Values: Overview of French Look for an issue
demonstrates proficiently delivers French Literature.  Social forms of literature. at present and
understanding of an argumentative (LC 1) Responsibility expound your side
how world speech  Sympathy Compare and if are you agree or
literatures and emphasizing how b. Identify the contrast disagree.
other text types to resolve conflicts difference between Sub- Value argumentation and
serve as vehicles among individuals argumentation and  Awareness debate.
of expressing and or groups. debate. (LC 2)  Compassion
resolving Appreciate the
conflicts among c. Give the value of significance of
individuals or and understanding advertising.
groups; also how to about advertising.
use strategies in (LC 3)
critical reading,
listening, and
viewing, and
affirmation and
negation
markers to deliver
impromptu and
extemporaneous
speeches.
Page 21 of 33
Lesson 2 The French Epic
The French Epic
Famous characters from French literature often used in Hollywood or Walt Disney movies:
Blue-Beard ("Barbe Bleue"),
Cinderella ("Cen drillon")
Sleeping Beauty ("La Belle au Bois Dormant")
Little Red Riding Hood ("le Petit Chaperon Rouge")
Understanding Argumentation and Debate

“All debates are forms of arguments, but not all forms of arguments are debates.”
What is argumentation?
Derived from the Latin word “ arguere” which means “to chide”
It is the process of influencing the belief of behavior of a listener or reader, through spoken or written speech, by supplying him
with reasons and stirring his feelings.
What is Debate?
- A formal discussion on a particular topic in a public meeting or legislative assembly, in which opposing arguments are put.
MEMBERS OF THE BODY

Moderator
1.To reveal the issue involve the debate;
2. To rule on points of clarification about the issues or questions and answers made during the Interpellation; and
3. To see to it that the debate is orderly and follows the rules of parliamentary procedures.
Timekeeper
1. To time the speakers and debaters accurately;
2. To give the speakers a one-minute warning with the ringing of the bell once before his/her time is up.
3. To prevent the debaters from exceeding the time allotted to them by ringing the bell twice.
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Jury
Will judge and determine to what group or side won the debate without any biases.
Audience Members of the body that needs to be persuaded.
Affirmative (PROS)
In favor of the proposition given.
Negative (CONS)
Against the given proposition.
ARGUMENTATION vs DEBATE
May not necessarily face each other Each side dispute face to face
Include both oral and written Strictly oral Contest
May or may not require a set of rules Requires a definite format/rules
Learning about Advertising

Refer to your book (Page 169)
Parts and Patterns of Definitions

In defining a term, you actually answer the question “What is A?” Definitions are commonly used in expository writing such as
researches, scientific and legal texts. It is also used in essays and other text types in order to make ideas and concepts clearer.
Full definitions are composed of a term to define, the general class to which the term belongs and a distinguishing
characteristic which separates the term from the other members of the same class. A definition uses one of these two patterns.
Pattern 1:
Term = class + distinguishing characteristics
is/are which/that…
A is defined as B of v+ing/N… C
refers to by which…
denotes for…
V+en
Examples:
Freedom is the ability to do what is right.
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Family is a group of people who are bound together by love.

Biology is a branch of science dealing with the study of life.
Pattern 2:
Class + distinguishing = term
characteristics
which/that is/are called

of V+ing/N is/are
B by which… C is/are known A
for… as
V+en…
Examples:
The ability to do what is right is freedom.
A group of people who are bound together by love is called family.
A branch of science dealing with the study of life is biology.
Note: An article (The, A, An) may or may not be added at the beginning of each sentence. V on the structure refers to Verb.
Now, you’re ready for more tasks.
Technical vs. Operational Definitions
What is a technical definition?

A technical definition is a definition in technical communication describing or explaining technical terminology. Technical
definition is used to introduce the vocabulary which makes communication in a particular field concise and clear. It tells you what
the concept or term means. It tends to be abstract, conceptual or theoretical. It is usually provided by experts in the field; so, if you
need to write a technical definition of a concept, you can always look for what experts say about it.
Example:
Financial capability, according to World Bank (2013a), is:
[…] an internal capacity to act in one’s best financial interest, given socio-economic environmental conditions. It encompasses
the knowledge (literacy), attitudes, skills, and behaviors of consumers with regard to managing their resources, and
understanding, selecting, and making use of financial services that fit their needs (WB, 2013a).
Page 24 of 33
What is an operational definition?

An operational definition is a statement that describes how a particular variable is to be measured, or how an object or
condition is to be recognized. Operational definitions tell you what to do or what to observe. The word “operational” means
“describing what to do” in a certain context. Operational definitions need to be concrete, clear and precise so that a reader knows
exactly what to observe or measure.
Examples:
The fastest ball is the one that crosses the finish line before all the other balls.
The financial capability of the respondents refers to their average score on a 12-item Likert-scale.
How to Write an Operational Definition
An operational definition gives easily communicated meaning to a concept by specifying how the concept is measured and
applied within a particular set of circumstances (Deming, 2001).
This definition highlights two important things about an operational definition:
 It gives a precise meaning to the spoken or written word, forming a "common language" between two or more
people.
 It defines how a word or phrase is used when it is applied in a specific context. This implies that words may have
different meanings when used in different situations.
Context is important in giving operational definition. For example, a clean table is operationally defined in different ways in
different contexts.
For an office worker: A clean table is one that is free of clutter.

For a waiter: A clean table is one that has been treated with a
mild detergent.
For a medical practitioner: A clean table is one that has been treated with an
antiseptic to prevent the spread of infection.
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D. Assessment Tasks
Activity 1
Look for an issue at present and expound your side if are you agree or disagree.
Activity 2
Make your script of an advertisement using a certain product. Use a tagline to catch your audience's interest.
Page 26 of 33
III. LEARNING PLAN

A. Topic: The European Renaissance Week No. 1-3 Time Allocation: 12 Quarterly Schedule: 2
Performance Learning Task Assessment
Content Standard Learning Integration
Standard and Activities Task
Competencies
The learner The learner Recognized the Core Value: General idea Deliver an
demonstrates proficiently delivers European  Social about The impromptu
understanding of an argumentative Renaissance (LC 1) Responsibility European speech.
how world speech Renaissance.
literatures and emphasizing how to Appreciate the Sub- Value:
other text types resolve conflicts significance of  Awareness Point out the
serve as vehicles among individuals acknowledging  Understanding importance and
of expressing and or groups. sources. (LC 2) value of sources.
resolving
conflicts among Define speech and Discuss speech
individuals or its types. (LC 3) and its function.
groups; also how
to use strategies in
critical reading,
listening, and
viewing, and
affirmation and
negation
markers to deliver
impromptu and
extemporaneous
speeches.
Page 27 of 33
Lesson 3 The European Renaissance
The European Renaissance
Renaissance – means “rebirth” in French. This was a time period following the middle ages that lasted from the 1300-1500s.
Acknowledging Sources
Acknowledging Sources means providing written recognition of any ideas that are used or adapted for students' work. You need
to provide the name of the original author and details of where you found the information. You may need to acknowledge sources
within the body of work. You should acknowledge sources at the end of your work. 'Referencing', 'citing' and 'attribution' are terms
often used to refer to the acknowledgment of sources.
When you should source be acknowledged within the body of work?

When you quote, paraphrase, summarize, or copy information from the sources you are using to research your work, you must
always acknowledge the source. There are two places where you need to acknowledge the source: in the text, and at the end of
the text. The place where you use the information in the text of your work should be shown with an 'in-text citation'. At the end of
your work, you should provide a reference list of all the works that you have 'cited' in your work. Your teachers will expect you to
use an in-text citation and provide a full reference list of the sources used whenever you: quote - i.e. use someone else's words
copy - i.e. a table, map, image paraphrase - i.e. put someone else's ideas into your own words summarize - i.e. create your own
short account of someone else's information or ideas.
What strategies can students use in preparation for the acknowledgment of sources in their work?
Students can: organize notes and record details of where information was actually found record details of the resource being used
on the pages of your notes, printouts or photocopies of information learn about correct citation and referencing methods before
you begin your research access the information required for referencing different types of resources (e.g. books, newspaper
articles, films, websites)ask teachers for guidelines about the style, format and amount of detail required to acknowledge the
resources used in an assignment set up a chart to keep track of the basic bibliographic information (i.e. author, title, date, pages
used, publisher, etc.) of any resource you use.
Page 28 of 33
There are three ways to integrate your sources and all of them require that you cite the source:
Quote – An exact phrase is taken from a passage and put inside quotation marks.
Paraphrase – A restatement of a passage in your own words, about the same length as the original.
Summary – A much shorter rephrasing of the main idea of the passage (usually just one or two sentences).
TYPES OF SPEECH
Informative Speech
-provides the audience with a clear understanding of a concept or idea.
Entertainment Speech
-is one whose sole purpose is to have the audience enjoy the presentation.
Persuasive Speech
-seeks to provide the audience with favorable or acceptable ideas that can influence their ideas and decisions.
TYPES OF SPEECH
According To Delivery
1. Extemporaneous
•Speaking with limited preparation
•Guided by notes or outline
• Delivered conversationally
• Most popular type
2. Impromptu
• Speaking without advanced preparation
•Unrehearsed speech
• Spoken conversationally
3. Manuscript
• Speaking with advanced preparation
• Planned and rehearsed speech
Page 29 of 33
• Reading aloud a written message
4. Memorized
• Speaking with advanced preparation
• Planned and rehearsed speech
• Reciting a written message word-for-word from memory
Features of an Argumentative Essay
What is an Argumentative Essay?

You have just read an argumentative essay. An argumentative essay is a persuasive form of writing. It aims to change the
mind of the reader by convincing the reader to agree with the writer’s point of view.
Features of an Argumentative Essay
An argumentative essay attempts to be highly persuasive and logical. It usually assumes that the reader disagrees with the
writer. An effective argumentative essay has the following features:
1. It clearly states a claim or position on an issue.
2. It provides reasons including facts and opinions and supports these reasons with evidences to prove its point.
3. It also presents opposing views (counterarguments) and explains their weakness.
Take note of the following terms related to argumentative essay.
A claim refers to the author's position on an issue or problem. This is usually the thesis statement or main idea of an
argumentative essay.
Support is any material that is used to prove a claim. This usually consists of reasons and evidence.
Reasons are statements made to justify an action, decision, or belief.
Evidence is the specific references, quotations, examples, and opinions that support a claim. It may include statistics,
personal experience, or opinions of experts.
Counterargument is an argument made to oppose another argument. A good argument anticipates opposing claims and
provides counterarguments to disprove or answer them.
Page 30 of 33
Parts of an Argumentative Essay
An argumentative essay, like any other essays, has three parts: body, introduction, and conclusion.
1. Introduction. The first part is the introductory paragraph. It presents the problem and gives the background information
needed for the argument and the thesis statement or the main idea of the essay.
2. Body. The body of the argumentative essay contains the reasons. Each paragraph talks about one reason which includes
facts or opinions. The reason is included in the topic sentence and is supported by details or materials. These supporting
materials can be examples, statistics, personal experiences, quotations, etc.
3. Conclusion. The conclusion restates the main claim and gives one or two general statements that exactly summarize the
arguments and support the main premise.
Formulating a Claim
What is a claim?
You make a claim if you answered the three questions above. A claim or the writer’s or speaker’s position on an issue is an
important element of an argument.
A claim is your opinion on a controversial issue. Remember your opinion cannot be wrong and the only way you can mess
up is to poorly support your opinion.
The topics above are asking three specific types of questions: questions of fact, value, and policy which require you to
make claims of fact, value, and policy.
Question of Fact
This type of question asks you to make a claim of fact. It asks you about the truthfulness or falsehood of something.
Example:
Is it a crime or not to post on social media a threat to the life of the president?
The answer is either “Yes” or “No” and will become convincing you provide a logical reason and evidence.
Question of Value
This question asks you to make a claim of value or to talk about the relative merit (goodness or badness) of something.
Here you are usually asked to choose between things, ideas, beliefs or actions, and explain why you do so.
Example:
Is wearing face mask necessary for all people? Why or why not?
Page 31 of 33
Questions of Policy
This question asks you to explain what should be done on a certain issue. Take note of the key word which is usually
“should” or any equivalent.
The question asks the writer to make a plan of action or a claim of policy to solve some sort of problem. The answer is a
breakdown of the plan and a justification that it fixes the problem.
Example:
What should students do to obtain quality education at this time of COVID-19 pandemic? (Plan and justify.)
Now, you are ready to do more activities.
D. Assessment Tasks
Activity 1
Oral Activity: Deliver an impromptu speech (Topic: Anything that you want to discuss or to explain regarding societal
issues) 20 pts.
Online Student: It will be done during our online class.

Modular students: It will be done via phone call.
Page 32 of 33
V. Assessment Guide and Standard
This institution uses a standards-and competency-based grading system for Grades 7 to 12. All grades will be based on the
weighted raw score of the students’ summative assessments. The minimum grade needed to pass a specific learning area is 60,
which is transmuted to 75 in the report card. The lowest mark that can appear on the report card is 60 for quarterly grades and
final grades. The students from Grades 7 to 12 are graded on Written Work, Performance Tasks, and Quarterly Assessment every
quarter.
Weight of the Components for Grades 7 to 10
Languages, Araling
Panlipunan, and Science and MAPEH, TLE, and
Grade Level Components
Values Education, and Mathematics Computer
Research
Grade 7 to Grade Written Work 30% 40% 20%
10 Performance Tasks 50% 40% 60%
Quarterly/Monthly 20% 20% 20%
Assessment
Weight of the Components for Senior High School

Technical-Vocational and
Academic Track Livelihood(TVL)/Sports/Arts and
Core Design Track
Grade
Components Subject All Work Immersion/Research/ All
Level Work Immersion/
s Other Business Enterprise Other
Research/Exhibit/
Subject Simulation/Exhibit/Performa Subject
Performance
s nce s
Grade 11 Written Work 25% 25% 35% 20%
and Performance 50% 45% 40% 60%
Grade 12 Tasks
Quarterly/Monthly 25% 25% 25% 20%
Assessment
Page 33 of 33

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QFO-8.

SURIGAO EDUCATION CENTER Revision: 0

Module Holder: Control Number:

NO. DATE REVISION

I. OVERVIEW OF THE MODULE

Quarterly Week Number of Hours

III. LEARNING PLAN

The German Epic

The writers during this period:

The Nibelungenlied: A Summary

"Siegfried Arriving in Worms"

"Siegfried Bows Before Kriemhild"

Siegfried and Kriemhild Return to Xanten While Brunhild Plots

"Hagen Kills Siegfried"

King Etzel mourns deeply and the saga ends.

Opera: The Art of Emotion

Historical Development of Opera 17TH Century: BAROQUE PERIOD.

Historical development of Opera: THE 19TH CENTURY

Historical development of Opera THE 20TH CENTURY: THE RISE OF INDIVIDUALS

Historical development of Opera: OPERA TODAY

Categories of Opera Voices

If we read critically, we think critically. Keep this in mind. . .

Using Quotation Marks

INCORRECT: The narrator in Crow Call had never gone hunting.

Linear and Non-linear Texts

Here are some examples of linear texts.

What is Non-linear Text?

Here are examples of nonlinear texts:

PRODUCT COLOR PRICE

1 red, green 15.99

Maintain Wash your

III. LEARNING PLAN

Understanding Argumentation and Debate

MEMBERS OF THE BODY

Learning about Advertising

Parts and Patterns of Definitions

Family is a group of people who are bound together by love.

which/that is/are called

Now, you’re ready for more tasks.

Technical vs. Operational Definitions

What is a technical definition?

What is an operational definition?

How to Write an Operational Definition

For an office worker: A clean table is one that is free of clutter.

III. LEARNING PLAN

The European Renaissance

When you should source be acknowledged within the body of work?

• Reading aloud a written message

Features of an Argumentative Essay

What is an Argumentative Essay?

Parts of an Argumentative Essay

Online Student: It will be done during our online class.

V. Assessment Guide and Standard

Weight of the Components for Senior High School

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