Las in English 10 q1

Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF AGUSAN DEL SUR
TRENTO NATIONAL HIGH SCHOOL
Trento, Agusan del Sur
Learners’ Activity Sheet

English 10 - Quarter 1
English Department Reynaldo L. Enriquez, T-III

School/Station: Trento National High School English Teacher
Division: Agusan del Sur 09703537838 1
CARAGA Region
Division of Agusan del Sur
LEARNING ACTIVITY SHEETS

English 10 Quarter 1
Understanding World Literature and Other Text Types

as Ways of Expressing and Resolving Personal Conflicts
Name: __________________________________ Grade & Section: _________________
Content Standard
The learner demonstrates understanding of how world literature and other text types serve
as ways of expressing and resolving personal conflicts, also how to use strategies in using information
from news reports, speeches, informative talks, determining the effect of textual aids on
understanding texts, appraising the unity of the plot, setting, and characterization in a material
viewed, and evaluating texts using given criteria.
Performance Standard
The learner composes a brief evaluation report about a given the short story using a given
criteria.
Lesson 1: Use Information in Everyday Conversations and Exchanges
I. Learning Competency: Use information from news reports, speeches, informative talks, panel
discussions, etc. in everyday conversations and exchanges (EN10LC-Ia-11.1)
II. Instructions:
In charting the course of your journey in this activity sheet, you are expected to use
information from news reports, speeches, informative talks, panel discussions, etc. in everyday
conversations and exchanges. Below are activities with regard to this topic.
III. Activities:
Read the directions of every activity and answer what is asked. Write your answers in the
answer sheets provided.
Task 1. What Is It
A. Directions: Read the news report below, and answer the comprehension questions that follow.
PH records 1,521 new COVID-19 cases as total climbs to 68,898

By CNN Philippines Staff
Published Jul 20, 2020 4:35:04 PM
Metro Manila (CNN Philippines, July 20) — Another 1,521 people in the country have caught the
coronavirus disease, the Department of Health reported on Monday.

This brought the tally of infections to 68,898, based on the latest case report. Of the newly reported
cases, the DOH said 1,209 are “fresh” or were detected in the last three days, while 312 are “late”
cases or were part of the validation backlog.
Majority of the new cases came from the National Capital Region, which logged 1,237 infections or
around 80%. Meanwhile, 51 came from Cavite, 51 from Laguna, 34 from Rizal, and 22 from Davao
del Sur, the DOH said.
For recoveries, the department confirmed an additional 607, for a total of 23,072 patients who got
well.
It also listed four more deaths, raising the death toll to 1,835. Two of these were from Central
Visayas, one from NCR, and the other from Davao region.
The ages of those who died range from 58 to 68 years old, the DOH added. It urged the elderly —
who are at higher risk of more serious complications of COVID-19 — to exercise more caution amid
the pandemic.
The country currently has 43,991 active cases of the disease. Of this number, 90.6% are mild,
8.5% are asymptomatic, 0.4% are severe, and 0.5% are critical.
Dr. Darwin Bandoy of the University of the Philippines COVID-19 Pandemic Response Team also
linked the increase in cases to community transmission and improved testing capacity.
He said they are projecting cases to reach 76,000 by August 1. (CNN Philippines Staff, 2020)
Comprehension Questions:
1. Who/What is the source of the news report?
2. How much is the tally of infections based on the latest case report?
3. How much active cases of the disease the country currently has?
4. Why is there an increase in cases of the disease?
B. Directions: Read the article below. Answer the comprehension questions that follow. Write your
answer in your activity notebook.
Negative Effects of Excessive Gadget Use
Excessive use of gadgets such as mobile phones, tablets, and computer desktops can cause
physical and mental damage to children.
According to a study, a child will likely to become overweight and develop seizure and vision
problems when they spend too much time using gadgets. In Central Visayas, one of the regions in
the Philippines, a National Nutrition Council (NNC) Region 7 study reported that 3% of children are
considered as obese and overweight.
A health article also states that the thinking and emotional development during the first five years
of a child is crucial. Allowing them to spend more than two hours a day can impact irreversible
damage such as slow cognitive development and attention deficit.
“Parents and caregivers have the greatest responsibility to discipline children and control their
exposure to gadgets,” said Dr. Parolita Mission, head of the NNC Region 7. (Health & Nutrition |
Bad effects of excessive gadget use in children, 2020)

Comprehension Questions:
1. What are the negative effects of excessive gadget use?
2. What happens when children are allowed to spend more than two hours a day of gadgets use?
3. What is the article’s implication to parents and caregivers?
4. As a parent, how can you protect your children from excessive gadgets use?
Task 2. Advise Me
Directions: Imagine yourself as a mother or a father. Give a piece of advice to your children
regarding the use of gadgets. Write it in a form of a letter from a parent to your child.
IV. How Much Have You Learned?
Directions: Watch from your favorite TV show for any news report, panel discussion, news
magazine, or other informative shows, and write a two-paragraph reaction about the topic
presented.
Guide Questions:
1. What was the topic about?
2. What do I like about the topic?
3. What are the ideas am I agree and/or disagree with?
4. What are the things I would like to suggest?

Lesson 2: Determine the Effect of Textual Aids on the Understanding of a Text
Name: ____________________________________ Grade & Section: ________________________
I. Learning Competency: Determine the effect of textual aids like advance organizers, titles, non-
linear illustrations, etc. on the understanding of a text (EN10RC-Ia-2.15.2)
II. Instructions:
In charting the course of your journey in this activity sheet, you are expected to determine
the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
understanding of a text. Below are activities with regard to this topic.
III. Activities:
Task 1. Candy Graph
Directions: Study the bar graph below and answer the following questions.
CANDY SALES - COSMETOLOGY CLUB

BY THE CASE
0
SEPT OCT NOV DEC JAN FEB MAR
1. What does the scale on the left beginning with 0 and ending with 7 represent?
A. Number of students selling candy
B. Number of cases of candy sold
C. Number of candy in each case
D. Number of days each month that candy was sold
2. Which two MONTHS had approximately the same amount of candy sold?
A. September & February C. November & March
B. October & March D. September & December

3. The amount of candy sold in December is twice the amount of candy sold in which month?
A. October B. March C. January D. September
4. What was the total amount of candy sold during the school year shown in the graph?
A. 27.5 Cases B. 43 Cases C. 35.5 Cases D. 23 Cases
5. Which month showed a 100% increase in sales over the month of November?
A. March B. January C. December D. April
Task 2. Let’s Count 1,2,3!
DIRECTIONS: The picture above estimates the number of students in four different classes at Trento
National High School. Use the picture/graph to answer the following questions.
CLASS SIZE ESTIMATES
= 10 STUDENTS = 5 STUDENTS
Teachers
Mr. Fabay
Miss Alagar
Miss Galito
Mr. Chucas
1. What is the approximate size of Mr. Fabay’s class?

A. 40 Students B. 20 Students C. 45 Students D. 4 Students
2. How many more students are in Mr. Fabay’s class than in Ms. Alagar’s class?
A. 25 B. 5 C. 10 D. 15
3. What is the total number of students in Ms. Alagar’s and Ms. Galito’s classes?
A. 55 B. 45 C. 65 D. 60
4. What is the total of all students in all four classes at Trento National High School?
A. 120 Students B. 14 Students C. 130 Students D. 140 Students

Task 3. Word Web
Directions: Word web is one of the useful graphic organizers that help students to better
understand a key vocabulary term. Describe how this kind of graphic organizer help you as a
student?
Directions: In one paragraph, write your understanding on how textual aids like advance
organizers, illustrations, graph etc. help you better understand a data or a text.

Lesson 3: Appraise the Unit of Plot, Setting, and Characterization

in a Material Viewed
I. Learning Competency: Appraise the unit of plot, setting, and characterization in a material viewed
to achieve the writer’s purpose EN10VC-IVc-29
II. Instructions:
In charting the course of your journey in this activity sheet, you are expected to Appraise the
unit of plot, setting, and characterization in a material viewed to achieve the writer’s purpose. Below
are activities with regard to this topic.
III. Key Concepts
Elements of a Short Story
Remarkable short story writers are true masters at combining the five key elements that go into
every great story: character, setting, conflict, plot and theme.
A character is a person, or sometimes even an animal, who

takes part in the action of a literary work.
The setting of a short story is the time and place in which it

happens. Authors often use descriptions of landscape, scenery,
buildings, seasons or weather to provide a strong sense of
setting.
A plot is a series of events and character actions that relate to

the central conflict.
➢ Exposition – The beginning of the story where the characters and the setting is revealed.
➢ Rising Action – The event that gets the action of the story going; the conflict is revealed.
➢ Climax – This is where the events in the story become complicated and the conflict in the
story deepens.
➢ Falling Action – The events and complications begin to resolve themselves.
➢ Resolution (Denouement) – This is the final outcome or untangling of events in the story.
The conflict is a struggle between two people or things in a short

story. The main character is usually on one side of the central
conflict. On the other side, the main character may struggle against another important character,
against the forces of nature, against society, or even against something inside himself or herself
(feelings, emotions, illness).
The theme is the central idea or belief in a short story.

Techniques of a Story
Flashback: An incident taking place in the memory of a character. It presents an event taking place
prior to the story. This introduces past events after the conflict of the story has already begun.
Summarizing Passage: Rapidly skimming over events that occur during hours, days, or months that
compresses time in a short passage.
Mood: It is the feeling the reader gets from the writing.
Tone: It is the writer’s attitude that is expressed in the writing.
Suspense: A feeling of anxious uncertainty instilled in the readers about the outcome of a series of
events. This can be pleasurable or painful.
Foreshadowing: Hinting future events in the story to the readers.
Pathos: a situation or incident that evokes sadness or pity from the readers.
Sensory detail: Details appealing to sight, sound, taste, touch, smell.
IV. Activities:
Task 1. Your Text
Directions: Read the myth titled “Orpheus” by Alice Low and determine the essential elements of
the story to answer the activities that follow.
Myths are stories about gods, goddesses, and heroes passed from one generation to
another. Many Greek myths have a great deal of influence on our culture. For ages,
writers, artists, and musicians have used mythological characters as their
inspiration.
Orpheus (from Ancient Greece)

by Alice Low
There were nine goddesses called Muses. Born of Zeus and a Titan named Mnemosyne, each
muse presided over a different art or science. Calliope, one of these sisters, was the inspiration of
poets and musicians. She was the mother of Orpheus (a mortal because his father was one) and gave
to her son a remarkable talent for music.
Orpheus played his lyre so sweetly that he charmed all things on earth. Men and women
forgot their cares when they gathered around him to listen. Wild beasts lay down as if they were
tame, entranced by his soothing notes. Even rocks and trees followed him, and the rivers changed
their directions to hear him play.
Orpheus loved a young woman named Eurydice, and when they were married, they looked
forward to many years of happiness together. But soon after, Eurydice stepped on a poisonous snake
and died.

Orpheus roamed the earth, singing sad melodies to try to overcome his grief. But it was no
use. He longed for Eurydice so deeply that he decided to follow her to the underworld. He said to
himself, “No mortal has ever been there before, but I must try to bring back my beloved Eurydice. I
will charm Persephone and Hades with my music and win Eurydice’s release.
He climbed into a cave and through a dark passage that led to the underworld. When he
reached the river Styx, he plucked his lyre and Charon, the ferryman, was so charmed that he rowed
him across. Then he struck his lyre again, and Cerberus, the fierce three-headed dog who guarded
the gates, heard the sweet music and lay still to let him pass.
Orpheus continued to play his lyre tenderly as he made his way through the gloomy
underworld. The ghosts cried when they heard his sad music. Sisyphus, who had been condemned
to roll a rock uphill forever, stopped his fruitless work to listen. Tantalus, who had been sentenced
to stand in a pool of receding water, stopped trying to quench his thirst. And even the wheel to which
Ixion was tied as punishment stopped turning for one moment.
At last Orpheus came to the palace of Hades and Persephone, king and queen of the
underworld. Before they could order him to leave, he began his gentle song, pleading for Eurydice.
When stern Hades heard Orpheus’s song, he began to weep. Cold Persephone was so moved
that, for the first time in all her months in the underworld, her heart melted.
“Oh please, my husband,” she said to Hades, “let Eurydice been reunited with Orpheus.”
And Hades replied, “I, too, feel the sadness of Orpheus. I cannot refuse him.
They summoned Eurydice, and the two lovers clasped each other and turned to leave.
“Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one condition.”
“What is that?” asked Orpheus.
She must follow you, and you must not look back at her until you are on earth again.”
“I understand,” said Orpheus. “And I am forever grateful.”
Orpheus and Eurydice left the underworld and made their way through the dark passage
that led to the upper world. At last, they reached the cave through which Orpheus had descended.
“I can see daylight ahead,” called Orpheus to Eurydice. “We are almost there.” But Eurydice
had not heard him, and so she did not answer.
Orpheus turned to make sure that she was still following him. He caught one last glimpse of
her with her arms stretched out to him. And then she disappeared, swallowed up by darkness.
“Farewell,” he heard her cry as she was carried back to the underworld.
Orpheus tried to follow her, but this time the gods would not allow it. And so, he wandered
the earth alone. He sang his sad songs to the rocks and the trees and longed for the time when he,
too, would die and be reunited with his beloved Eurydice in the underworld.

Task 2. Element-Array
Directions: Study the graphic organizer below and create one on your answer sheet. Supply each
part of the organizer with the brief but concise plot of the story “Orpheus”. (5 points each element)

Task 3. Alice Low
Directions: Read the story “Orpheus” once again. Determine the tone, mood, technique and
purpose of the author in writing the text. (5 points each)
Tone of my story… Mood of my story…
Techniques I used in writing My purpose in writing is…

my story…
Directions: Copy the open statement and complete it with what you learn throughout this lesson;
your realization, and your commitment.
My journey through this lesson enabled me to learn

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
It made me realize that ______________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
I, therefore, commit to _______________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

Lesson 4: Determine the Effect of Textual Aids on the Understanding of a Text
I. Learning Competency: Compare and contrast the contents of the material viewed with outside
sources of information in terms of accessibility and effectiveness
EN10VC-IVa-15
II. Instructions:
In charting the course of your journey in this activity sheet, you are expected to compare and
contrast the contents of the material viewed with outside sources of information in terms of
accessibility and effectiveness. Below are activities with regard to this topic.
III. Activities:
Task 1. Compare and Contrast
Compare, in relation to reading, refers to the process of identifying the similarities and differences
between two things. On the other hand, Contrast refers to identifying only the differences between
two things. It is important to accurately differentiate between the two concepts to ensure you are
able to answer questions and prompts accurately in the following topics of different sources.
Source 1:
Actions for COVID-19 Prevention and Control in Schools

World Health Organization and UNICEF - https://bit.ly/33QZqND
The outbreak of coronavirus disease (COVID-19) has been declared a Public Health
Emergency of International Concern (PHEIC) and the virus has now spread to many countries and
territories. While a lot is still unknown about the virus that causes COVID-19, we do know that it is
transmitted through direct contact with respiratory droplets of an infected person (generated through
coughing and sneezing). Individuals can also be infected from touching surfaces contaminated with
the virus and touching their face (e.g., eyes, nose, mouth). While COVID-19 continues to spread it is
important that communities take action to prevent further transmission, reduce the impacts of the
outbreak and support control measures.
The protection of children and educational facilities is particularly important. Precautions are
necessary to prevent the potential spread of COVID-19 in school settings; however, care must also
be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is
important to remember that COVID-19 does not differentiate between borders, ethnicities, disability
status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and
supportive environments to all. Measures taken by schools can prevent the entry and spread of
COVID-19 by students and staff who may have been exposed to the virus, while minimizing
disruption and protecting students and staff from discrimination.

Source 2:
Managing the Impact of COVID-19 on Education Systems Around the World

World Bank Organization - https://bit.ly/30O3A6R
What we are learning from COVID-19, similar to what we have seen in previous pandemics,
is that preparedness is crucial. While different scenarios exist, several of them assume that the
COVID-19 spread will happen in waves, which means the process of addressing it should be cyclical.
Countries not yet impacted should begin “preparing,” starting with a response plan. This would
facilitate “coping” once the crisis hits and minimizing the negative impacts. The plan can include
introducing protocols for screenings in schools, rolling out hygiene practice campaigns, imposing
school closures, offering distance learning, using closed schools for emergency purposes, etc.
As the emergency phase dissipates, communities could move into a “recovery” mode, with
governments implementing policies and measures to regain lost time. The approaches may include
adjustments to the academic calendar, prioritizing students in grades preparing for high-stakes
examinations, and continuing with distance learning in parallel to schools. Countries that have
shown greater resilience in repeated crises, such as those in East Asia, are the ones that were able
to benefit from lessons learned and to respond quickly to new crises, such as this one. They have
been able to use the momentum to re-prepare, investing and reinforcing systems going forward. The
World Bank is working with countries across the globe in each of the three stages of preparing,
coping and recovery. Educational administrators and policy makers can use this crisis as an
opportunity to introduce new learning modes that can reach everyone, to prepare for emergencies,
and to make the system more resilient.
Task 1. Compare and Contrast
Directions: Complete the table by answering the questions in column one and write the attributes
of each content according to its source.
Source 1 Source 2
What kind of resource is it? (Book, magazine,
etc.) If it’s a website, what kind of website is
it?
How many paragraphs and words are written
about the topic?
Is there information that indicates whether the
author of the information has any expertise in
this area?
List the basic information that this site
provides facts and statistics. Use bullet points.
Task 2. Which is Which?
Directions: Write a two-paragraph evaluation paper about the texts above. Use the following
guide questions to express ideas you need to focus on.
● Which of the texts is the most convincing?

● Which of the texts best employs appropriate media?
● Which of the texts is the most informative?

Lesson 5: Employ Analytical Listening in Problem Solving
I. Learning Competency: Employ analytical listening in problem solving EN10LC-IIe-13.2
II. Instructions:
In charting the course of your journey in this activity sheet, you are expected to employ
analytical listening in problem solving
III. Activities:
Task 1. Math Matters
Directions: You are going to act out the dialogue with a partner (You may ask help
from any of the household members.). Then give answers to questions that follow.
Peter : Hey! What’s up? You looked so worried!

John : I am not okay. I am struggling about my Mathematics subject.
Peter : I know Mathematics is difficult but I believe you can cope with it.
John : I really found it so hard this time.
Peter : Why? Is there anything wrong?
John : My mother is in the hospital due to bleeding. Thanks a lot for your concern.
Peter : You’re welcome! Count on me!
1.What is the conversation all about? Why do you say so?

______________________________________________________________.
2.Does John have a problem? What is it?
______________________________________________________________.
3.If you were John, would you feel the same? Why?
______________________________________________________________.
4.How can you help John solve his problem?
______________________________________________________________.
Task 2. Let’s Sing it out!
Directions: Listen to the song “Heal the World” by Michael Jackson. In the absence of any audio
materials for this activity, you may ask somebody to sing it for you. Identify and analyze some lines
which suggest problems/issues and give possible solutions to each.

There's a place in your heart And the world we once believed in will shine
And I know that it is love again in grace
And this place it was brighter than tomorrow Then why do we keep strangling life
And if you really try Wound this earth, crucify its soul?
You'll find there's no need to cry Though it's plain to see, this world is heavenly
In this place you'll feel there's no hurt or sorrow Be god's glow
There are ways to get there We could fly so high
If you care enough for the living Let our spirits never die
Make a little space In my heart I feel you are all my brothers
Make a better place Create a world with no fear
Together we cry happy tears
Heal the world See the nations turn their swords into
Make it a better place plowshares
For you and for me, and the entire human race
There are people dying We could really get there
If you care enough for the living If you cared enough for the living
Make a better place for you and for me Make a little space
To make a better place
If you want to know why
There's love that cannot lie Heal the world (heal the world)
Love is strong Make it a better place
It only cares of joyful giving For you and for me, and the entire human race
If we try we shall see There are people dying
In this bliss we cannot feel If you care enough for the living
Fear of dread, we stop existing and start living Make a better place for you and for me
Then it feels that always There are people dying
Love's enough for us growing If you care enough for the living
Make a better world Make a better place for you and for me
So make a better world
There are people dying
Heal the world If you care enough for the living
Make it a better place Make a better place for you and for me
For you and for me, and the entire human race
There are people dying You and for me (for a better place)
If you care enough for the living You and for me (make a better place)
Make a better place for you and for me You and for me (make a better place)
You and for me (heal the world we live in)
And the dream we were conceived in will reveal You and for me (save it for our children)
a joyful face
Issues/Problems Possible Solutions

Lesson 6: Make Judgements About a Range of Texts Using a Set of Criteria
I. Learning Competency: Evaluate and make judgments about a range of texts using a set of criteria
e.g., compare arguments on the same topic, critiquing a short story
II. Instructions:
In charting the course of your journey in this activity sheet, you are expected to evaluate and
make judgments about a range of texts using a set of criteria.
III. Activities:
Task 1. Story Critique Criteria
Directions: Study the story critique criteria.
1. Originality. On a scale of 1 to 10, how original was this story? A 1 means that the story is cliché
while a 10 means that it has at least a couple of ideas that I haven’t encountered before.
2. Setting. On a scale of 1 to 10, how well was the setting developed? A 1 indicates that the setting
was poorly developed. This means that is almost completely disappeared from the story, or that I felt
confused as to where and when the tale took place in one or more scenes. Of course, the author
should involve all of the senses in describing his or her setting. A 10 means that not only is the
setting well-developed, but it informs every aspect of the story—from character development to tone
and narrative style. In a story that rates a 10, the setting itself is a powerful draw for the story, and
the author succeeded in transporting me into the tale.
3. Characterization. On a scale of 1 to 10, how well-drawn are the characters in the story? Good
characters should convince us that they grew up in the world or setting that we’ve placed them in.
They should have complex motives and be imbued with conflicting attitudes about life, ethics,
politics, and so on. The characters should have friends, enemies, acquaintances, secrets, desires and
fears. The character should have a physical body, with a physical history. The character should have
a family, of course, and some type of history, along with a place in society. In short, with a poorly
drawn character, we know virtually nothing about him by the end of the story. With a well-drawn
character, we feel as if we know him intimately by the end of the story.
4. Conflict and Plot. On a scale of1 to 10, how interesting are the conflicts? Since the characters,
along with their motives and abilities really lead to a plot, then one must also consider the twists
and turns of the plot. How inventive are they? How exciting? How engrossing?
5. Emotional/intellectual payoff. On a scale of 1 to 10, how well did this story arouse powerful
emotions? If it did arouse powerful emotions, were they the proper emotions for the intended
audience (as gauged by the age and gender of the protagonists)? Remember that the author shouldn’t
be hitting the same emotional beats over and over again. Instead, the author should be creating an
emotional symphony, where counter-beats help raise the emotional payoff.

6. Theme. On a scale of 1 to 10, how well did this story speak to the reader? Does it raise interesting
questions about life and provide profound insights? A rating of “1” means that I don’t really see either
one. A rating of “10” means that the author astounded me.
7. Treatment. On a scale of 1 to 10, how masterfully was the tale written on a line-by-line basis? A
poor story, a tale that earns a 1, might be difficult to read simply because of something like “pronoun
reference problems,” or it may be marred by typos and grammatical problems. A tale worthy of a 10
will be written not only in language that is beautiful and evocative, but it will also move with effortless
pacing. Too often, authors who write beautifully work too hard to impress the reader and end up
cluttering the tale will too many metaphors or overwrought pacing. In doing so, they struggle to draw
attention to themselves rather than tell a story.
Task 2. Your Text
Directions: Read the short story titled “How Odin Lost His Eye” by Catherine F. Sellew.
HOW ODIN LOST HIS EYE

Retold by Catherine F. Sellew
Once the world was still very young. Odin sat on his throne in the most beautiful palace in
Asgard. His throne was so high that he could see over all three parts of the world from where he sat.
On his head he wore a helmet shaped like an eagle. On his shoulder perched two black ravens called
Memory and Thought. And at his feet crouched two snarling wolves.
The great king gazed thoughtfully down on the earth below him. He had made the green land
that stretched out before his eyes. With the help of the other gods he had made men and women who
lived on that earth. And he felt truly like the All- father he was called.
The fair elves had promised they would help his children of the earth. The elves were tiny
people who lived between heaven and earth. They were so small that they fit about doing their work
unseen. Odin knew that they were the artists who painted the flowers and made the beds for the
streams. They took care of all the bees and butterflies. And it was the elves that brought the gentle
rain and sun shine to the earth.
Even the ugly dwarfs, who lived in the heart of the mountains, agreed to help. They forged
iron and metals, made tools and weapons. They dug gold and silver, and beautiful jewels out of the
earth. Sometimes they even cut the grain and ground the four for the farmers on the earth.
All seem to be going well. Odin found it hard to think of evil times. But he knew that the frost
giants were only waiting for the chance to bring trouble to his children. They were the ones who
brought cold and ice to the world and shook the earth in anger. They hated Odin and all the works
of the gods. And from high on his throne Odin looked down beyond the earth deep into the gloomy
land of his enemies. He saw dark figures of huge men moving about. They looked like evil shadows.
He, the king of gods, needs to have more wisdom. It was not enough just to see his enemies. He
ought to know more about them.
So, Odin wrapped his tall figure in a blue cloak. Down from his throne, he climbed. Down the
broad rainbow bridge, he strode and across the green earth till he came to one of the roots of the
great evergreen tree. There, close by the tree, was a well full of clear water. Its surface was so still it
was like a mirror. In it one could see pictures of things that had happened and things that were going
to happen.

But beside the well sat an old man. His face was lined with the troubles of the world. His
name was Mimir, which means “memory.” No one, not even the great Odin, could see the pictures in
the well unless he first drank some of its water. Only Mimir could give the magic drink.
“Aged Mimir,” Odin said to the old man, “You who hold the knowledge of the past and the
future in your magic waters, let me have but one sip. Then, I can know enough to protect the men
and women of the earth from the hate of the giants.”
Mimir looked kindly at Odin, but he did not smile. Although he spoke softly, his voice was so
deep it reminded Odin of the distant roar of the ocean.
“The price of one drink from this well is not cheap,” Mimir said. “And once you have drunk
and gazed into the mirror of life, you may wish you had not. For sorrow and death as well as joy are
pictured there so you should think again before you ask to drink.”
But once the king of the gods had made up his mind, nothing could change it. He was not
afraid to look upon sorrow and death.
“What is your price aged Mimir?” Odin asked.
“You are great and good, Odin,” answered Mimir. “You have worked hard to make the world.
Only those who know hard work may drink from my well. However, that is not enough. What have
you given up that is very dear to you? What have you sacrificed? The price of a drink must be a great
sacrifice. Are you still willing to pay the price?”
What could the king of the gods sacrifice? What was most dear to him? Odin thought of his
handsome son, Balder, whom he loved most in the world. To give up his son would be like giving up
life and all that was wonderful around him. Odin stood silent before Mimir. Indeed, that would be a
high price!
Then, Mimir spoke again. He had read Odin’s thoughts.
“No, I am not asking for your dear son. The fates say his life must be short, but he has time yet to
live and bring happiness to the gods and the world. I ask for one of your eyes.”
Odin put his hands up to his bright blue eyes. Those two eyes had gazed across the world
from his high throne in the shining city of the gods. His eyes had taught him what was good and
beautiful. What was evil and ugly? But those eyes had also seen his children, the men and women
of the earth, struggling against the hate of the giants. One eye was a small sacrifice to win knowledge
of how to help them. And without another thought, Odin plucked out one of his blue eyes and handed
it to Mimir. Then, Mimir smiled and gave Odin a horn full of the waters of his well.
“Drink deeply, brave king, so you may see all that you wish in the mirror of life.”
Odin lifted the horn to his lips and drank. Then, he knelt by the edge of the well and watched
the pictures passing across its still and silent surface. When he stood up again, he sighed, for it was
as Mimir had said. He had seen sorrow and death as well as joy. It was only the glorious promise at
the end that gave him courage to go on.
So, Odin, the great king of the gods, became one-eyed. If you can find Mimir’s well, you will see Odin’s
blue eye resting at the bottom. It is there to remind men and women of the great sacrifice he made
for them.

Task 3. Lasting Virtue
Directions: Answer the following questions in one (1) to two (2) sentences only. (5 points each)
1. What do Odin’s actions and traits reveal about human nature?

2. What behavior (admired or condemned by gods) has been illustrated or featured in “How Odin
Lost His Eye”?
3. Are the virtues highlighted still observed these days? Prove your point.
4. Which of the characters do you like best? Did he promote an enduring virtue that can be applicable
even today? In what way?
5. Do you think Odin’s attitude would be helpful to win over our personal challenges? Explain.
Task 4. Short Story Evaluation
Directions: Evaluate the story “How Odin Lost His Eye” based on the scale given to each criterion
discussed: 1 as the least and 10 as the highest. Get the average scale of the overall result and
share your insights on the by answering the questions below.
Criteria Your Rate (1-10)

1. Originality _________________
2. Setting _________________
3. Characterization _________________
4. Conflict and Plot _________________
5. Emotional/intellectual payoff _________________
6. Theme _________________
7. Treatment _________________ Total _____________
Directions: Answer briefly.
1. What are your insight about the story based on the total scale?
2. What is the author's aim?
3. To what extent has this aim been achieved?
IV. Closure
Task 5. My Treasure
Directions: Reflect on how you performed in this quarter’s lessons, and make a plan on how to
improve your skills. Use the following sentence starters:
1. The new concepts / skills I learned from this quarter are ______________________________________
_________________________________________________________________________________________________
2. The skill/s I must improve is/are _____________________________________________________________

_________________________________________________________________________________________________
3. The following are the steps I can take to improve ______________________________________________

_________________________________________________________________________________________________
5. I expect to be a _______________________________________________________________________________
_________________________________________________________________________________________________

CARAGA Region
Division of Agusan Del Sur
Trento, Agusan del Sur
Summative Test in English 10

First Quarter
Name: _____________________________________ Date: ________________

Teacher: __________________________________ Score: _______________
Test I. Multiple Choice
Directions: Read the following sentences and identify what is asked. Encircle the letter of the
correct answer.
1. Which two things make up the setting of a story?

a. Time and Characters c. Place and Characters
b. Time and Place d. Characters and Plot
2. In the story “Orpheus”, how was the account being narrated according to point of view?
a. First Person b. Second Person c. Third Person d. I Narrator
3. The age where the story happens that forms the backdrop of the unfolding of the events in a
narrative.
a. Characters b. Setting c. Plot d. Theme
4. What is the resolution in a story?

a. The problem c. The most exciting part of the story
b. The plot d. The solution to the problem
5. Characters are fictitious persons who portrayed in the story. Hence, how do they appear
convincing?
a. If they are developing c. If they resemble real people
b. If they are stereotyped d. If they represent individuality
6. This is derived from the Latin word littera, which means letter. Its derivative means anything
that is written or printed.
a. Inscription b. Literature c. Mythology d. Epistolary
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur). How do
the illustrations in this quiz help you understand the story?
a. They show what the text is explaining. c. They confuse the reader.
b. They don't help at all. d. They are fun to look at.
8. What is the purpose of a diagram?
a. To list facts b. To show the parts of something on an illustration
c. To show a picture d. None
9. Why do informational texts have illustrations?
a. to add author’s favorite drawings and photos b. to help the reader visualize
c. to make the pages look interesting d. NONE
10. Just as important as camouflage, mimicry is another important means of survival. This is
when an animal, insect, or plant tries to look like something else to scare off predators. How does
this illustration support the text?
a. The moth is trying to look like an owl. b. The owl will eat the moth.
c. The moth will eat the owl. d. The animals are brightly colored.

Test II. IDENTIFICATION
A. Directions: Read the following sentences and identify what is asked. Write your answer on the
blank provided.
_______________________1. It is the central idea of a work of literature.
_______________________2. The events and complications begin to resolve themselves.
_______________________3. This refers to the attitude of the writer towards his subject.
_______________________4. It is a manner in which information is passed from one generation to the
next in the absence of writing and recording medium.
_______________________5. The event that gets the action of the story going where the conflict is
revealed.
_______________________6. It is the feeling that is created in a reader by a literary work.
_______________________7. A rapid skimming over events that occur during hours, days, or months
that compresses time in a short passage.
_______________________8. It presents an event or incident taking place prior to the story.
_______________________9. A traditional story about heroes or supernatural beings, often attempting
to explain the origins of natural phenomena or aspects of human behavior
______________________10. It is a myth from Ancient Greece that teaches how human desires,
intuitions, and motives lead to dealing with personal challenges.
______________________11. These are details appealing to sight, sound, taste, touch, smell.
______________________12. It is hinting future events in the story to the readers.
B. Directions: Complete the column below by writing the character who spoke the given lines, title
of the story where the lines were spoken, and the author of each of the literary accounts.
Literary Lines Character Title of the Author of the

Story Story
1. “She must follow you, and you
must not look back at her until you are
on earth again.”
2. “For sorrow and death as well as
joy are pictured there so you should
think again before you ask to drink.”
3. “I too, feel the sadness of Orpheus.
I cannot refuse him.”
C. Directions: Complete the column below by writing a brief meaning of the given literary symbols
from the different literary accounts. (2 points each)
Literary Symbols Meaning

1. Odin’s Eye
2. Mimir’s Well
3. Orpheus Lyre
4. Eurydice
5. Underworld


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Republic of the Philippines

Learners’ Activity Sheet

English Department Reynaldo L. Enriquez, T-III

LEARNING ACTIVITY SHEETS

Understanding World Literature and Other Text Types

Name: __________________________________ Grade & Section: _________________

Lesson 1: Use Information in Everyday Conversations and Exchanges

PH records 1,521 new COVID-19 cases as total climbs to 68,898

English Department Reynaldo L. Enriquez, T-III

1. Who/What is the source of the news report?

4. Why is there an increase in cases of the disease?

Negative Effects of Excessive Gadget Use

English Department Reynaldo L. Enriquez, T-III

1. What are the negative effects of excessive gadget use?

3. What is the article’s implication to parents and caregivers?

IV. How Much Have You Learned?

1. What was the topic about?

2. What do I like about the topic?

3. What are the ideas am I agree and/or disagree with?

4. What are the things I would like to suggest?

English Department Reynaldo L. Enriquez, T-III

Lesson 2: Determine the Effect of Textual Aids on the Understanding of a Text

Name: ____________________________________ Grade & Section: ________________________

Task 1. Candy Graph

CANDY SALES - COSMETOLOGY CLUB

English Department Reynaldo L. Enriquez, T-III

Task 2. Let’s Count 1,2,3!

CLASS SIZE ESTIMATES

1. What is the approximate size of Mr. Fabay’s class?

English Department Reynaldo L. Enriquez, T-III

IV. How Much Have You Learned?

English Department Reynaldo L. Enriquez, T-III

Lesson 3: Appraise the Unit of Plot, Setting, and Characterization

Name: __________________________________ Grade & Section: _________________

III. Key Concepts

Elements of a Short Story

A character is a person, or sometimes even an animal, who

The setting of a short story is the time and place in which it

A plot is a series of events and character actions that relate to

The conflict is a struggle between two people or things in a short

The theme is the central idea or belief in a short story.

English Department Reynaldo L. Enriquez, T-III

Mood: It is the feeling the reader gets from the writing.

Tone: It is the writer’s attitude that is expressed in the writing.

Foreshadowing: Hinting future events in the story to the readers.

Sensory detail: Details appealing to sight, sound, taste, touch, smell.

Task 1. Your Text

Orpheus (from Ancient Greece)

English Department Reynaldo L. Enriquez, T-III

“What is that?” asked Orpheus.

“I understand,” said Orpheus. “And I am forever grateful.”

English Department Reynaldo L. Enriquez, T-III

English Department Reynaldo L. Enriquez, T-III

Tone of my story… Mood of my story…

Techniques I used in writing My purpose in writing is…

IV. How Much Have You Learned?

My journey through this lesson enabled me to learn

It made me realize that ______________________________________________________________

I, therefore, commit to _______________________________________________________________

English Department Reynaldo L. Enriquez, T-III

Lesson 4: Determine the Effect of Textual Aids on the Understanding of a Text

Name: __________________________________ Grade & Section: _________________

Task 1. Compare and Contrast

Actions for COVID-19 Prevention and Control in Schools

Name: __________________ Grade & Section: _

Name: ____________ Grade & Section:

Name: __________________ Grade & Section: _

Name: __________________ Grade & Section: _

Name: __________________ Grade & Section: _

Name: __________________ Grade & Section: _

Name: _____________________ Date: