English Grade 10 TG - Unit 1

10
Celebrating Diversity through

World Literature
English
Teachers Guide
This book was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email
their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education
Republic of the Philippines
i
Celebrating Diversity through World Literature Grade 10

English - Teachers Guide
First Edition 2015
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teachers Guide
Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango
Authors: Liza Almonte, Lerma Flandez, Angelou Hermosa, Nedia Lagustan, Liberty
Mangaluz, Elenita R. Miranda, Paul Anthony Mendoza, Lito Palomar, Grace
Annette Barradas-Soriano, and Karen Villanueva
Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson
S. Juan, Jennifer E. Lopez, Carlo Erba Manalo Pacinos, Dr. Sterling Plata,
Jeanette M. Romblon, Leilani T. Seires, and Dr. Roderick Tadeo
Language Editor: Dr. Ma. Antoinette Montealegre
Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador
Dionisio, and Ms. Anna Marie B. San Diego
Illustrators: Angielyn G. Barian, Eric S. De Guia, and Jayson M. Gaduena
Layout Artists: Camille Francesca Mondejar, Matthew Leysa, and Jerby S. Mariano
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ii
INTRODUCTION
This Teachers Guide is specially designed to provide you the roads to cooperative,
collaborative, and independent learning of the target themes, concepts, and
competencies that will develop your 21st century real life-based skills. This module
provides you with meaningful tasks to develop your skills for academic success and
the world of work. It is anchored on the general principles, goals, and objectives of the
K to 12 Basic Education program for Grade 10 that will enable you to become selfactualizing, productive and effective participant of the society and the world at large.
This learners material provides a variety of texts particularly world literary pieces
that are both relevant and meaningful to your life. It offers opportunities for you to
be engaged in varied, interesting, motivating, challenging, meaningful and worthwhile
tasks to further develop and improve your listening, speaking, viewing, vocabulary,
literary, grammar and reading skills. These tasks are generated as communicative and
real life-based activities anchored on the integration of literature and language skills.
Positively, this material will help deepen your understanding on how you can enrich,
enhance and lead a meaningful life.
There are four modules in this learning material. Each module builds around a particular
text for you to explore meaningfully through a variety of integrated, challenging, and
interesting tasks.
Module 1 : Overcoming Challenges
Module 2 : Establishing Solidarity
Module 3 : Reconciling with Nature
Module 4 : Rebuilding Our Societies
Each module consists of six lessons wherein each lesson is developed through the
following phases.
1. Your Journey - provides an overview of what you should understand in the
lesson. This includes clear directions and purpose of the lesson.
2. Your Objectives states the expectations in line with what you should
know, understand, and be able to do, produce, or perform to show there is
transfer of learning.
3. Your Initial Tasks activates your prior knowledge and prepares you for
higher level tasks.
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4. Your Text -presents the main reading or literary text and the activities/
tasks that leads you to acquire knowledge, make sense of, and construct
meaning out of the information and experiences contained therein.
5. Your Discovery Tasks includes activities that will expand, enrich, enhance,
and broaden your understanding of the target concepts and skills.
6. Your Final Task presents the real life- based product or performance task
as final output for the lesson that serves as evidence of understanding of
the target concepts and skills. This is an enabling task for the main real lifebased product or performance task covering the entire module.
7. My Treasure enables you to express your insights, learning, and
realization on the lesson. This part contains prompts and other organizers
that will help you sum up and synthesize what you have learned.
This learners material includes formal pre and post assessments in both written
response and multiple-choice formats.
We hope that through this material, you will be provided with meaningful learning
experiences and relevant competencies necessary for you to successfully meet the
demands of the 21st century.
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TABLE OF CONTENTS
MODULE 1: Overcoming Individual Challenges
Lesson 1: Discovering Personal Challenges
Lesson 2: Building Up Defenses
Lesson 3: Capitalizing on Strengths and Weaknesses
Lesson 4: Dealing with Personal Challenges
Lesson 5: Winning Over Individual Challenges
Lesson 6: Turning Challenges to Opportunities
3
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December 2013
(Grade 10)
ENGLISH
K to 12 Curriculum Guide
Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City
vii
THE FRAMEWORK
K to 12 BASIC EDUCATION CURRICULUM
viii
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of
and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the
wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples intellectual, social and emotional development and has an essential role in all key
learning areas1.
PHILOSOPHY AND RATIONALE
1998. English Curriculum Framework. Australia

Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive
throughout students lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L 2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2) 2. It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
II. GUIDING PRINCIPLES
I.
ix
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
develops thinking and language through interactive learning;

develops communicative competence and critical literacy;
draws on literature in order to develop students understanding of their literary heritage;
draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
develops students oral language and literacy through appropriately challenging learning;
emphasizes writing arguments, explanatory/informative texts and narratives;
provides explicit skill instruction in reading and writing;
builds on the language, experiences, knowledge and interests that students bring to school;
nurtures students sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in
school and in civic life, and;
10. assesses and reflects the students ability to interpret and/or communicate in the target language 7.
1.
2.
3.
4.
5.
6.
7.
8.
9.
An effective language arts and multiliteracies curriculum satisfies the following principles 6.
Successful language learning involves viewing, listening, speaking, reading and writing activities 5. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students existing language competence, including the use of
non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop
functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to
reflect on and critically analyze their own use of language and the language of others.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term text refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which
learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced
by other people.
Learning requires meaning . We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce
new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
NEEDS OF THE LEARNERS : THE CONTEXT
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.
While we dont know much about Gen Z yet... we know a lot about the environment they are growing up in. This highly diverse environment will make the
grade schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized
instruction, data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate
details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones,
emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health
problems later on.
III.
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OUTCOMES
Communicative Competence
Multiliteracies
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
Multiliteracies (multiliteracy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using
texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange meaning in
our society while professional literacy links with the notion of literacy for school or the workplace.
2.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speakers intention easily.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other sociocultural conventions in social contexts. They are the context and topic of discourse, the participants social status, sex, age, and other factors which influence
styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules, and lexical items.
Communicative competence is classified into the following competencies.
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
1.
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may
engage in.
IV.
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CONCEPTUAL FRAMEWORK
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking, creative thinking, and metacognition) allowing students to make meaning through
language.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
The curriculum has five (5) components. Each component is essential to the learners ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and multiliterates.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino, and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.
The world is now in the Knowledge age where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
IV.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,
beliefs, and ways of thinking about ourselves and the world we dwell in. Through multiliteracy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose, and audience.
xiii
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and
psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned
around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken
and written language to suit the purpose, audience, context, and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students needs, abilities and interests. Effective pedagogies will
be used to engage them and to strengthen their language development.
3. Integration
The areas of language learning the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of
relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly
(skills, content, theme, topic, and values integration).
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes,
topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow
students to progress from the foundational level to higher levels of language use.
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the
natural process of language development.
COMPONENT 1: Language Learning Process
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3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written, and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
environments as well as the social, economic, historical, and political environments influence the language speaking groups and their cultural traditions.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including ones culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
COMPONENT 2: Effective Language Use
xv
The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education.
This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to learn and that
teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students
to progress from the foundational level to higher levels of language use.
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding
students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations
where communication demands greatly vary.
COMPONENT 3: Making Meaning through Language
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.
such as tables of contents, headings, indexes, forewords, and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information
and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.
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Phonological Awareness
Book and Print Knowledge
Alphabet Knowledge
Phonics and Word Recognition
Fluency
Spelling
Writing and Composition
Grammar Awareness & Structure
2.
3.
4.
5.
6.
7.
8.
9.
13. Attitudes towards language, literacy and literature
14. Study Strategies
SPEAKING
LISTENING
12. Listening Comprehension
11. Reading Comprehension

11.1 schema & prior knowledge
11.2 strategies
11.3 narrative text
11.4 informational text
10. Vocabulary Development
Oral Language
1.
Integrated Language Arts Domains
READING
Alignment of the Language and Literacy Domains with the 5 sub-strands
WRITING
VIEWING
xvii
Viewing
Study strategies
literature
Attitude towards language, literacy and
Listening comprehension
Reading comprehension
Vocabulary development
Grammar awareness and structure
Writing and composition
Spelling
Fluency
Phonics and word recognition
Alphabet knowledge
Book and Print knowledge
Phonological awareness
Oral language
Domains
K-3
4-6
7-10
Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
11-12
xviii
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social,
academic, and physical context.
2. A holistic view of language
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
1. Proximity to actual language use and performance
Characteristics of Assessment
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
COMPONENT 4: Holistic Assessment
3. Content includes print and electronic texts that are age, context and culture appropriate.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
goals.
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program
Coherence with the Basic Education Program Goals
xix
For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume responsibility for
their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are doing in school. For teachers,
the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In addition, it reports the success of the
curriculum and provides teachers with a framework for organizing students works.
Assessment entails obtaining information about the learner from numerous sources and through various means.
5. Multiple referencing
Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of
assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational
experiences.
4. Developmental appropriateness
Assessment attempts to capture the learners total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment
procedures are based on the idea that various aspects of a learners life, both academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards learning.
3. An integrative view of learning
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Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme
Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Recognize, name and sound out all the upper and lower case letters of the alphabet.
Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter
combinations, affixes and contractions
Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Write legibly in manuscript or cursive writing
Phonological Skills
Alphabet knowledge
Phonic and Word Recognition
Fluency
Spelling
Writing /Composition
Handwriting
Acquire, study, and use English vocabulary words appropriately in relevant contexts
Vocabulary
Activate prior knowledge conceptually related to text and establish a purpose for reading
Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Respond to literary text through the appreciation of literary devices and an understanding of story grammar
Locate information from expository texts and use this information for discussion or written production
Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Demonstrate critical understanding and interpretation of visual media
Organize, process and use information effectively
Use of Content and Prior

Knowledge
Comprehension Strategies
Comprehending Literary Text
Comprehending Informational Text
Attitude
Viewing
Study Strategies
Reading Comprehension and Study Strategies
Grammar Awareness and Structure
Demonstrate grammatical awareness by being able to read, speak and write correctly
Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
experiences and text listened to or read
Performance Standards at the end of Grade 3
Oral Languages in English
Content Standards
Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education
xxi
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively.
GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate
and grammatically correct oral and written language.
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning
using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
KEY STAGE STANDARD
xxii
EN10LC-Ia-11.1:
Get information that
can be used in
everyday life from
news reports,
speeches, informative
talks, panel
discussions, etc.
EN10LC-Ib-4:
Determine the
implicit and explicit
signals, verbal, as
well as non-verbal,
used by the speaker
to highlight significant
points
EN10RC-Ia-2.15.2:
Determine the effect
of textual aids like
advance organizers,
titles, non-linear
illustrations, etc. on
the understanding of
a text
EN10RC-Ib-2.15.2:
advance organizers,
titles, non-linear
a text
EN10VC-Ib1.4/2.4:
Determine how
connected events
contribute to the
totality of a
material viewed
EN10VC-Ia1.4/2.4:
Determine how
connected events
contribute to the
totality of a
material viewed
VC
Viewing
Comprehension
EN10V-Ib-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Ia-13.9:
Differentiate
formal from
informal
definitions of
words
V
Vocabulary
Development
EN10LT-Ib-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
EN10LT-Ib2.2.1: Express
appreciation for
sensory images
used
EN10LT-Ia14.2: Explain
how the
elements specific
to a selection
build its theme
LT
Literature
EN10WC-Ib12.1: Identify
features of
persuasive texts
EN10WC-Ia12.1: Identify
features of
persuasive texts
WC
Writing and
Composition
EN10OL-Ib-3.15:
Describe and
interpret the ethics
of public speaking
EN10OL-Ia-3.14:
Identify the factors
of public speaking
F
Oral Language and
Fluency
EN10G-Ib-27: Use
reflexive and
intensive pronouns
EN10G-Ia-27:
Use reflexive and
intensive pronouns
G
Grammar
Awareness
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
PERFORMANCE STANDARD
LC
Listening
Comprehension
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 linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.
CONTENT STANDARD
RC
Reading
Comprehension
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.
GRADE LEVEL STANDARD
Week
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.
PROGRAM STANDARD
FIRST QUARTER
GRADE 10
xxiii
Week
EN10LC-Ie-14.1:
Point out the
effectiveness of the
devices used by the
speaker to attract and
hold the attention of
the listener
EN10LC-Id-4.1:
Single out direct and
indirect signals used
by a speaker
EN10RC-Id-2.15.2:
advance organizers,
titles, non-linear
a text
EN10RC-Ie-2.15.2:
advance organizers,
titles, non-linear
a text
EN10LC-Ic-4:
Determine the
implicit and explicit
signals, verbal, as
well as non-verbal,
used by the speaker
to highlight significant
points
LC
Listening
Comprehension
EN10RC-Ic-2.15.2:
advance organizers,
titles, non-linear
a text
RC
Reading
Comprehension
EN10VC-Ie-25:
Express insights
based on the ideas
presented in the
material viewed
EN10VC-Id-25:
Express insights
based on the ideas
presented in the
material viewed
EN10VC-Ic1.4/2.4:
Determine how
connected events
contribute to the
totality of a
material viewed
VC
Viewing
Comprehension
EN10V-Ie-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Id-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Ic-13.9:
Differentiate
formal from
informal
definitions of
words
V
Vocabulary
Development
EN10LT-Ie2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10LT-Id2.2.2: Explain
the literary
devices used
EN10LT-Ie-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
EN10LT-Ic2.2.2: Explain
the literary
devices used
EN10LT-Id-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
EN10LT-Ic-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection
LT
Literature
EN10WC-Ie12.2: Formulate a
statement of
opinion or assertion
EN10WC-Ie12.3: Compose a
persuasive text of
three paragraphs
expressing ones
stand on an issue
EN10WC-Id12.2: Formulate a
statement of
EN10WC-Ic12.2: Formulate a
statement of
WC
Writing and
Composition
EN10OL-Ie3.16.1: Employ the

techniques in public
speaking in a
sample public
speaking situation
EN10OL-Id3.16.1: Employ the

speaking in a
sample public
speaking situation
EN10OL-Ic-3.16:
Describe the
techniques in
effective public
speaking
F
Oral Language and
Fluency
EN10G-Ie-26: Using
words and
expressions that
emphasize a point
EN10G-Id-26: Using
words and
expressions that
emphasize a point
EN10G-Ic-26: Using
words and
expressions that
emphasize a point
G
Grammar
Awareness
xxiv
10
Week
EN10LC-Ih-14.3:
Show appreciation for
songs, poems, and
other listening texts
EN10LC-Ii-14:
Examine how spoken
communication may
be repaired or
enhanced
EN10RC-Ii-21:
Compare new insights
with previous
learnings
EN10LC-Ig-8.7:
Make generalizations
EN10RC-Ig-21:
with previous
learnings
EN10RC-Ih-21:
with previous
learnings
EN10LC-If-14.2:
Determine the roles
of discourse markers
(e.g. conjunctions,
gambits, adverbs) in
signaling the
functions of
statements made
LC
Listening
Comprehension
EN10RC-If-21:
with previous
learnings
RC
Reading
Comprehension
EN10VC-Ii1.5/2.5: Draw
generalizations and
conclusions based
on the materials
viewed
EN10VC-Ih1.5/2.5: Draw
generalizations and
conclusions based
on the materials
viewed
EN10VC-Ig1.5/2.5: Draw
generalizations and
conclusions based
on the materials
viewed
EN10VC-If-25:
Express insights
based on the ideas
presented in the
material viewed
VC
Viewing
Comprehension
EN10LT-Ii-18:
Evaluate
literature as a
way of
expressing and
resolving ones
personal conflicts
EN10LT-Ih-2.3:
Draw similarities
and differences
of the featured
selections in
relation to the
theme
EN10LT-If2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10LT-Ig-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
EN10LT-If-2.2:
Explain how the
elements specific
to a genre
contribute to the
theme of a
particular literary
selection.
LT
Literature
Culminating Activity
EN10V-Ii-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Ih-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-Ig-13.9:
Differentiate
formal from
informal
definitions of
words
EN10V-If-13.9:
Differentiate
formal from
informal
definitions of
words
V
Vocabulary
Development
EN10WC-Ii-12:
Compose short
persuasive texts
using a variety
ofpersuasive
techniques and
devices
EN10WC-Ih12.3: Compose a
persuasive text of
three paragraphs
expressing ones
stand on an issue
EN10WC-Ig12.3: Compose a
persuasive text of
three paragraphs
expressing ones
stand on an issue
EN10WC-If-12.3:
Compose a
persuasive text of
three paragraphs
expressing ones
stand on an issue
WC
Writing and
Composition
EN10OL-Ii3.16.1: Employ the

speaking in a
sample public
speaking situation
EN10OL-Ih3.16.1: Employ the

speaking in a
sample public
speaking situation
EN10OL-Ig3.16.1: Employ the

speaking in a
sample public
speaking situation
EN10OL-If3.16.1: Employ the

speaking in a
sample public
speaking situation
F
Oral Language and
Fluency
EN10G-Ii-3.6: Use
modals
EN10G-Ih-3.6: Use
modals
EN10G-Ig-3.6: Use
modals
EN10G-If-3.6: Use
modals
G
Grammar
Awareness
xxv
EN10LC-IIa-11:
Switch from one
listening strategy to
another to extract
meaning from the
listening text
EN10LC-IIb-15.1:
Assess the
effectiveness of a
material listened to
taking into account
the speakers purpose
EN10LC-IIc-15.2:
Assess whether the
speakers purpose is
achieved or not
EN10RC-IIa-11:
Transcode
information from
linear to non-linear
texts and vice-versa
EN10RC-IIb-11.2:
Explain illustrations
from linear to nonlinear texts and vice
versa
EN10RC-IIc-5.4:
Present information
using tables, graphs,
and maps
EN10VC-IIa-3.8:
Assess the
ideas presented in
the material viewed
taking into account
its purpose
EN10VC-IIb-3.8:
Assess the
ideas presented in
the material viewed
taking into account
its purpose
EN10VC-IIc-3.8:
Assess the
ideas presented in
the material viewed
taking into account
its purpose
VC
Viewing
Comprehension
EN10V-IIc-13.9:
Give technical and
operational
definitions
EN10V-IIb13.9: Give
technical and
operational
definitions
EN10V-IIa13.9: Give
technical and
operational
definitions
V
Vocabulary
Development
EN10LT-IIc2.2: Explain how

the elements
specific to a
genre contribute
to the theme of a
particular literary
selection
EN10LT-IIc2.2.1: Express
appreciation for
sensory images
used
EN10LT-IIb14.2: Explain
how the
elements specific
to a selection
build its theme
EN10LT-IIa14.2: Explain
how the
elements specific
to a selection
build its theme
LT
Literature
EN10WC-IIc13.3: Use patterns

and techniques of
developing an
argumentative
claim
EN10WC-IIb13.2: Formulate
claims of fact,
policy, and value
EN10WC-IIa13.1: Identify
parts and features
of argumentative
essays
WC
Writing and
Composition
EN10OL-IIc3.11:
Use the correct
sound of English
when delivering
impromptu and
extemporaneous
speech
EN10OL-IIb5:Employ
appropriate pitch,
stress, juncture,
intonation, etc.
EN10OL-IIa5:
Employ appropriate
pitch, stress,
juncture,
intonation, etc.
F
Oral Language and
Fluency
EN10G-IIc-29:
Observe correct
grammar in making
definitions
EN10G-IIb-29:
Observe correct
grammar in making
definitions
EN10G-IIa-29:
Observe correct
grammar in making
definitions
G
Grammar
Awareness
The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
LC
Listening
Comprehension
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
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 extemporaneous speeches.
CONTENT STANDARD
RC
Reading
Comprehension
Week
PROGRAM STANDARD
SECOND QUARTER
xxvi
Week
EN10LC-IIf-13.2:
Employ analytical
listening in problem
solving
EN10LC-IIe-13.2:
Employ analytical
listening in problem
solving
EN10RC-IIe-7.3:
Read closely to get
the authors purpose
EN10RC-IIf-13.1:
Read closely to get
explicitly and
implicitly stated
information
EN10LC-IId3.15:Evaluate
listening texts in
terms of accuracy,
validity, adequacy,
and relevance
LC
Listening
Comprehension
EN10SS-IId-1.5.2:
Scan for needed
information
RC
Reading
Comprehension
EN10VC-IIf-26:
Detect bias and
prejudice in the
material viewed
EN10VC-IIe-26:
Detect bias and
prejudice in the
material viewed
EN10VC-IId26:Detect bias and

prejudice in the
material viewed
VC
Viewing
Comprehension
EN10V-IIf-13.9:
Give technical and
operational
definitions
EN10V-IIe13.9: Give
technical and
operational
definitions
EN10V-IId13.9: Give
technical and
operational
definitions
V
Vocabulary
Development
EN10LT-IIf2.2: Explain how

the elements
specific to a
genre contribute
to the theme of a
particular literary
selection
EN10LT-IIf2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10LT-IIe2.2: Explain how

the elements
specific to a
genre contribute
to the theme of a
particular literary
selection
EN10LT-IIe2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10LT-IId2.2: Explain how

the elements
specific to a
genre contribute
to the theme of a
particular literary
selection
EN10LT-IId2.2.2: Explain
the literary
devices used
LT
Literature
EN10SS-IIf1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10SS-IIe1.6.4: Use writing

conventions to
indicate
acknowledgement
of resources
EN10SS-IId1.6.3:
Acknowledge
citations by
preparing a
bibliography
WC
Writing and
Composition
EN10OL-IIf-3.8:
Observe the correct
stance and proper
stage behavior as
deemed necessary
EN10OL-IIf2.6.2: Establish
eye contact
EN10OL-IIe-3.8:
Observe the correct
stance and proper
stage behavior as
deemed necessary
EN10OL-IIe2.6.2: Establish
eye contact
EN10OL-IId3.11:Use the
correct sound of
English when
delivering
impromptu and
extemporaneous
speech
F
Oral Language and
Fluency
EN10G-IIf-28: Use
words and
expressions that
affirm or negate
EN10G-IIe-28: Use
words and
expressions that
affirm or negate
EN10G-IId-29:
Observe correct
grammar in making
definitions
G
Grammar
Awareness
xxvii
10
Week
EN10RC-IIi-2.22:
Evaluate text content,
elements, features,
and properties using
a set of criteria.
EN10RC-IIh-2.22:
Evaluate text content,
elements, features,
and properties using
a set of criteria
EN10RC-IIg-13.1:
Read closely to get
explicitly and
implicitly stated
information
RC
Reading
Comprehension
EN010LC-IIi-15.3:
Determine
unsupported
generalizations and
exaggerations
EN010LC-IIh-15.3:
Determine
unsupported
generalizations and
exaggerations
EN10LC-IIg-13.3:
Detect biases and
prejudices
LC
Listening
Comprehension
EN10VC-IIi-27:
Use previous
experiences as
scaffold to the
message conveyed
by a material
viewed
EN10VC-IIh-27:
Use previous
experiences as
scaffold to the
message conveyed
by a material
viewed
EN10VC-IIg-27:
Use previous
experiences as
scaffold to the
message conveyed
by a material
viewed
VC
Viewing
Comprehension
EN10LT-IIi-19:
Evaluate
literature as a
vehicle of
expressing and
resolving
conflicts between
and among
individuals or
groups
EN10LT-IIh-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
EN10LT-IIg2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
LT
Literature
EN10V-IIi-13.9:
Give technical and
operational
definitions
EN10V-IIh13.9: Give
technical and
operational
definitions
EN10V-IIg13.9: Give
technical and
operational
definitions
V
Vocabulary
Development
EN10WC-IIi-13:
Compose an
argumentative
essay
EN10WC-IIh-13:
Compose an
argumentative
essay
EN10SS-IIg1.6.5: Use in-text

citations
WC
Writing and
Composition
EN10F-IIi-1.15:
Make and deliver
impromptu and
extemporaneous
speeches with ease
and confidence
EN10F-IIh-3.7:
Demonstrate
confidence and
ease of delivery
EN10F-IIg-3.7:
Demonstrate
confidence and
ease of delivery
F
Oral Language and
Fluency
EN10G-IIi-28:Use
words and
expressions that
affirm or negate
EN10G-II-h-28:
Use words and
expressions that
affirm or negate
EN10G-IIg-28: Use
words and
expressions that
affirm or negate
G
Grammar
Awareness
xxviii
EN10LC-IIIa-16:
Listen to simplify,
reorganize,
synthesize, and
evaluate information
to expand, review, or
update knowledge
EN10LC-IIIb-16.1:
Distinguish the
important points from
less important ones in
a text listened to
EN10RC-IIIa-22.1:
Overall artistic value of
the structure and
elements of the
selection
(structuralist/formalist)
EN10RC-IIIb-22.2:
Treatment of underlying
or overarching issue
concerning human
experience (moralist)
EN10VC-IIIb-23:
Share viewpoints
based on the ideas
presented in the
materials viewed
EN10VC-IIIa-12:
Raise questions to
clarify issues
covered in the
material viewed
VC
Viewing
Comprehension
EN10V-IIIb13.9: Give
expanded
definitions of
words
EN10V-IIIa13.9: Give
expanded
definitions of
words
V
Vocabulary
Development
EN10LT-IIIa2.2: Explain how

the elements
specific to a
genre contribute
to the theme of a
particular literary
selection
EN10LT-IIIa2.2.1: Express
appreciation for
sensory images
used
EN10LT-IIIb2.2: Explain how
the elements
specific to a
genre contribute
to the theme of a
particular literary
selection
EN10LT-IIIb2.2.2: Explain
the literary
devices used
LT
Literature
EN10WC-IIIb14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
EN10WC-IIIa14.1.1: Expand
ideas using
principles of
cohesion and
coherence
WC
Writing and
Composition
EN10OL-IIIb3.8: Use the

correct stage
stance and
behavior when
giving a roast and a
toast and when
paying tribute to
someone in a
eulogy
EN10OL-IIIa3.8: Use the

correct stage
stance and
behavior when
giving a roast and a
toast and when
paying tribute to
someone in a
eulogy
F
Oral Language and
Fluency
EN10G-IIIb-31:
Use pronouns
effectively
EN10G-IIIa-31:
Use pronouns
effectively
G
Grammar
Awareness
The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
LC
Listening
Comprehension
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
CONTENT STANDARD
RC
Reading
Comprehension
Week
PROGRAM STANDARD
THIRD QUARTER
xxix
Week
EN10LC-IIIf-3.13:
React to the falsity or
soundness of an
argument
EN10LC-IIIe-2.9:
React intelligently and
creatively to the text
listened to
EN10RC-IIIe-22.5:
Relevance of the
selection to the
historical context during
which it was produced
(historical)
EN10RC-IIIf-2.18:
Personal significance of
the selection to the
reader (readerresponse)
EN10LC-IIId-3.2:
Raise questions and
seek clarifications on
issues discussed in
the text listened to.
EN10LC-IIId-3.18:
Get different
viewpoints on various
local or global issues
EN10LC-IIIc-3.14:
Summarize important
points discussed in
the text listened to
LC
Listening
Comprehension
EN10RC-IIId-22.4:
Gender relationships of
characters (feminist)
EN10RC-IIIc-22.3:
Power struggles of
characters (Marxist)
RC
Reading
Comprehension
EN10VC-IIIf-23:
Share viewpoints
based on the ideas
presented in the
materials viewed
EN10VC-IIIe-12:
Raise questions to
clarify issues
covered in the
material viewed
EN10VC-IIId-28:
Disclose the
personal
significance of a
material viewed
EN10VC-IIIc-10:
Evaluate the
information
contained in the
material viewed in
terms of accuracy
and effectiveness
VC
Viewing
Comprehension
EN10V-IIIf13.9: Give
expanded
definitions of
words
EN10V-IIIe13.9: Give
expanded
definitions of
words
EN10V-IIId13.9: Give
expanded
definitions of
words
EN10V-IIIc13.9: Give
expanded
definitions of
words
V
Vocabulary
Development
EN10LT-IIIf-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
EN10LT-IIIe-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
EN10LT-IIId14.2: Explain
how the
elements specific
to a selection
build its theme
EN10LT-IIIc2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
LT
Literature
EN10SS-IIIc-1.6:
Show respect for
intellectual property
rights by
acknowledging
citations made in
the critique
EN10SS-IIIc1.6.4: Use writing
conventions to
acknowledge
sources
EN10SS-IIId1.6: Show respect
for intellectual
property rights by
acknowledging
citations made in
the critique
EN10SS-IIId1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10SS-IIIe-1.6:
Show respect for
intellectual property
rights by
acknowledging
citations made in
the critique
EN10SS-IIIe1.6.5: Use in-text
citations
EN10SS-IIIf1.6.3:
Acknowledge
sources by
preparing a
bibliography
WC
Writing and
Composition
EN10OL-IIIe3.9:Use the correct

and appropriate
language when
giving a toast or a
tribute to someone
and when
delivering welcome
and closing
remarks
EN10OL-IIIf-3.9:
Use the correct and
appropriate
language when
giving a toast or a
tribute to someone
EN10OL-IIId1.4:Use polite
expressions when
giving a roast
EN10OL-IIIc-5:
Employ the
appropriate
prosodic features of
speech
F
Oral Language and
Fluency
EN10G-IIIf-30:
Use structures of
modification
EN10G-IIIe-30:
Use structures of
modification
EN10G-IIId-31:Use
pronouns effectively
EN10G-IIIc-31:
Use pronouns
effectively
G
Grammar
Awareness
xxx
10
Week
EN10LC-IIIh-6.5:
Describe the
emotional appeal of a
listening text
EN10LC-IIIi-2.9:
listened to
EN10RC-IIIi-3.1.12:
Examining biases
EN10LC-IIIg-14.3:
songs, poems, plays,
etc.
EN10RC-IIIg-2.18:
Personal significance of
the selection to the
reader (readerresponse)
EN10RC-IIIh-23.1:
Identifying textual
details that affirm or
refute a claim
LC
Listening
Comprehension
RC
Reading
Comprehension
EN10VC-IIIi-28:
Disclose the
personal
significance of a
material viewed
EN10VC-IIIh-28:
Disclose the
personal
significance of a
material viewed
EN10VC-IIIg-10:
Evaluate the
information
contained in the
material viewed in
terms of accuracy
and effectiveness
VC
Viewing
Comprehension
EN10LT-IIIh2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
EN10LT-IIIi20: Evaluate
literature as a
source of wisdom
in expressing and
resolving
conflicts between
individuals or
groups and
nature
EN10LT-IIIg20: Evaluate
literature as a
source of wisdom
in expressing and
resolving
conflicts between
individuals or
groups and
nature
other factors
LT
Literature
EN10V-IIIi13.9: Give
expanded
definitions of
words
EN10V-IIIh13.9: Give
expanded
definitions of
words
EN10V-IIIg13.9: Give
expanded
definitions of
words
V
Vocabulary
Development
EN10WC-IIIi-14:
Compose an
independent
critique of a chosen
selection
EN10WC-IIIh14: Compose an
independent
selection
EN10WC-IIIg14: Compose an
independent
selection
WC
Writing and
Composition
EN10OL-IIIi1.10: Deliver
special speeches
like toast and roast
speeches, tributes,
welcome and
closing remarks,
speeches to
introduce guest
speakers/resource
persons etc.
effectively in varied
speech situations
and when
delivering welcome
and closing
remarks
EN10OL-IIIg1.10: Deliver
special speeches
like toast and roast
speeches, tributes,
welcome and
closing remarks,
speeches to
introduce guest
speakers/resource
persons etc.
effectively in varied
speech situations
EN10OL-IIIh3.11: Produce the
sounds of English
correctly and
effectively
F
Oral Language and
Fluency
EN10G-IIIi-30:
Use structures of
modification
EN10G-IIIh-30:
Use structures of
modification
EN10G-IIIg-30:
Use structures of
modification
G
Grammar
Awareness
xxxi
EN10LC-IVa-16:
Listen to simplify,
reorganize,
synthesize and
evaluate information
to expand, review,
or update knowledge
EN10LC-IVb-3.18:
Get different
EN10LC-IVb-16.1:
Distinguish the
any listening text
EN10SS-IVa-1.5:
Use locational skills to
gather information
from primary and
secondary sources of
information
EN10SS-IVb-1.7:
Get vital information
from various websites
on the internet
EN10VC-IVb-15:
Compare and
contrast the
contents of the
materials viewed
with outside
sources of
information in
terms of
accessibility and
effectiveness
EN10VC-IVa-15:
Compare and
contrast the
contents of the
materials viewed
with outside
sources of
information in
terms of
accessibility and
effectiveness
VC
Viewing
Comprehension
EN10V-IVb-30:
Get familiar with
technical terms
used in research
EN10V-IVa-30:
Get familiar with
technical terms
used in research
V
Vocabulary
Development
EN10LT-IVa2.2: Explain how

the elements
specific to a
genre contribute
to the theme of a
particular literary
selection
EN10LT-IVa2.2.1: Express
appreciation for
sensory images
used
EN10LT-IVb2.2: Explain how
the elements
specific to a
genre contribute
to the theme of a
particular literary
selection
EN10LT-IV-b2.2.2: Explain
the literary
devices used
LT
Literature
EN10WC-IVb14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
EN10WC-IVa14.1.1: Expand
ideas using
principles of
cohesion and
coherence
WC
Writing and
Composition
EN10OL-IVb3.8.1: Show
courtesy and
politeness when
delivering
campaign speeches
EN10OL-IVa-3.9:
Use appropriate
language when
delivering
campaign
speeches.
F
Oral Language and
Fluency
EN10G-IVb-32:
Observe the language
of research,
campaigns, and
advocacies
EN10G-IVa-32:
of research,
campaigns, and
advocacies
G
Grammar
Awareness
The learner competently presents a research report on a relevant socio-cultural issue.
LC
Listening
Comprehension
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
how to use the language of research, campaigns and advocacies.
CONTENT STANDARD
RC
Reading
Comprehension
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.
Week
PROGRAM STANDARD
FOURTH QUARTER
xxxii
Week
EN10LC-IVe-2.9:
listened to
EN10LC-IVf-3.2:
Raise questions and
seek clarifications on
issues discussed in
EN10RC-IVf-2.12:
Draw conclusions from
the set of details
EN10LC-IVc-3.18:
Get different
EN10LC-IVc-16.1:
Distinguish the
any listening text
EN10LC-IVd-3.14:
Summarize important
points discussed in
LC
Listening
Comprehension
EN10RC-IVe-15.1:
Evaluate the accuracy
of given information
EN10RC-IVd-2.13:
Distinguish facts from
beliefs
EN10SS-IVc-1.8:
Synthesize essential
information about a
chosen issue
RC
Reading
Comprehension
EN10VC-IVf-6.1:
Evaluate how the
elements that make
up reality and
fantasy affect
viewing habit
EN10VC-IVd29:Appraise the
unity of plot,
setting and
characterization in
a material viewed
to achieve the
writers purpose
EN10VC-IVe-30:
Assess ones
viewing behavior
EN10VC-IVc29:Appraise the
unity of plot,
setting and
characterization in
a material viewed
to achieve the
writers purpose
VC
Viewing
Comprehension
EN10V-IVf-30:
Get familiar with
technical terms
used in research
EN10V-IVe-30:
Get familiar with
technical terms
used in research
EN10V-IVd-30:
Get familiarwith
technical terms
used in research
EN10V-IVc-30:
Get familiarwith
technical terms
used in research
V
Vocabulary
Development
EN10-LT-IVd2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
EN10LT-IVe21: Evaluate
literature as an
instrument to
express and
resolve conflicts
within, between,
and among
societies
EN10LT-IVf14.2: Explain
how the
elements specific
to a selection
build its theme
EN10LT-IVc2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
LT
Literature
EN10WC-IVf14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
EN10WC-IVf14.1.1: Expand
ideas using
principles of
cohesion and
coherence
EN10SS-IVe-2.3:
Compose a
research report on
a relevant social
issue
EN10SS-IVd1.6.4: Use writing

conventions to
acknowledge
sources
EN10SS-IVc1.6.3:
Acknowledge
sources by
preparing a
bibliography
WC
Writing and
Composition
EN10OL-IVf-5:
Use the correct
speech
EN10OL-IVe-5:
Use the correct
speech
EN10OL-IVd3.11: Produce the

sounds of English
correctly and
effectively
EN10OL-IVc-3.8:
Demonstrate the
appropriate stage
stance and
behavior when
persuading others
in a campaign
speech
F
Oral Language and
Fluency
EN10G-IVf-32:
of research,
campaigns, and
advocacies
EN10G-IVe-32:
of research,
campaigns, and
advocacies
EN10G-IVd-32:
of research,
campaigns, and
advocacies
EN10G-IVc-32:
of research,
campaigns, and
advocacies
G
Grammar
Awareness
xxxiii
10
Week
EN10LC-IVh-14.3:
songs, poems, plays,
etc.
EN10LC-IVh-6.5:
Describe the
emotional appeal of a
listening text
EN10LC-IVi-3.14:
Summarize important
points discussed in
EN10RC-IVi-10.2:
Distinguish between
general and specific
statements
EN10LC-IVg-16.2:
React to the falsity or
soundness of an
argument
LC
Listening
Comprehension
EN10SS-IVh-1.8.1:
Point out relationships
among statements
EN10RC-IVg-2.12:
Draw conclusions from
the set of details
RC
Reading
Comprehension
EN10VC-IVi-6.1:
Evaluate how the
elements that make
up reality and
fantasy affect
viewing habit
EN10VC-IVi30:Assess ones
viewing behavior
EN10VC-IVg-15:
Compare and
contrast the
contents of the
materials viewed
with outside
sources of
information in
terms of
accessibility and
effectiveness
EN10VC-IVh-29:
Appraise the unity
of plot, setting and
characterization in
a material viewed
to achieve the
writers purpose
VC
Viewing
Comprehension
EN10LT-IVi-21:
Evaluate
literature as an
instrument to
express and
resolve conflicts
within, between,
and among
societies
EN10-LT-IVh2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
EN10LT-IVg-3:
Explain how a
selection may be
influenced by
culture, history,
environment, or
other factors
LT
Literature
EN10V-IVi-30:
Get familiar with
technical terms
used in research
EN10V-IVh-30:
Get familiar with
technical terms
used in research
EN10V-IVg-30:
Get familiar with
technical terms
used in research
V
Vocabulary
Development
EN10SS-IVi-2.3:
Compose a
research report on
a relevant social
issue
EN10SS-IVg1.6.3:
Acknowledge
sources by
preparing a
bibliography
EN10SS-IVg1.6.4: Use writing
conventions to
acknowledge
sources
EN10SS-IVh-2.3:
Compose a
research report on
a relevant social
issue
WC
Writing and
Composition
EN10F-IVi-1.16:
Deliver selfcomposed
Campaign
Speeches on
Advocacies, Social
Issues and
Concerns
EN10F-IVh-1.16:
Deliver selfcomposed
Campaign
Speeches on
Advocacies, Social
Issues and
Concerns
EN10OL-IVg3.10: Use
appropriate
multimedia
resources that
accompany
language
F
Oral Language and
Fluency
EN10G-IVi-32:
of research,
campaigns, and
advocacies
EN10G-IVh-32:
of research,
campaigns, and
advocacies
EN10G-IVg-32:
of research,
campaigns, and
advocacies
G
Grammar
Awareness
xxxiv
Arabic Number
*Put a hyphen (-) in between

letters to indicate more than a
specific week
Lowercase Letter/s
Roman Numeral
*Zero if no specific quarter
Uppercase Letter/s
First Entry
LEGEND
Competency
Week
Compose clear and

coherent sentences using
appropriate grammatical
structures
Week six
First Quarter
Grammar
Domain/Content/
Component/ Topic
Quarter
Grade 4
English
Grade Level
Learning Area and

Strand/ Subject or
Specialization
SAMPLE
2.5
EN4
Sample: EN4G-If-2.5
CODE BOOK LEGEND
DOMAIN/ COMPONENT
OL
Oral Language
S
SS
VC
V
WC
Study Strategies
Viewing Comprehension
Vocabulary Development
Writing and Composition
RC
Reading Comprehension
Spelling
PA
Phonological Awareness
PWR
LC
Listening Comprehension
Phonics and Word Recognition
BPK
AK
CODE
Grammar
Fluency
Alphabet Knowledge
Teachers Guide
ENGLISH GRADE 10
Program 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.
Grade Level Standard:
The learner demonstrates communicative competence through his/her
understanding of literature and other text types for a deeper appreciation of World
Literature, including Philippine Literature.
MODULE 1
Description:
Module 1 with the theme, Overcoming Challenges, covers the period from the
Beginnings in Oral Tradition (Myths and Legends) to Classical Tradition. This is
especially designed to cater to learners special interests, talents, abilities, skills,
needs, qualities, attitudes hopes, dreams, challenges and values. It also guides
the students to compose a short but powerful persuasive text using a variety of
techniques and devices.
This offers a full-blown exploration of the interrelated key concepts described in
six sub-themes that learners need to understand to pave way for the development
of their English language communication skills. They are carefully distributed and
organized in six lessons.
Though the activities may be contextualized, bear in mind that the competencies
that the students must meet are non-negotiable.
Periods Covered:
Beginnings of Oral Tradition (Myths
& Legend)
Classical Tradition
Theme:
Overcoming Challenges
Content Standard:
The learner demonstrates understanding on how world literature and other text
types serve as ways of expressing and resolving personal conflicts and also how
to use strategies in linking textual information, repairing, enhancing communication
public speaking, emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.
1
Performance Standard
The learner composes a short but powerful persuasive text using a variety of
techniques and devices.
Reminders to the Teacher:

The strategies for executing the lessons are merely suggestive, not prescriptive.
You are free to modify the procedures which are appropriate for your learners.
Bear in mind that the learning competencies are non-negotiable.
Matrix of Essentials
No. of
Lesson
Sub Theme
Language/Grammar
Focus
Enabling
Activities
Discovering Personal
Challenges
Using Reflexive
Pronouns
Deliver a concise
oral report
Building Up Defenses
Using Intensive
Pronouns
Make a quality
brochure on
building defenses
Capitalizing on
Strengths and
Weaknesses
Modals Expressing
Ability, Possibility, and
Probability
Present a catchy
ad campaign
Dealing with Personal

Challenges
Special Expressions
Emphasizing a Point
Create an
impressive photo
essay
Modals expressing
obligation, necessity
Participate in
a quick but
meaningful panel
discussion
Winning Over
Individual Challenges
Turning Challenges to
Opportunities
Modals expressing
futurity, willingness
Compose a short
but powerful,
persuasive text
(Culminating
Activity)
Module 1
Lesson 1
Sub-theme: Discovering Personal Challenges
Reading/Literary Text
Language/Grammar Focus
Enabling
Tasks
(leading to
Culminating
Task)
Reflexive Pronoun
Oral Report
about Cyber
Bullying
ICARUS & DAEDALUS

by Nick Pontikis
Instructional/Learning Plan
Phase of the lesson
Your Journey
This part of the lesson
is composed of two
paragraphs.
The
first
paragraph provides a short
and vivid introduction of the
lesson and the discussion
of the sub theme which
is Discovering Personal
Challenges. The second
paragraph provides an
overview of the lesson
and the enduring question
that sums up the enduring
understanding one should
draw out of this lesson.
Your Objectives
This part of the
module provides the
competencies. Remember
that the objectives:
are taken from the
Curriculum Guide
(CG)
Activities/Tasks
WIPS
Provision
Invite the students to read the

Introduction (Module 1 Lesson 1)
for them to get an overview of where
they are headed to and to be aware of
the desired result; that is, for them to
demonstrate understanding of how to
deal with personal challenges.
Whole
class
Allow the students to go over the

following objectives for them to focus
more on the target concepts, language
communication and literary skills:
determine the effect of textual
aids on the understanding of
the text.
get information from various
text types that can be used in
everyday life.
Individual
work
address the
enabling
knowledge
and skills to
be developed
to achieve the
content and
performance
standard
clarify expectations
in terms of what
the students
should know,
understand and be
able to do

also informs the learners
of the enabling activity.
determine
how
connected
events contribute to the totality
of a material viewed.

differentiate
formal
from
informal definitions of words.
explain how the elements
specific to a selection build its
theme.
identify features of persuasive
texts.
identify factors of public
speaking
use reflexive pronouns.

Remind them that the expected output
in this lesson is a quality Oral Report
about Cyber Bullying and the criteria
for assessment will be verbal skills,
non-verbal skills and content of the
presentation.
Ask the students if they have questions
and/or clarifications about the rubrics.
Ask the students if they are ready to
proceed to the next phase of the lesson
as part of assessment as learning.
Invite the students to work on the prerequisites to check their background

knowledge, and to prepare them for
In presenting this part of the development of their target skills
the module, the teacher through the following tasks/activities:
should be able to:
Task 1. Blocks that block
diagnose
and Explain to the students that each block
activate
prior represents a saying or well-known
phrase.
knowledge;
hook and engage
Have them identify what is being asked
learners interest;
by each block.
ask questions;
encourage
Tell them to write their answers on their
student questions;
notebooks.
welcome tentative
responses as
Process the activity using the following
guide to further
questions:
exploration; and
1. What is your overall impression
about the phrases above?
Your Initial Tasks
Pedagogy:
Small group
discussion
clarify the learners

expectations and
how learning shall
be assessed by
presenting the
enabling activity
and the rubrics.
Assessment:

All the activities

in this phase
are diagnostic in
nature. Scores
must be recorded
to help the
teacher plan
the succeeding
lessons and not to
grade the students.
All answers are
tentative and must
be written on their
notebooks for
reference.
2. How do they reflect realities in

life?
Task 2. Youve Got a Friend
Ask the students to remember the time
when they were weak and low.
Allow them to fill out the balloons with
their experiences in life that have to do
with their responses in Task 1.
Small group
discussion
Let them share their work with their

classmates.
questions:
1. What can you say about the
activity?
2. How did you feel when you have
to recall all those experiences?
3. Did you have fear in sharing
your experiences with the class?
Why?
Task 3. Watch and Learn!
Allow the students to watch the video
carefully and answer the following
questions for processing:
1. Who is the main character in the
story?
2. What is the story all about?
3. What
are
the
personal
challenges of the character are
highlighted in the video?
4. How would you compare
yourself to the character in the
video?
5. What insights have you gained
from the video?
Task 4. I think
Allow the students to use the table found
in the LM to jot down their answers to
the three questions.
Process the activity.
Ask them if they are ready to proceed to
the next phase of the lesson as part of
assessment as learning.
Small group
discussion
Small group
discussion
Task 5. Guide for Reading is

Your Text
subdivided into different tasks.
In this part of the module,
the teachers must be able Task 5.1 A Scheme for Schema
Let the students answer the questions Whole class
to help the students:
in each balloons found in the LM.
make sense
Ask them to take note of their answers
of information,
and be able to relate all of them to the
develop, reflect,
selection they are about to read.
rethink, validate,
Share inputs on the following:
and revise
understandings of
Myth - a myth is an ancient story
the lesson;
created to explain natural events. Gods,
check for
goddesses, and heroes are among
understanding;
the characters in myths. In addition to
provide feedback;
explaining events in nature, some myths
check against
also present a lesson on how to live, or
content standard
serve as a warning to follow societys
(content tocontent), rules.
assess students
Daedalus and Icarus is a myth. It
skills (checking
discusses adventures and mistakes of
learners learning
heroes or characters.
progress and
Before asking the students to read the
interest);
text, inform them to specifically answer
ask questions
the following questions:
for them to
How does Icarus get himself into
construct their own
a difficult situation?
meanings and
How did Icarus escape from
provide a variety of
Crete?
learning resources
questions:
Assessment:
1. What are some myths that you
have read?
All the activities
2. Why are these stories called
in this phase
myths?
are formative in
Task 5.2 Anticipation-Reaction Guide
nature. Scores
Ask the students to accomplish the
must be recorded
Whole class
Story Anticipation-Reaction Guide found
for instructional
in the LM using the following steps:
decision not to
1. Before reading read the
grade the students.
statements and check the
column that corresponds to
their answer of agreement or
disagreement.
Refer the students

back
to
the
tentative answers
they have written
on their notebooks
for them to validate
whether
their
tentative answers
are correct or not.
2. After reading review their

answers and indicate in the last
column whether they were right
or wrong.
Task 6. Vocabulary Spinner

Ask the students to play the vocabulary
spinner by spinning the wheel and give
the synonym, antonym, and function of
each word use in a sentence or give the
This process is important definition of the following words:
comfortable
in validating, rethinking
overlapping
and
revising
their
plunged
understanding.
hurtled
vengeful
Before reading the text, ask the
students to answer the following
guide question How would personal
challenges make you a better person?
Give students enough time to reflect on
the question.
Provide the students with copies of
the text Daedalus and Icarus by Nick
Pontikis
Ask them to read the text. Let them
deal with the breakers (the questions
in the boxes) to enrich their reading
experience.
Task 7. Flight and Light
Ask the students to answer the
following comprehension questions on
their notebooks.
1. Who hired Daedalus?
2. What did Daedalus design to
hold the Minotaur?
3. What did Daedalus invent to
help them escape from the
Labyrinth?
4. What did he warn Icarus not to
do?
5. What happened to Icarus?
Check their answers. Allow the students

to interact with each other.
Task 8. Whats Going On?
following interpretation questions on
their notebooks.
1. Why did Minos imprison
Daedalus in the Labyrinth?
2. Why did Minos think that if
Daedalus cant find his way out,
so much the better?
3. Minos tells Icarus the plan is
dangerous. Why does he want
them to take this risk?
4. Why did Daedalus leave his
wings on the altar of Apollo?
Why wouldnt he want to fly
anymore?
Task 9. Digging Deeper
following evaluation questions on their
notebooks:
1. In a short paragraph, describe
how Daedalus planned to
escape from the island prison of
Crete.
2. Do you think Daedaluss plan
to escape will or will not work?
Explain your answer.
3. Could the events of Daedaluss
and Icaruss escape, from the
island prison of Crete, happen
in real life?
4. Which events of the myth could
have happened in real-life?
5. If you had access to building
resources and materials, how
would you design a flying
machine to help you escape
from the island prison of Crete?
Task 10. Fact or Not

Ask the students to tell whether the
statement is a fact or not. Draw WINGS
if the statement is a fact and SUN if
otherwise
1. Daedalus was an inventor.
2. King Minos wanted to kill the
Minotaur.
3. It would be easy to find your
way out of the Labyrinth.
4. Icarus designed his own wings.
5. The wings were made of
chicken feathers.
to interact with each other
Task 11. Agree or Disagree
Tell the students to state whether they
agree or disagree and find evidence
from the text as evidences to support
their claim.
Task 12. Image in my Mind
Tell the students that as they read the
story, there were mental images that
they could have imagined.
Group them into five and ask each
group to illustrate the images formed in
their minds while they were reading the
story.
Group 1: The Labyrinth
Group 2: Icarian sea
Group 3: Minos shell
Group 4: Minotaur
Group 5: Icarus wings
Process the activity
Task 13. Time line
Ask the students to create a timeline of
what happened in each of the following:
1. The palace of Minos
2. In prison
3. Icarus in the sea

4. Sicily
Process their answers.
Task 14. Character Cycle
Have the students extract actions,
dialogues and thoughts of Athene from
the text and create an impression about
the character.
Before doing Task 14, the teacher
should provide inputs on reflexive
pronouns.
Task 15. Grammarian for a Day
Allow the students to do the following
activities:
A. Scan the paragraphs below.
Underline all the pronouns used by
the author.
He was then tried at the Areiopagus,
which was the ancient Greek court, and
banished from his home city of Athens.
He fled to the island of Crete, where
he began to work at the court of King
Minos and Queen Pasiphae, in the
magnificent palace of Knossos.
It is said that Daedalus was the first
to conceive masts and sails for ships
for the navy of Minos, helping Crete
become a naval power. The statues he
carved were so exquisite, they looked
as if they were alive. It is said that they
would have escaped were it not for the
chain that bound them to the palace
wall.
Daedelus also constructed a
wooden cow for the queen to hide and
to satisfy her amorous longings for a
white bull sent by Poseidon, and by
which she became pregnant with the
Minotaur.
10
When the dreadful Minotaur was

born, Daedalus built the Labyrinth to
contain the monstrous half-man, halfbull. For years Minos demanded a
tribute of youths from Athens to feed
the creature as punishment for the
accidental killing of his son while he
was visiting Athens.
Eventually, the Athenian hero
Theseus came to Crete to attempt to
slay the Minotaur. Princess Ariadne,
daughter of king Minos and queen
Pasiphae, fell in love with Theseus and
asked Daedalus to help him.
Daedalus gave her a flaxen thread
for Theseus to tie to the door of the
Labyrinth as he entered, and by which
he could find his way out after killing
the monster, simply by following the
thread back. Theseus succeeded, and
escaped Crete with Ariadne.
B. From the identified pronouns
above, ask them to pick at least
five (5) of them and paraphrase the
statement by making the pronouns
reflexive.
C. Using the following pronouns,
ask the students to construct their
own sentences by converting the
assigned pronouns into reflexive
pronouns.
Your Discovery Tasks
Pedagogy:
Task 16. Men Under Lens

Ask the students to do the following:
Remember that the

discovery tasks allow the
students to enrich learning
by contextualizing,
localizing, and
differentiating instruction.
A. Make a list of all the personal

challenges Icarus and Daedalus
needed to overcome in the text.
B. Pick out the personal challenges
of the two characters the students
have also undergone in their lives.
11
Individual
Work
Your main target in this Processing the activity using the

phase is to provide them following questions:
1. What do the similarities of your
the
understanding
of
personal challenges in life and
content as applied to a
those of Daedalus and Icarus
variety of context.
tell? What new discoveries did
Here is where the teacher
you find?
associates the theme
2.
How do you compare the
to the learners personal
similarities of your personal
experience and it should
challenges in life and these of
therefore, provide them
Daedalus and Icarus?
the opportunity to answer
the essential questions
raised at the beginning of Task 17. In your Own Words
Remind the learners that Daedalus
the lesson.
tried to make Icarus pay attention to his
instructions, but Icarus got excited and
Assessment:
didnt obey the rules.
All the activities in this Then ask them to do the following in 1

phase are formative in whole sheet of paper.
nature and must not be
Write an essay about a safety
recorded but graded as
rule that you think is important
bases for instructional
to people but often ignored by
decision
whether
to
them because it ruins their fun.
proceed to the next activity
Try to convince your readers
or facilitate another activity
that they really should obey this
depending on the needs of
safety rule.
your learners.
Process the activity. Highlight the
Refer the students back value of safety rules. Integrate risk
to the tentative answers and disaster reduction management
they have written on their concepts.
notebooks to validate
whether their tentative Task 18. Imprint in Print
answers
are
correct Allow the students to look in todays
or not. This process is paper for a story about an engineering
important in validating, solution to a problem. This could be
rethinking and revising anything from coordinating traffic lights
their understanding.
to avoiding local flooding problems to
At the end of this phase,
just before doing the final
task, the teacher may
provide
a
summative
test (pen-and-paper or
authentic task) to sum up
developing a new type of space craft.
This is integrated in Science and

Technology by asking the students to
create a chart showing the problem,
the solution and what basic tools and
forces are involved.
12
Individual
Work
Individual
Work
Remember that the phase

operate in the premise that
performance
standards
are done only if the content
standards are addressed
and fully understood. This
summative test is recorded
and graded.
Process the activity. Emphasize the

value of careful planning.
Task 19. Design
Remind the learners that Daedalus is
an engineer and designed two very
different inventions in this story.
Individual
work
Ask the students to make a library/

internet research of careers in the field
of engineering on the following aspects:
1. Types of engineering careers
2. How much each type earns
3. What qualifications each type
would require.
Share your answer with the class. This
task could be given as an assignment
and discussed the next day.
Task 20. Dealing with Personal
Challenges
Introduce the personal challenges the
class have discovered from Icarus and
Daedalus.
Ask them how would they deal
with these challenges if they are to
encounter them.
1. Abuse of power
2. Self Destruction
3. Foolishness
4. Lack of contentment
5. Aggressiveness
6. Hard headedness
7. Impetuousness
8. Hostility
9. Addiction
10. Boastfulness
11. Egocentricity
12. Procrastination
13. Compulsiveness
14. Envy
Accept varied responses. Allow the
students to interact with each other.
13
Individual
work
Task 21. The Worry Sheet

Tell the students that the things that
worry us could be a great challenge.
Ask them about what worries them at
the moment and what they can do about
it.
Let them accomplish the chart found in
the LM.
value of positive thinking.
Task 22. Stress Tabs
Tell the students that stress is a
personal challenge. It drags them from
their studies and slows them down in
accomplishing a lot of things.
Use the chart found in the LM to identify
what causes their stress and their
effects to them.
value of stress management.
Task 23. Peer Pressure
Tell the students that peer pressure
is another personal challenge to
overcome. Ask them about how they
would respond to a friend who forces
them to do things described in the LM.
value of positive thinking
Task 24. React to the Max,
Explain to the students that their instant
reactions tell something about them.
Ask them how they would react in each
of the situations described in the LM.
Instruct them to copy the chart on their
notebooks and place their answers in
the balloon.
14

Task 25. Matter of Judgement
Relate to the students that weighing Small Group
between two or more decisions could
be a challenge.
Ask them: If you are a judge and is set
to free one from the following prisoners,
who would it be and why?
Ask them to check the entries in the
box of their choices and justify their
answer on their notebooks.
Task 26. The Great Eight
The students will be grouped according
to their intelligences/abilities.
Ask each group to do any of the
following:
A. Across Thy Mind (ATM) [LogicalMathematical]
Make a survey within the group
on how disciplined the members
are using the following scale: Well
Disciplined, Moderate Disciplined,
Not Disciplined.
Make a tally of your data according
to the scale
Construct a graph of the data.
Interpret your graph and make a
conclusion.
B. Youth Power [Verbal-Linguistic]
Imagine that you are SK officers
and your task is to write a barangay
ordinance that requires the youth
to participate in community service
activities.
C. A Tree for a Day [Naturalistic]
Picture yourself as a tree and you
would like to express how you
feel about the residents of your
15
D. Goal Setting [Intrapersonal]

Make a list of your strengths and
weaknesses.
Set a plan of action that would
transform your weaknesses into
strengths and further improve your
strengths.
E. The Filipino Spirit is Water Proof!
[Visual-Spatial]
Draw an interpretation of the line
The Filipino Spirit is Water Proof!
which showing how the Filipinos
face calamities.
F. Strong U [Bodily-Kinesthetic]
Make a dance interpretation of the
song Stronger by Kelly Clarkson.
G. Sing [Musical]
Sing a song with any of the following
themes:
Nature
Discipline
Patriotism
H. Maam, May I? [Interpersonal]
Interview your teacher about
how difficult their job is and how
personal discipline helps improve
their work.

Task 27. My Purpose
Ask the students to create their
Personal Mission Statement for them to
discover their purpose. In writing their
mission statements, let them begin by
completing the chart found in the LM.
Considering the answers to those
questions, ask the students to draft a
personal mission statement.
16
Individual
work
Small group
Present Republic Act No. 10627 or the

Anti-Bullying Act of 2013 found in the
LM and let them accomplish the chart
found in Module1.
Task 28. Bull and Bully
Ask the students about what they would
do to stop or at least to minimize the
case of bullying if they would be a
Group 1: A Senator for a Day?
Group 2: A School Janitor for a Day?
Group 3: A Teacher for a Day?
Group 4: A Parent for a Day?
Group 5: A Newscaster for a Day?
value of empathy.
Provide a short summative test that
sums up the content standard and
must be recorded and graded as part
of assessment of learning
Final Task
Pedagogy:
Final task is the part of the
module that addresses the
performance standard.
Since this is the final task
of Lesson 1, the task is
referred to as enabling
task or enabling activity.
This enabling activity
forms a scaffold to the
succeeding activities to
Emphasize to the learners that they have

been informed about their final task for
this quarter a short but persuasive text.
A concise Oral Report on the Causes/
Effects of Cyber Bullying, would help
you prepare for such performance at
the end of the quarter
Present the rubrics. Ask them if there
are needed clarifications.
Allow the students to craft their own
rubrics as part of assessment of
learning.
17
Individual
work
equip the learners with Allow the students to present their

skills in performing the outputs in the class.
culminating activity or the Provide feedback.
performance standard for
the first quarter.
Teachers should bear in
mind that this phase:

serves as enabling
task for the
main product/
performance at
the end of each
module;
includes tasks
that are essential
for learners
development;
is based on real
life situations (if the
teacher wishes to
do modifications or
improvisations)
Assessment:

GRASPS-based
assessment criteria
My Treasure
Ask the students to read the lines

below:
This part of the module

sums up all the essential Personal challenges help one become
understandings
one a better person.Recognizing that these
must draw out of this challenges are inevitable would help
one become better prepared for life.
lesson. It is important
that answers are authentic Using the lines as stimulus, provide
inasmuch as the word them with enough time to revisit all the
MY implies that this part activities they have done in the lesson
of the lesson is where the before completing the open ended
students develop a sense questions.
of ownership.
18
Individual
work
Materials:
1. Instructional aids (photos, rubrics)
2. Technology Aids (computer, internet, television, movies DVD)
References:
Inspiration to Life. Motivational Video of a Young Boy: An Inspiration to Millions http://
thanasis.com/icarus02.html
Official Gazette of the Republic of the Philippines
Imagine. http://www.youtube.com/watch?v=t_YXSHkAahE
19
Module 1
Lesson 2
Sub-theme: Building Up Defenses
Reading / Literary Text
THE GORGONS HEAD
from ancient Greece
by Anne Terry White
Enabling Tasks
(leading to
Culminating Task)
Intensive pronouns
Brochure
on Building
Defenses Against
Discrimination
Phase of the lesson
Your Journey
is composed of two
paragraphs.
The
first
of the subtheme which is
Building Up Defenses.
The second paragraph
provides an overview of the
lesson and the enduring
question that sums up the
enduring
understanding
one should draw out of this
lesson.
Activities/Tasks
Invite the students to read the

introduction (Module 1 Lesson Whole class
2) for them to get an overview of
where they are headed to and to
be aware of the desired result;
that is, for them to demonstrate
understanding of how to deal with
personal challenges.
Your Objectives
This part of the
module provides the

WIPS
Provision
Allow the students to go over the Individual work

following objectives for them to
focus more on the target concepts,
language communication and
literary skills:
are taken from the
determine the effect
Curriculum Guide
of textual on the
(CG)
understanding of the text;
20
address the
enabling
knowledge
and skills to be
developed to
achieve the content
and performance
standard
in terms of what the
students
should
know, understand
and be able to do
This part of the

lesson also informs the
learners of the enabling
activity.
get
information
from
various text types that can
be used in everyday life;
determine how connected
events
contribute
to
the totality of a material
viewed;
specific to a genre
contribute to a theme
of a particular literary
selection;
express appreciation for
sensory images used;
describe and interpret the
ethics of public speaking
week; and
use intensive pronouns.
Remind them that the expected

output in this lesson is a quality
Brochure on Building Defenses
Against Discrimination and
the criteria for assessment will
organization, graphics, ideas and
conventions.
Ask the students if they have
questions and/or clarifications
about the rubrics.
Ask the students if they are ready
to proceed to the next phase of
the lesson as part of assessment
of learning.
Your Initial Tasks
Pedagogy:
Task 1. What am I?
Ask the students to read each Whole class
statement closely, and identify
In presenting this part of what is suggested by each
the module, the teacher statement:
should be able to:
1. I am a vitamin you need if
diagnose and
you have colds. What am
activate prior
I?
knowledge;
2. I am what you hold on to
hook and engage
when its raining. What
learners interest;
am I?
21
ask questions;
encourage
student questions;
welcome tentative
responses as
guide to further
exploration; and
expectations and
how learning shall
be assessed by
presenting the
enabling activity
and the rubrics.
Assessment:

All the activities

in this phase
are diagnostic in
nature. Scores
must be recorded
to help the
teacher plan the
succeeding lessons
and not to grade
the students since
teachers have
no inputs in this
phase.
All answers are
tentative and must
be written on their
notebooks for
reference.
3. I am a game you play in

a court and all you is to
shoot. What am I?
4. I am what you wear when
things get blur. What am
I?
5. I once protected China
from invaders, now I am a
wonder for visitors. What
am I?

Put all your answers

together to come up with
the answer to this riddle.
What D is built for protection?
The first one to give the

correct answer wins.
Use this activity to build schema

Task 2. Discrimination Check
Ask the students if they
have
already
experienced
discrimination at home, in school,
among your peers etc. Have
them prepare a list of all of their
responses using the table (refer Pair
to LM). Allow them to:
Share and compare their
lists with a partner.
Add items from others
lists to ones own list.
Use this activity to elicit prior
knowledge
Task 3. Mirror, Mirror
Allow the students to share
strategies on how they have
combated discrimination.
Ask them to pair up, and reflect
on these questions:
22
- Who do you consider

as a person who inspires
you because he/she has
successfully
combated
discrimination?
- What do you think are the
defences he/she has built
to overcome discrimination?
Write your answers in the
balloon.
Allow them to share answers
with their classmates.
Task 4. Reflection
Let the students watch the video
or listen to the song reflection
and answer the questions that
follow.
After listening, process the activity
by using the following questions:
1. What is the song all about?
2. What type of discrimination
has been underscored in
the song?
3. How is this discrimination
related to your life (if
theres any)?
4. Pick out your favorite lines
from the song and explain
why.
Let them share their answers with
a partner.
Then ask them to sing the song
aloud.
Task 5. Enduring and Essential
Write the question on the board /
or use charts for the said purpose:
How do I build the best defenses
against challenges to acquire the
best quality of life possible for
me?
23
Individual work
Ask them to keep this question in

mind as they work on the phases
of this lesson.
Allow them to list logical and
temporary answers to the
enduring question. Use the table
in found in the LM for this purpose.
Task 6. Learning Expectations
Ask the students to write their
targets on what they expect /
need / hope to learn in this lesson.
As they explore this
lesson, they can add /
answer the question and
consider how the tasks
will help them become
better prepared for life.
as learning.
Task 7. Guide for Reading
Whole class
In this part of the module, Allow the students to read the
the teachers must be able succeeding text carefully.
Discuss the chart found in the LM
as the learners guide in reading
make sense
the text.
of information,
Your Text
develop, reflect,
rethink, validate,
and revise
understandings of
the lesson;
check for
understanding;
provide feedback;
check against
content standard
(content to
content);
assess students
skills (checking
learners learning
progress and
interest);
Highlight the author:
Anne Terry White (1896), who

was born in Russia, has worked
as a teacher, a social worker, and
a translator of Russian literature.
Amongst her most-loved tale is
the Gorgons Head
Provide inputs on oral tradition:
24
ask questions for

them students to
construct their own
meanings and
learning resources
Assessment:

All the activities

in this phase
are formative in
nature. Scores
must be recorded
for instructional
decision not to
grade the students
since teachers
have to give inputs
in this phase.
Refer the students
back to the
tentative answers
they have written
on their notebooks
for them to validate
whether their
tentative answers
are correct or
not. This process
is important
in validating,
rethinking and
revising their
understanding.
It is the manner in which Whole class

information is passed from one
generation to the next in the
absence of writing or a recording
medium. In the days before nearuniversal literacy, bards would
sing or chant their peoples
stories.
They
employed
various
(mnemonic) techniques to aid in
their own memory and to help
their listeners keep track of the
story. This oral tradition was a
way to keep the history or culture
of the people alive, and since it
was a form of story-telling, it was
a popular entertainment.
As they read the Myth, ask
them to
look for the heroic
qualities of Perseus and the
personal challenges he has
to overcome to acquire the
gorgons head.
Let them accomplish the Story
Anticipation Guide in the LM.
The teacher must also emphasize
the following:
1. Before reading, mark
whether the students
agree or disagree with the
statement.
2. After reading, fill in the
column with the page
number
where
they
found their answer in the
statement.
Then ask the following questions
for processing:
Where you correct? If not, what
did you learn?
25
Task 8. My Mystery Word

Ask the students to unscramble Individual Work
the letters to form the correct
word in each item found in the
LM. Then ask them to write the
word in the box.
Before reading the text, ask them
to reflect on the question, How do
I build the best defenses against
challenges to acquire the best
quality of life possible for me?
Provide the learners with a copy
of the texts. Allow them to write
the questions and answers
on the breakers (questions
inside the boxes) to enrich their
understanding of the text.
Task 9. Dissecting the Text
Test the students comprehension Individual Work
of the text by asking the following
questions:
1. What is dreadful oracle
that is delivered to King
Acrisius?
2. What adventure does
Polydectes suggest that
Perseus undertake?
3. List
three
perilous
encounters
Perseus
experiences during his
adventure.
4. Explain how the oracle
given to King Acrisius is
fulfilled.
5. What is Polydectess true
motive in sending Perseus
to kill Medusa?
6. Medusa is beheaded by
Perseus, yet her head
continues to have power.
Explain how the evil
gorgons head is beneficial
to Perseus.
26
7. What heroic
characteristics does
persues have?
8. What help does he get on Small Group
his quest?
9. How does Perseuss
quest enable him to
prove himself a hero?
Task 10. Visualizing the Text
Group the students into five (5),
each of the group will be given a
specific task to work on.
Group 1: Create a timeline of
events in the story.
Group 2: Create a Venn Diagram
that compares the characteristics
of Perseus and Medusa.
Group 3: Create a diagram that
shows the challenges overcame
by Perseus in his quest to
acquire the gorgons head.
Group 4: Using the gorgons
head as a diagram, point out at
least five utterances of Perseus
that strike your group the most.
Group 5: Create a diagram that
shows the relationship of all the
characters in the myth.
Process the activity using the
following questions:
1. How did you feel about
the activity?
2. What diagram is assigned
to you?
3. Do you find diagramming
difficult? Why or why not?
4. What help would these
textual aids provide?
Give the students time to respond
to the questions and interact with
their classmates.
27
Before doing the next task, ask

the students to go back to their
Anticipation-Reaction
Guide
found in the Your Text phase
Task 11. Act and Counteract
Let the students examine all the
groups outputs from the previous
task. Let them note something
about the outputs of the other
groups. Remind them not to write
anything about their own groups
output.
Processing the activities using Individual Work
the questions below.
1. What specific
characteristics does each
of the diagrams have you
noticed?
2. Are there notable
similarities or differences
among the diagrams?
3. How would these
diagrams help you in
understanding the text as
a whole?
Task 12. My Coat of Arms
Remind them that to be able to
kill the gorgon, Perseus built an
intelligent line of defenses.
Then ask the students to identify
what these defenses are using
the coat of arm diagram found in
the LM.
Task 13. Make Sense to Me
Have them pick out at least ten
(10) sentences from the myth
The Gorgons Head that shows
sensory images.
Let them identify the senses to
which these statements appeal.
28

Task 14. Triple Treat
Present
to
the
students
paragraphs lifted from The
Gorgons Head. Ask them to:
Task 14A. Circle all the pronouns
in the paragraph.
That was the last Perseus ever
used the horrible head. (1-2) He
gave it most willingly to Athene,
who kept it ever after.
(3) Now that the Polydectes was
dead, Danae yearned to go home
again and be reconciled to her
father. (4) So perseus made the
fisherman Dictys King of island
and sailed with his mother and
Andromeda to Greece.
(5-6) But it happened that when
they came to Argos, King Acrisius
was away from home. (7) Games
were being held in Larissa,
and Perseus, hearing of them,
decided to go there and take
part. (8) And there at the game it
was that the oracle with Acrisius
had received at Delphi was
strangely fulfilled. (9) For when
it came Perseus turn to throw
the discus, (10-11) he threw it so
that it swerved to one side. (12) It
landed among the spectators and
killed an old man. That old man
was King Acrisius, who had gone
to such cruel lengths to avoid the
fate which the gods had ordained.
Task 14B. Paraphrase at least
five (5) sentences by transforming
the circled pronouns into reflexive
or intensive pronouns
29
IF APPLICABLE. Write R on
the blank before each item if
the pronoun is Reflexive or I if
Intensive.
Task 14C. Using the previous
examples of Reflexive and
Intensive pronouns, compare and
contrast the two.
Task 15. A Hero in Me
Let them read the stimulus A hero
saves the day. Saving people and
saving lives could be in any form
possible.
Then ask them to complete the
chart and answer the questions
found in the LM.
of learning.
Pedagogy:
Remember that the
by contextualizing,
localizing and
Your main target in this
phase is to provide them
variety of context.
associates the theme
to the lerners personal
therefore provide them the
opportunity to answer the
essential questions raised
at the beginning of the
lesson.
Provide inputs on Discrimination:

Discrimination is the unequal
treatment provided to one
or morepartieson the basis
of amutualaccord or some
otherlogicalor illogical reason.
Task 16. Award in the Ward
Examine the editorial cartoon Whole class
found in the LM. Ask them to
share responses.
Processing the activity using the
1. What is the cartoon all
about?
2. What kind of discrimination
is shown in the cartoon?
3. What would you do if you
are in the show of the one
discriminated?
4. What would you do if you
have the power to change
this scenario
30
Assessment:
All the activities in this
phase are formative
in nature and must be
recorded but not graded
as bases for instructional
decision whether to
your learners.
Refer the students back
to the tentative answers
they have written on their
whether their tentative
answers are correct or not.
This process is important
and revising their
understanding.
provide a summative
authentic task) which sums
up the content standards.
performance standards are
done only if the content
and graded.
Task 17. Different and Singled

Individual work
Out
Ask the students to work in
groups. As a group, they will
identify specific scenarios where
discrimination is happening.
Accomplish the chart found in the
LM.
Process the activity
Task 18. Caps Locked
There are situations that would Small Group
challenge the students to make
use of their specific strength.
Each cap below represents a
strength one need to use in
deciding how to go about the
situation described in the LM.
Examine the situation and
complete the colored caps chart
that follow.
White Cap is the optimistic
cap that sees all the positive and
bright sides of the situation.
Black Cap is the pessimist
cap and sees nothing but the
disadvantages of the situation.
Yellow Cap is the creative cap
and sees the creative and out-ofthis-world side of the situation.
Red Cap is the emotional
cap and expresses nothing but
feelings about an issue
Blue Cap is the rational cap
and judges situations based on
facts and obvious evidences.
31
Task 19. Creating a

Goal
Invite the students to
stimulus Building up
is like creating a
goal. Each defence is
achieving success.
Personal
read the Individual work
defences
personal
critical in
Using the organizer found in the

LM, ask the students to create
a personal goal for the next five
years.
To process the activity, invite the
students to go back to the motive
question before reading The
Gorgons Head.
Now is the time to answer
the question: How do I build the
best defences against challenges
to acquire the best quality of life
possible for me?
of learning.
Provide a short summative test
that sums up the content standard
and must be recorded and
graded as part of assessment of
learning.
Task 20. Your Brochure
Remind them that they have Individual work
been informed at the beginning
Final task is the part of the of the lesson that they are to
module that addresses the create a quality brochure that
would feature their own defenses
Since this is the final task against discrimination.
of Lesson 2, the task is
referred to as enabling Ask them that they can now start
crafting their brochure. You can
make use of internet sources for
This enabling activity forms important information to make
a scaffold to the succeeding their work substantial.
activities to equip the
Final Task
Pedagogy:
32
learners with skills in Their brochure will be graded

performing the culminating using the rubrics found in the LM.
activity or the performance
standard for the first
quarter.
serves as enabling
task for the
main product/
performance at
the end of each
module;
includes tasks
that are essential
for learners
development;
is based on real
teacher wishes to
do modifications or
improvisations)
Assessment:

GRASPS-based
assessment criteria
My Treasure
sums up all the essential
understandings one must
draw out of this lesson. It is
important that answers are
authentic inasmuch as the
word MY implies that this
part of the lesson is where
the students develop a
sense of ownership.
When you build defenses,

you are minimizing the risk of
encountering future problems. Individual work
Through these defenses, you
learn how to cope with the
changing time and turn each
challenge
into
something
beneficial.
33
Materials:
1.Instructional aids (photos, rubrics)
2.Technology Aids (computer, internet, television, movies DVD)
References:
http://www.youtube.com/watch?v=GWooGBya_nk
www.rubrics4teachers.com
34
Module 1:
Lesson 3
Sub-theme: Capitalizing on Strengths and Weaknesses
Language / Grammar Focus
Enabling Tasks
(leading to
Culminating Task)
Modals
Information
Ad (TV, radio
or print) that
would campaign
on capitalizing
strengths and
weaknesses
ORPHEUS by Alice Low
Phase of the lesson
Activities/Tasks
WIPS Provision
Your Journey
is composed of two
paragraphs. The first
and vivid introduction
of the lesson and the
discussion of the subtheme
which is Capitalizing
on Ones Strengths and
Weaknesses. The second
Invite the students to read the Whole class

introduction (Module 1 Lesson
3) for them to get an overview of
where they are headed to and to
be aware of the desired result;
that is, for them to demonstrate
understanding of how to deal with
personal challenges.
Your Objectives
This part of the
module provides the
Allow the students to go over the

following objectives for them to
focus more on the target concepts,
literary skills.
35
are taken from the

Curriculum Guide
(CG)
address the
enabling knowledge
and skills to
be developed
to achieve the
desired content
and performance
standard
in terms of what
the students should
know, understand
and be able to do

also informs the learners of
the enabling activity.
determine the effect of

textual aids like advance
organizers on the
Individual work
understanding of a text
determine the implicit and
explicit signals, verbal, as
well as non-verbal, used
by the speaker to highlight
significant
express insights based
on ideas presented in the
material viewed
differentiate formal from
informal definitions of
words
specific to a genre
contribute to the theme
of a particular literary
selection
formulate a statement of
describe techniques in
public speaking
use words and
expressions that
emphasize a point
Remind them that the

expected output in this lesson is a
quality Information Ad (TV, radio
or print) that would campaign
on capitalizing strengths and
weaknesses and the criteria for
assessment will be concept,
design and visuals and copy
quality.
Ask the students if they have
questions and/or clarifications
about the rubrics.
Ask the students if they are
ready to proceed to the next
phase of the lesson as part of
assessment of learning
36
Invite the students to work on

the pre-requisites to check their
background knowledge, and to
In presenting this part of the prepare them for the development
module, the teacher should of their skills on the target through
the following tasks/activities:
be able to:
Your Initial Tasks

Pedagogy:
diagnose and
activate prior
knowledge;
hook and engage
learners interest;
ask questions;
encourage student
questions; welcome
tentative responses
as guide to further
exploration; and
expectations and
how learning shall
be assessed by
presenting the
enabling activity
and the rubrics.
Assessment:

All the activities

in this phase
are diagnostic in
nature. Scores
must be recorded
to help the
teacher plan the
succeeding lessons
and not to grade
the students since
teachers have no
inputs in this phase.
All answers are
tentative and must
be written on their
notebooks for
reference.
Task 1. Boy-Girl Power

Make them visualize the strengths
of a boy and a girl and how can
they make use of these strengths
to solve the problem which is
to successfully come out of
the box. Relate it to the theme
capitalizing on ones strengths and
weaknesses. Ask the following
processing questions:
1. What qualities of Joaquin
have you identified? How
about Cristina?
2. In what way could these
qualities help them escape
from the box?
3. How does the web help you
sort boys characteristics
from the girls? Could you
think of other organizers
that would best fit the
purpose?
4. Do you think we could
interchange the qualities
of Joaquin and Cristina?
What would interchanging
their qualities imply?
Gender
Advocacy
and
Development is integrated in this
activity, and the teacher may also
ask other questions relating the
topic to the activity.
Interchange the names of
Joaquin and Cristina and ask
students for reactions.
Use this activity to motivate.
37
Small group
discussion
Small group
discussion
Task 2. Let it Go!

Ask the students to view or listen
to the song entitled Let it Go
from the movie FROZEN.
Small group
discussion
Before listening to the song,

present a concept map of the
words Implicit and explicit on the
board to clarify them of what they
are expected to do in the activity.
Small group
discussion
Ask them to determine implicit

and explicit signals from the lyrics
that are used by the singer to
highlight significant points. Ask
Individual work
1. What is the song all

about?
2. What
explicit
and
implicit signals used by
the singer to highlight
significant points have
you indentified?
3. How do these signals help
add value to the lyrics and
over all meaning of the
song?
Remember that all the students
responses in the initial tasks are
tentative/initial answers and the
teacher must, therefore, accept
all the answers.
Task 3. What are you made of?
Ask the students to revisit the
objectives. The objectives will tell
the students what topics are to be
expected for discussion.
Considering the goals of the
module. Ask them to etch
everything that they know about
the topic on the stone tablet, all
that they are not sure in the quill
and all that they still want to know
in the pencil.
38
Use this activity to build schema

and diagnose prior knowledge
of learning.
Pre-reading:
Your Text
the teachers must be able Task 4. Mystery Words
Present the task using a chart
and ask the students to answer
make sense
of information,
1. What can you notice with
develop, reflect,
the way these words were
rethink, validate
defined?
,and revise
2. How do you differentiate
understandings of
definition A from B?
the lesson;
3. Which of the two is the
check for
better way to define a
understanding;
word?
provide feedback;
check against
Task 5. From Page to Page
content standard
Discuss with the students what
(content to
myth is. Provide additional inputs
content);
if possible.
standard (content to
Before reading the text, ask the
content);
assess
students guide question: To what extent
skills
(checking would you use your strength to
learners learning save a person you love?
progress
and Have them read Orpheus by
interest);
Alice Low. Inform them that
ask questions for while reading, there are breakers
them to construct (questions enclosed in a box)
their own meanings that they ought to answer / think
and
about.
provide a variety of Here are different reading
learning resources
techniques you can use:
- (Reading aloud) Throw
a ball to a student who is
going to read the story. The
student holds the ball while
reading. On your signal,
the student then stops
reading and pass the ball on
somebody whom he wants
to continue reading.
39
Whole class
Assessment:
All the activities
in this phase
are formative in
nature. Scores
must be recorded
for instructional
decision not to
grade the students
since teachers
have to inputs in
this phase.
Refer the students
back to the
tentative answers
they have written
on their notebooks
to validate whether
their tentative
answers are correct
or not. This process
is important
in validating,
rethinking and
revising their
understanding.
Repeat the process until

everyone is done reading.
- (Silent Reading) Ask
the student to read the
story silently. Ask them to
pause every two minutes
to organize the sequence
of the story in their minds.
You may use the breakers
(questions inside the box)
for these purpose.
After reading, they may answer
the following questions
1. What is the greatest
strength of Orpheus? How
about his weakness?
2. What effect does Orpheus
music have on people and
gods? Cite two examples
in the text.
3. Why does Orpheus decide
to rescue his wife from the
underworld?
4. Why does Orpheus look
back to see if Eurydice is
following him?
5. What reasons might the
gods have for allowing
Orpheus and Eurydice to
be reunited?
6. Explain why the gods put
a condition on permitting
Orpheus and his bride to
return to earth.
7. What main characteristic
of this text makes it a
myth?
8. To whom does Orpheus
owe his talent? Why
was he able to win the
sympathy of the gods?
9. In what situations were
the gods willing to help
humans?
40
Whole class

10. Does the story reveal
certain realities about
Greeks? What are these?
11. Do
these
realities
influence the way you
think and live? How?
Task 6. Element-Array
Ask the students to form five (5)
groups. Each group will draw
their own bulb puzzle and answer
the field required by each piece of
the puzzle.
Give them about five or ten
minutes to do the task. Ask a
representative from each group to
report the groups output. It is also
important that you give the other
groups to comment on the output
presented by the other groups to
make the discussion interactive.
After all the group representatives
are done with the presentation,
ask them the following questions:
1. How do the elements help
you understand the flow
of the story?
2. In what way do the
elements contribute to
your understanding of
the selections over-all
theme?
3. How is a puzzle related
with
understanding
elements to make up a
whole?
Task 7. Alice Low
Provide inputs or recall previous
discussions on tone, mood,
technique, and purpose of the
author in writing a text.
41
After your short discussion, ask

them to recall the story of Orpheus.
Present to them the chart found
in task 6 of this lesson and ask
them to fill out the bubbles with
the corresponding answers.
Ask someone to present the
output in class and allow everyone
to have a free discussion about
each others responses.
of learning.
Pedagogy:
Remember that the
discovery tasks allow
the students to enrich
learning by contextualizing,
localizing and
phase is to provide them
variety of context.
associates the theme to
the learners personal
therefore provide them the
opportunity to answer the
essential questions raised
lesson.
To begin with this phase, provide

the students with inputs on movie
adaptations. Please refer to the
learners module for this purpose.
The teacher may add inputs if
necessary.
Task 8. Piece of Pi
Ask the students to view the 2012
film adaptation of Life of Pi by
Yann Martel. While watching, ask
them to take note of the important
details in the movie.
Ask them to answer the following
questions:
1. In his introductory note
Yann Martel says, This
book was born as I was
hungry. What sort of
emotional
nourishment
might Life of Pi have fed
to its author?
2. Pondicherry is described
as an anomaly, the former
capital of what was once
French India. In terms of
storytelling, what makes
this town an appropriate
choice for Pis upbringing?
42
Whole class
Assessment:
phase are formative
in nature and must be
recorded but not graded
as bases for instructional
decision whether to
your learners.
answers are correct or not.
This process is important
and revising their
understanding.
provide a summative
authentic task) which sums
up the content standards.
performance standards are
done only if the content
and graded.
3. Yann
Martel
recalls
that many Pondicherry
residents provided him
with stories, but he was
most intrigued by this tale
because Mr. Adirubasamy
said it would make him
believe in God. Did Pis
tale alter your beliefs
about God?
4. Early in the novel, we
discover that the narrator
majored in religious studies
and zoology, with particular
interests in a sixteenthcentury Kabbalist and
the admirable three-toed
sloth.
In
subsequent
chapters, he explains the
ways in which religions
and zoos are both steeped
in illusion. Discuss some
of the other ways in which
these two fields find
unlikely compatibility.
5. Pis full name, Piscine
Molitor Patel, was inspired
by a Parisian swimming
pool that the gods would
have delighted to swim in.
The shortened form refers
to the ratio of a circles
circumference
divided
by its diameter. Explore
the significance of Pis
unusual name.
6. How would the novels
flavor be changed if Pis
sole surviving animal
were the zebra or Orange
Juice? (We assume that
if the hyena had been the
only surviving animal, Pi
would not have lived to tell
us his story.)
43
7. Pi sparks a lively debate

when all three of his
spiritual advisors try to
claim him. At the heart of
this confrontation is Pis
insistence that he cannot
accept an exclusively
Hindu, Christian, or
Muslim faith; he can
only be content with all
three. What is Pi seeking
that can solely be
attained by this apparent
contradiction?
8. What do you make of
Pis assertion that we
are all in limbo, without
religion, until some figure
introduces us to God?
Do you believe that Pis
piousness was a response
to his fathers atheism?
9. Among Yann Martels
gifts is a rich descriptive
palette. Regarding
religion, he observes
the green elements
that represent Islam
and the orange tones
of Hinduism. What
color would Christianity
be, according to Pis
perspective?
10. How do the human
beings in your world
reflect the animal
behavior observed by Pi?
What do Pis strategies
for dealing with Richard
Parker teach us about
confronting the fearsome
creatures in our lives?
11. Besides the loss of his
family and possessions,
what else did Pi lose
44
when the Tsimtsum sank?

What did he gain?
12. Nearly
everyone
experiences a turning
point that represents the
transition from youth to
adulthood, albeit seldom
as traumatic as Pis. What
event marks your coming
of age?
13. How does Mr. Patels zoo
keeping abilities compare
to his parenting skills?
Discuss the scene in
which his tries to to teach
his children a lesson in
survival by arranging
for them to watch a tiger
devour a goat. Did this
in any way prepare Pi
for the most dangerous
experience of his life?
14. Why did Pi at first try so
hard to save Richard
Parker?
15. Pi imagines that his
brother
would
have
teasingly called him Noah.
How does Pis voyage
compare to the biblical
story of Noah, who was
spared from the flood
while God washed away
the sinners?
Before asking the students to
accomplish Task 8, the teacher
must provide inputs on strategies
in public speaking. After the
discussion, provide them with a
copy of the selected dialogues
from Life of Pi and ask them
to deliver the lines using the
techniques.
45
After doing the task, have the

students answer the following
questions:
1. Describe
the
public
speaking techniques used
by your partner in each of
the quotations above.
2. How do these techniques
help you in persuading
your partner?
Task 8.1 Thin Line
Ask the students to create
sentences
opposite
each
picture using modals expressing
probability. The teacher might
provide inputs on modals that
express probability before doing
the activity.
Task 8.2 A Quote on Quote
Present the stimulus found
in the learning material. The
situation is about surviving a
shipwreck by being accurate in
all the movements and actions.
Ask them to put themselves
in the shoes of Mr. Patel, to
internalize the situation. As they
do the activity, ask them to use
appropriate modals that express
ability.
Task 8.3 Classifying Things
Require the students to picture
the Patels zoo in their minds. Ask
them to classify the animals using
modals that express possibility.
Task 8. 4 Market! Market!
Ask the students to establish
the relationship of each of the
paired marketing concepts in the
learners material. Ask them to
use modals expressing probability
in their answers.
46
Task 9. Modal Modes

Have the students imagine
Orpheus, Pi Patel, and Queen Elsa
sitting together in a conference
about how they capitalized on
their strengths and weakness
to overcome their individual
challenges.
1. Ask them what would be
their response?
2. Which of these strategies
would you adopt and why?
Task 10. A Gift of Change
Ask the students to remember the
gifts of Orpheus, Pi and Queen
Elsa. Ask them If they possess
all the gifts the three characters
have, how would they use them
in improving/resolving each of
the social issues presented in the
learners material.
Task 11. A Letter Later
Ask the students to write a letter to
themselves that they have to open
20 years from now. Have them
highlight in their letters they were
able to capitalize their strengths
and weaknesses to be a better
person that they have become 20
years ahead of time. Encourage
them to use statements expressing
opinions or strong assertions in
their letter.
Task 12. Best Magic Ever
Allow the students to read the
stimulus:
Overcoming
individual
challenges is a difficult task but
not that difficult to require magic
and dissolve them at a snap of our
fingers. The best way to address
them is to have the willingness to
change. The best magic ever is
the recognition of your strengths
47
and admission of weaknesses

these will make you a better
person.
Ask them to contemplate on the
stimulus.
to proceed to the next phase of the
lesson as part of assessment of
learning.
Provide a short summative test that
sums up the content standard and
must be recorded and graded as
part of assessment of learning.
Final Task
Pedagogy:
Final task is the part of the
But since this is the final
task of Lesson 3, the task is
referred to as enabling task
or enabling activity.
This enabling activity forms
a scaffold to the succeeding
activities to equip the learners
with skills in performing the
culminating activity or the
performance standard for
the first quarter.

serves as enabling
task for the
main product/
performance at the
end of each module;
includes tasks
that are essential
for learners
development;
is based on real
teacher wishes to
do modifications or
improvisations)
Remind the students that at the end

of the quarter, they are to compose
a short persuasive text using a
variety of persuasive techniques
and devices.
Remind them also that in this
particular module, the enabling
activity would be an Information Ad
Campaign.
Tell them that the succeeding tasks
will walk them through the process
of making the Info Ad Campaign.
Task 13. Ad Type Cast
Ask the students to recall as many
TV commercials as they can. Then
analyze the commercials using the
1. Do only boys play with
action toys?
2. Do only girls use kitchen
appliances?
3. Do only women cook food?
4. Is one gender depicted in a
superior role?
After the presentation, process
the activity using the following
questions.
48
Individual work
Assessment:

GRASPS-based
assessment criteria

1. Which ad is the most
sexist? Least sexist?
2. What implication does it
make on capitalizing ones
strength and weaknesses?
3. How would this help
you in crafting your own
information ad campaign?
Task 14. Ask a Professional
Ask them to speak to the school
nurse/doctor/dentist about some
advertising
claims.
Example
questions could be: Is one medicine
better than another? Does some
toothpaste make your teeth whiter?
Ask the students to present some
of their works to the class.
Process the activity using the
1. What do these claims tell
about advertising?
2. How would this information
help you in crafting your
own
information
ad
campaign?
Task 15. Past Forward
Ask the students to make a
research about a person or group
of people whose advocacies are to
make people self-reliant (strengths
and weaknesses). Be sure to
include responses to the following
questions:
What was this person or
group fighting for?
What were some of the
efforts they used for
achieving social justice?
49
Were
these
efforts
successful? Why or why
not?
How was this success
measured?
Are they still pursuing
these ideals? If not, has
someone else or another
organization continued to
pursue their work?
Task 16. Thanks for the Ad!

Allow the students to draw
inspiration from Task 14.
Ask them to make their own
Information Ad (TV, radio or
print) that would campaign
on capitalizing strengths and
weaknesses.
Present the rubrics. Ask them if
there are needed clarifications.
Allow the students to craft
their own rubrics as part of
assessment of learning.
Allow the students to present their
outputs in the class.
Provide feedback.
My Treasure
sense of ownership.
Ask the students to read the lines

below:
In order to capitalize your
strength, you first have to know
what your strengths are and for
what purpose are you intending
to use them. Recognizing
yourweaknesses will give more
meaning to your strengths. If you
can transform your weaknesses
into strengths and opportunities,
you can never go wrong.
Using the lines as stimulus,
provide them with enough time
to revisit all the activities they
have done in the lesson before
completing the openended
questions.
50
Materials:
1. Instructional aids (photos, rubrics)
2.Technology Aids (computer, internet, television, movies DVD)
References:
http://www.youtube.com/watch?v=iEKLFS-aKcw. Published December 13
51
Module 1
Lesson 4
Sub-theme: Dealing with Personal Challenges
Enabling Tasks
(leading to
Culminating Task)
Compose an
ARACHNE translated by Special expressions emphasizing
impressive photo
Olivia Coolidge
a point
essay
Language / Grammar Focus
Instructional / Learning Plan

Phase of the lesson
Your Journey
is composed of two
paragraphs.
The
first
of the subtheme which
Your Objectives
provides the competencies.
Remember that the
objectives:
are taken from the
Curriculum
Guide
(CG)
Activities/ Tasks
Invite the students to read the introduction

(Module 1 Lesson 4) for them to get an
overview of where they are headed to
and be aware of the desired result; that is,
for them to demonstrate understanding
of how to deal with personal challenges.
1. Emphasize to them that they
will have a lot of opportunities to
improve in the target concepts,
literary skills. They will find the
need to deal with personal
challenges.
2. Motivate them to answer the BIG
Question: How do I deal with
personal challenges? (Accept
tentative answers.)
For the learners to focus on the target

concepts, language communication and
literary skills, set time for them to read
the following objectives:
draw generalizations and
conclusions based on the
material viewed (EN10VC1h-1.5/2.5)
52
WIPS
Provision
Whole class
Individual
work
address the
enabling knowledge
and skills to
develop/achieve
the desired content
and performance
standard
in terms of what
students should
know, understand
and be able to do
This part of the lesson also

informs the learners of the
enabling activity.
compare new insights with

previous learnings (EN10RC1g-21)
make generalization (EN10LC1g-8.7)
give meanings of words through
using dictionary and/ or context
clues (EN10V-1d-13.9)
explain how tone and mood
contribute to the theme of the
myth
(EN10LT-1f-2.2.3)
use special words / expressions
that emphasize
points
(EN10G-1e-26)
use factual and opinion based
statements as supports
in
persuasive writing (EN10WC1d-12.2)
employ examples as supports
in public speaking
(EN10OL1e-3.16.1)
select, organize, produce visuals
and graphics to
complement
and extend the meaning of a
photo essay (EN10WC-1e-12.3)
compose a short persuasive text
expressing ones stand on an
issue. (EN10WC-1e.12.3)
Remind them that they are expected

to present an impressive photo essay
emphasizing how they can deal with
personal challenges. The rating of
the photo essay will be based on the
following criteria: visuals /graphics, text
representations/captions, organization
and impact.
Your Initial Tasks

Pedagogy:
In presenting this part of the
module, the teacher should
be able to:
diagnose and
activate prior
knowledge;
Invite the students to work on the prerequisites to check their background

knowledge, and to prepare them for the
development of their skills on the target
concepts through the following tasks/
activities:
53
Individual
work
Individual
work
hook and engage

Task 1. Picture Perfect
learners interest;
1. Create interest by asking them
ask
questions;
to look closely at the drawing of
encourage student
(a grade 10 student grappling
questions; welcome
up the steps leading to the
tentative responses
entrance of the dark,
cold,
as guide to further
slippery
and
gloomy
cave),
and
exploration; and
relate
it
to
the
theme:
dealing
with personal challenges.
and how learning
2. Instruct them to answer the
shall be assessed
guide questions (refer to Module
by presenting the
1 Lesson 4) (Accept varied
enabling
activity
answers).
and the rubrics.
3. Make them read the quotation
and relate the pictures message
before they will form groups of
Assessment:
five, and talk about what they
All the activities
have in common. (Responses
in this phase are
may vary.)
diagnostic in nature.
Scores must be
recorded to help Task 2. A Puzzling Trial
1. Ask them to form dyads and
the teacher plan the
think about a problem, a trial or a
succeeding lessons
challenge they have experienced
and not to grade the
that really puzzled them.
students.
2. Remind
them
to
follow
the directions in their LM.
(Responses may vary)
All answers are tentative
and must be written
Task 3. Three Controls
on theirnotebooks for
1. Let them form triads, and list
reference.
at least three questions about
personal challenges that they
hope to answer in this lesson.
2. Make them take turns in sharing
these questions, in finding what
they have in common, and then
check them against this essential
question: How do I deal with
personal challenges? (Accept
tentative answers.)
54
Individual
work
Small group
Pair work
Triads
Task 4. Setting Expectations

Remind them to use the essential
question as a focal point, to project and
to write their answers to this question:
What do I expect or hope to learn?
Your Text
the teacher must be able to
help the students:
make sense
of information,
develop, reflect,
rethink, validate,
and revise
understandings of
the lesson;
check for
understanding;
provide feedback;
check against
content standard
(content to content);
assess students
skills (checking
learners learning
progress and
interest);
ask questions to
enable the students
to construct their
own meanings/
understandings and
learning resources
Lead the students to explore, process,

illustrate, and crystallize their knowledge
to get a deeper understanding of the target
concepts, language communication and
literary skills. Let them do the following
differentiated, integrated and interactive
activities/ tasks.
Task 5. SGDA (Small Group
Differentiated Activities) The
Golden Door
1. Instruct them to form small
groups of eight, and to read
ARACHNE a myth from Ancient
Greece, as translated by Olivia
Coolidge.
2. Remind them to work on their
assigned task and to
share
their ideas, thoughts, and
experiences with the class.
Group 1: Word Finders
1. Ask the learners to look for
difficult/unfamiliar words
in
the selection, and clarify the
meaning of each through using
a dictionary or context clues.
2. Process the learners answers.
Expected/possible answers
eg. 1.) obstinacy stubbornness
2.)gorgeous beautiful
3.)strive do your best
4.) descend originate
5.) etc.
3. Give feedback
55
Individual
work
Small group
work
Small group
work
Assessment:
All the activities Group 2: Image Makers
1. Give the learners a set of
in
this
phase
questions for them to identify
are formative in
the tone and the mood of the
nature.
Scores
selection.
must be recorded
2.
Make them read Arachne
for
instructional
translated by Olivia Coolidge
decision
not
to
then discuss the answers to the
grade the students.
questions (See Module 1 Lesson
Refer the students
4).
back to the tentative
answers
they
Expected/possible answers:
have written on
1.) Her being reckless and too
their notebooks to
proud of her skill
validate
whether
2.) She tried to hang herself.
their
tentative
3.) Shes too proud of her skill.
answers are correct
4.)
The prevailing mood in
or not. This process
Arachne is being weary on
is
important
in
ones stubbornness (the
validating, rethinking
state of being difficult or
and revising their
unreasonable or persistent).
understanding.
I would challenge her in a
contest but she would not
come.
5.) Tone used didactic or
moralistic (teaching a lesson,
enlightening)
6.) Posing and giving in to the
challenge clearly conveys
the moral lesson of the story.
Small group
work
Group 3: Justifiers
1. Provide the learners a set of
questions for them to focus on
character traits, conflict and how
it is resolved, and the message
of the selection.
2. Let them discuss the answers
to the questions (see Module 1
Lesson 4).
Expected answers to question
number
56
Small group
work
1.) Arachnes pride

2.) She dared/ challenged even
the gods to match her skill.
3.) She paid a high price for her
pride obstinacy when she
failed in matching Athenas
skill; then she came to her
downfall
4.) skillful but too proud/
obstinate
5.) I will not live under this
insult. And she hanged
herself.
6.) (Accept varied answers)
Group 4: Theme Builders
1. Let them discuss the answers
to the questions (see Module 1
Lesson 4).
2. Accept varied answers for
question number 1.
3. Let them find out how poetic
justice is manifested in the
selection and how to connect
the meaning of the selection
to real life situation. They can
also assess the effectiveness of
the literary devices used by the
author. Emphasize to them that
poetic justice is employed in the
selection if it has happy ending
where a virtue is rewarded and
the wrong doing is punished.
Possible answer for question
number 2:
The use of poetic justice is
effective because it gives us
hope and inspiration to promote,
good always triumphs at the
end.
4. Ask the students to recall other
literary devices that help in
clarifying the theme like:
57
Small group
work
Small group
work
fantastic
details
(magic
becomes realistic)
verisimilitude (life like quality)
illusion of reality (fictional or
fantastic world is habituated
by people of human condition
with unquestionable moral
values).
5. Discuss with them how they help
bring out the meaning of life.
Make them cite passages from
the selections for proofs.
6. Clarify the
generalization
or statement about human
experience (theme) the story
makes. Make them explain how
the title Arachne relates to the
theme of the selection and how
it is used as a symbol to clarify
the theme.
Possible answers to question
number 3:
1.) I believe the old woman
would not punish Arachne.
Remember she advised
her not to claim to be equal
to the immortal gods, to be
contented with her fame of
being the best spinner and
weaver.
2.) Accept varied answers.
3.) At the end, wrongdoing
is punished and good
triumphs over evil.
4.) Yes, Arachne represents/
suggests the ugliness and
evilness of pride.
7. Give feedback.
58
Small group
work
Whole
class
Task 6. Language Watch

A. Which is Which
1. Ask the students to classify each
of the words inside the box (see
Module 1 Lesson 4 ).
2. Allow them to tell which is
a conjunction, parenthetical
expression, or adverb/
conjunctive adverb.
3. Process the learners
responses.
Individual
Possible responses:
work
Conjunctions: however, as
Parenthetical Expressions: to
illustrate, on the contrary, in
most cases, in like manner,
provided that, on the condition
that, supposing, to reiterate;
adverb/conjunctive
adverb:
exactly,
apparently,
still,
differently, most importantly, in
my opinion, as such, as long
Small Group
4. Lead them to revisit/review
work
how to use conjunctions,
parenthetical expressions, or
adverb/conjunctive adverbs.
B. Giving Emphasis
1. Let the students read the
sentences lifted from Arachne,
and ask them to focus on
the italicized words/ phrases.
Let them find out how each
expression is used.
2. Let them work in small groups of
five, and answer the questions
(refer to Module 1 Lesson 4).
Expected answers for question:
1.) Each of them emphasizes a
point and helps in clarifying
the stand of the speaker
2.) Yes, they stress the
importance of the action.
59
3. Process the learners answers

and review with them other
examples of these special
expressions that signal emphasis
(especially, finally, consequently,
immediately, apparently, the
important point is, luckily,
immensely, fortunately, similarly,
unfortunately, etc.)
4. Make them revisit the box
entries in Task 6A, and check the
words/expressions in their list
against the special words and
expressions (that emphasize
points) inside the box.
Small group
work
Here are some commonly used

expressions
emphasizing
points
persuasively: In my opinion, in most
cases, I believe, I suppose, As far as Im
concerned, Speaking for myself, etc.
C. Blissful
1. Ask them to pair up and take
turns in answering the questions
(see Module 1 Lesson 4).
for nos. #13 (answers may
vary).
3. Give feedback
Pair work
D. Comfort Zone
1. Invite them to reflect on this
question: Do you believe in
sticking to your comfort zone
instead of taking yourself out of
it when you face a challenge?
2. Let them write the reasons why
they say so.
3. Request them to give examples
to prove their point and to
use special expressions to
emphasize and to clarify their
stand. (Responses may vary.)
4. Process the students output
and give comments as well as
suggestions.
60
Individual
work

Pedagogy:
Remember
that
your
discovery
tasks
allow
the students to enrich
learning by contextualizing,
localizing and differentiating
instruction.
phase to provide them the
understanding of content
as applied to a variety of
context.
Invite the students to reinforce, prove,

extend, enriched and enhance their
understanding of the target language
communication and literary skills and
of dealing with personal challenges
by
getting involved in meaningful,
challenging and real - life tasks.
Activity Ideas
Task 7. SGDA for Beyond Text - Real
Life Extension.
Invite the students to form four groups
and draw lots.for a task to work on.
Remind them to share their ideas,
thoughts, and experiences with the
class.

Group 1: Thematic Funny Home Movies
the personal experience or Videos
of the learner and should
1. Ask them to recall examples
therefore provide them
of funny or exciting movies
or videos they have watched.
Relate the theme of Arachneto
established at the beginning
the movies or videos in focus or
of the lesson.
watch Never Give Up in Life (a
truly inspirational video).
2. Invite them to talk about the
similarities and effects of the
movies/videos on their lives.
Focus on dealing with personal
challenges.
3. Require them to report back to
class and share thoughts with
other groups. (Responses may
vary.)
4. Give
comments
and
suggestions.
Group 2: The Best Advice
1. Let them list down problems that
young people meet in dealing
with challenges. One of them
will pose as guidance counsellor
and the rest as troubled young
people.
61
Small group
work
Small
group
work
Assessment:
All the activities in this phase
are formative in nature and

must not be graded but
2. Then, make them present The
must be recorded as bases
Best Advice from a guidance
for instructional decision
counsellor in the form of a skit.
whether to proceed to to
the next activity or insert
3. Give comments and
suggestions.
another activity depending
on the needs of your
Group 3: Power Play
learners.
1. Make them identify and talk about
a controversial issue (subject in
the news or in personal life) that
is related to a personal challenge
notebooks
to
validate
they feel strongly about, or one
that they want to ignore and
answers
are
correct
how they would help others see
or not. This process is
their point of view.
2. Have them share and consolidate
important in validating,
their
ideas.(Responses may
rethinking and revising their
vary)
understanding.
3. Give comments and suggestions.
just before doing the final Group 4: Fact + Opinion = The Best
task, the teacher may Way to Deal with Challenges
provide
a
summative
1. Invite them to write a journal on
the effects of lifes challenges
on them, and identify which of
the content standards.
these challenges they are facing
now.
2. Make them present them with
operates in the premise
factual recounts of incidents as
that performance standards
supports.
3. Remind them to explain what
challenge they expect to find and
will try to resolve successfully.
Then, share and consolidate
and graded.
their ideas. (Responses may
vary).
62
Small group
work
Small group
work
Invite the students and guide them in

demonstrating and making independent
applications of their understanding
Final task is the part of the of the target concepts, language
module that addresses the communication and literary skills by
composing an impressive photo essay.
This is the evidence or transfer of their
But since this is the final learning.
task of Lesson 4, the task
1. Prepare your students on their
is referred to as enabling
major task for this lesson, which
is to produce an impressive
photo essay.
This enabling activity forms
a scaffold to the succeeding
2. Remind them to use graphics or
activities to equip the
visuals and text representation
learners with skills in
since this is another concept
performing the culminating
that uses the comic book format
activity or the performance
to present information in new
standard of the first quarter.
ways and to make learning fun.
For them to make it as best as
they can, they must follow some
steps.
3.
Advise them to bear in mind some
serves as enabling
grand ideas for the production of
task for the
their photo essay by following
main product/
the guideposts (refer to Module
performance at
1 Lesson 4) before they engage
the end of each
themselves in composing an
module;
impressive photo essay. Make
includes tasks
them keep these points in mind
that are essential
as they go through the process.
for learners
development;
Task 8. For A VIP (Very Impressive
is based on real Photo) Essay
life situations (if the Let them form small groups of five and
teacher wishes to do the following tasks:
do modifications or
A. Connect and Decide
improvisations).
1. Instruct the learners to think
about and list the five most
Assessment:
important things they would
GRASPS-based
want to do in facing or dealing
assessment criteria
with personal challenges.
Final Task
Pedagogy:
63
Whole
class
Small group
work

2. Make them tell whether they are
based on fact or opinion.
3. Discuss the choices and decide
on the top three.
4. Help them come up with the
photo essays main idea by
letting them choose one literary
selection (from those they have
explored in class/read) that
presents ways of dealing with
challenges and
make them
consider these points as well:
Which is most liked?
Which do you feel a close
connection with?
Which do you want to read
more in public?
5. Guide them to come up with
an introduction by using
a
surprising incident, interesting
question, and characters from
their chosen selections.
B. Scout for Remarkable / Influential
Figures
1. Lead them to come up with
supports and evidences by
choosing at least three characters
(e.g., Athena, Orpheus) who
have made a great impression
on them in dealing/resolving
personal conflicts.
Choose
also the characters who have
influenced their outlook in life.
2. Ask them to rank these
characters according to their
preference and do a character
inventory by considering their
qualities, attitudes, or traits.
64
Small
group
work
Small
group
work
Remarkable/Influential Character
Inventory
Rank Character Qualities Attitude

Athena
Orpheres
Small
group
work
3. Make them highlight three

outstanding
or
dominant
character traits that help them
resolve personal conflict and let
them consider their differences
and similarities.
Outstanding/Dominant
Character Traits
Character
1.
2.
Similarities Differences
3.
C. Unlimited
1. Invite them to take a closer look
at the samples of photo essay
using this linkhttp://education.
nationalgeographic.com/media/
file/GAW_photo_912edited922.
pdf and find out how each
establishes the tone, mood and
theme of the essay through
visuals and text.
2. Help your students to establish
the tone, mood, and theme of
the essay through visuals and
text. Require them to collect
photos, pictures, drawings,
and video segment (if possible)
illustrations that show and relate
to the theme or the message of
your chosen literary selections.
Use them as supports and
evidences to support their stand.
65
Small
group
work
3. Remind them to provide a catchy

and meaningful title to the photo
essay, explain its significance.
Make the text serious and
straightforward, and express
opinion (personal feelings or
beliefs) about the characters and
the incidents that support them.
4. Organize the visuals and
text. Establish the connection
between and among the visuals
the texts, and the main idea.
5. Let them edit, refine, and polish
their work as they use the
following rubrics as guide.
5 4 3 2
Creativity
(presents original
or unique style to
make it interesting)
Visual, Graphics
(uses sound color,
content of photos
and garaphics
represent the
argument and
convey persuasive
messages)
Text
Representation
Captions (uses
words and
phrases that call
up strong feeling;
uses logical
and emotional
appeal; examples,
statistics to prove
ones stand; has
convincing tone)
Organization
(presents reasons,
arguments, facts
that are logically
organized around
a particular point)
66
1 Total
Small
group
work
Small
group
work
Total
Impact
(convinces the
audience to
accept the ideas
and moves them
to action)
Total
Legend:
Rating Description
5
4
3
2
1
Excellent
Very Impressive
Impressive
Needs Revision
Inadequate
Formula:
C+VG+TC+O+I= Total 5 = 5
6. Evaluate their output and check it
against the criteria set in rubrics.
My Treasure
sense of ownership.
1. Invite the students to summarize,

reflect and focus on the essential
points of the lesson that they
enjoyed, found helpful, and
would like to work further on.
2. Let them keep a record of all of
these, then add their answers to
the questions (refer to Module 1
Lesson 4).
3. Finally, make them write their
responses in their journal.
67
Individual
work
Materials:
1. Instructional aids (graphic aids, rubrics)
2. Technology aids (computer, internet, television, movies, DVD)
References:
1. Balu, Sheridan., et al. Writers Craft. Illinois: McDougal-Littell A Houghton
MIfflin Company, 1998
2. Berliner, Lawrence E., et al. Prentice Hall LITERATURE Copper ed. 1991.
New Jersey: Prentice- Hall Inc., 1991.
3. Davidson, Jeff. The Complete Guide to Public Speaking.
4. Probst, Robert., et al. Elements of Literature Fourth Course with Readings
in World Literature. Austin: Holt Rinehart and Winston, 2000.
68
Module 1
Lesson 5
Sub-theme: Winning Over Individual Challenges
Reading/Literary
Text
1. How Odin Lost
His Eye retold
by Catherine F.
Sellew
2. Comfort from
The Koran
translated by
N.J. Dawood
Enabling Tasks
(leading to
Culminating
Task)
Modals indicating obligation and

necessity
Participate in
a short but
meaningful
panel discussion
on winning
over personal
challenges
Phase of the lesson
Your Journey
This
part
of
the
lesson is composed
of two paragraphs.
The first paragraph
provides a short and
vivid introduction of
the lesson and the
discussion
of
the
subtheme which is
Discovering Personal
Challenges.
The
second
paragraph
provides an overview of
the lesson and asks the
enduring question that
sums up the enduring
understanding
one
should draw out of this
lesson.
Activities/Tasks
1. Motivate the students

to read
the introduction (refer to Module
1 Lesson 5 ) in order to get an
overview of
where they are
headed to and be aware of the
desired result as they explore
the theme of winning over the
challenges for a more fulfilling
life.
will have a lot of opportunities
to improve the target concepts,
language communication, and
literary skills as they can find ways
in facing these challenges
squarely.
3. Invite them to give tentative
answer to the BIG Questions:
69
WIPS
Provision
Whole
class
How important is winning over

your challenges?
In what ways can winning over
these challenges prepare you for
a more fulfilling life?
(Accept tentative answers)
Your Objectives
This part of the
module
provides
the
competencies.
Remember that the
objectives:
are taken from
the Curriculum
Guide (CG)
address the
enabling
knowledge
and skills
to develop/
achieve
the desired
content and
performance
standard;
clarify
expectations in
terms of what
the students
should know,
understand and
should be able
to do. This part
of the lesson
also informs
the learners of
the enabling
activity.
Guide the learners to focus more on the

target concepts, language communication
and literary skills by asking them to read
and reflect on the following objectives:
compare new insights to previous
learning (EN10RC-1f-21)
show
appreciation
for
songshighlighting how to win over
challenges (EN10LC-1h-14.3)
draw conclusions
based on
the material viewed (EN10VC1g-1.5/2.5)
use formal and informal definition
to clarify the meaning of words
(EN10V-1g-13.9)
compose a persuasive text
expressing ones stand on an
issue (EN10WC-1g-12.3)
use modals indicating obligation
and necessity (EN10G-1g-3.6)
analyse how characterization
contribute
to
the
effective
development of the theme
(EN10LT-1e-2.2)
stress the importance of winning
over
challenges
(EN10WC1d-12.2)
Remind them that they are expected to
participate in a short but meaningful
panel discussion on winning over
personal challenges. It will be based
on the following criteria: focus, clarity
of ideas, persuasive techniques used,
response to questions asked,
and
language convention.
70
Whole
class
Individual
work
Individual
work
Your Initial Tasks
Invite the learners to work on the prerequisites to check their prior knowledge
Pedagogy:
and to prepare them for the development
of their skills on the target concepts
In presenting this part through the following tasks/activities
of the module, the
teacher should be able Task 1. Connect to the Past
to:
1. Let them form groups of five.
diagnose and
For three minutes, they will think
activate prior
back and list down personal
knowledge;
challenges they have experienced
hook and
or encountered in their readings.
engage
2. Make them check their responses
learners
against the box entries about
interest;
Challenges Affecting Me (see
ask questions;
Module 1 Lesson 5) before they
encourage
will consider the positive attitudes:
student
enthusiasm, perseverance and
questions;
strong will power as listed in the
welcome
figure (see Module 1 Lesson 5).
tentative
3. Let them decide on which of these
responses as
positive attitudes is especially
guide to further
important for young people to
exploration;
practise in order to win over a
and
difficult challenge.
clarify
4. Invite them to share their thoughts
expectations
with the rest of the class.
and how
learning shall
Task 2. Outlook Turn Up
be assessed
1. Let them form a triad, and view
by presenting
the drawing showing a young
the enabling
and determined looking cyclist
activity and the
imagining a victory/success on
rubrics.
the race. He is facing an endless
road ahead of him deciding to
Assessment:
overcome great odds.
2. Let them use picture clues to
phase are diagnostic
predict content and see how it
in nature. Scores must
relates to their idea about winning
be recorded to help
over challenges. Invite them to
answer the questions (refer to
succeeding
lessons
Module 1 Lesson 5).
and not to grade the
students.
71
Small
group
work
Triad

and must be written
on their notebooks for
reference.
3. Make them list down questions

about winning over personal
challenges that they still have.
Remind them to check each
against this essential question:
Considering todays context, what
can we possibly do to win over
challenges?
4. Invite them to give tentative
answers to the essential question.
Task 3. Tune In
1. Invite the learners to listen to
Roar by Katy Perry, and
find
out what it says about challenges.
2. Ask them to list down words
and expressions that relate to
ways they deal with challenges
and share with partner what the
invitation of the song is all about.
Individual
work
Individual
work
Task 4. Looking forward

Invite them to use the essential question
as a focal point, project and jot down
what they believe are necessary to learn.
( Accept tentative answers).
Your Text
In this part of the
module, the teachers
must be able to help the
students:
make sense
of information,
develop,
reflect, rethink,
validate,
and revise
understandings
of the lesson;
check of
understanding;
provide
feedback; check
against content
standard
(content to
content);
Lead the students to explore, process,

illustrate,and crystallize their knowledge
to get a deeper understanding of the
and literary skills through the following
differentiated, integrated and interactive
activities/ tasks.
Task 5. SGDA - Understanding the Text
1. Invite them to read, How Odin
Lost His Eye as retold by
Catherine F. Sellewand form
small groups of six to work on
the assigned tasks.
2. Remind them to share ideas,
thoughts, and experiences with
the class. Process the learners
answers.
72
Small
group
work
assess
students skills
(checking
learners
learning
progress and
interest);
ask questions
to enable the
students to
construct their
own meanings/
understandings
and;
provide a
variety of
learning
resources.
Assessment:
All the activities
in this phase
are formative
in nature.
Scores must
be recorded
for instructional
decision not
to grade the
students.
Refer the
students back
to the tentative
answers they
have written on
their notebooks
to validate
whether their
tentative
answers are
correct or not.
This process
is important
in validating,
rethinking and
revising their
understanding.
Group 1: Vocabulary Hunt

1. Instruct the learners to
look
for difficult words found in the
selection How Odin Lost His
Eye and to use a dictionary to
find their denotative meaning,
then give their own understanding
of each (connotative meaning).
2. Make them follow the instructions
in their Learning Module 1 Lesson
5 and remember to process the
learners answers.
(Possible answers: 1. snarl dirty
look, 2. forge-imitate, 3. roar- yell,
4.raven- black bird, etc.)
3. Give feedback.
Group 2: The Power of C2 (Conflict
and Character)
1. Make the learners focus on conflict
and character in How Odin Lost
His Eye through discussing the
answers to the questions (see
Module 1 Lesson 5) and write
these conflicts on the chart.
2. Guide them during the discussion
and clarification of these possible
answers for the question.
1.) Which to prioritize, duty to his
family (his son) or duty to his
people?
Entries in the conflict chart: phrases or
sentences that express his
Duty to his family
(particularly to his son)
Duty to his people
a.To give in his

son would be like
giving up life and all
that was wonderful
around him.
a.One eye
was a small
sacrifice to win
knowledge of
how to help
them.
etc.___________
73
etc.__________
Small
group
work
Small
group
work
Small
group
work
For questions nos. 2 & 3 (accept varied

responses).
2.) Yes, it does because it shows
how strong-willed he has
been.
3.) Courageously, he sacrificed
his eye to help his people.
4.) Answers may vary.
5.) He has seen sorrow and death
as well as joy at the glorious
end.
6.) He has remained the epitome
of a great leader until the end.
Small
group
work
3. Give feedback.
Group 3: Lasting Virtue
1. Provide
the
learners
with
questions for them to focus on how
the ending prove the importance
of positive attitudes to win over
challenges.
2. Guide them during the discussion
and clarification of these answers
for question number:
1.) Even today, there are still
people like Odin who can do
great sacrifices for significant
others.
2.) Featured behaviors
a. Admirable behavior - allfather attitude, being wise,
doing sacrifices for others
b. behavior condemned by
gods- evil actions and
hatred of the elves
3.) Answers may vary
4.) Odin, of course, since he
promoted an enduring virtue
that has been necessary until
now.
5.) & 6.) Answers may vary.
7.) Odin/the gods
8.) Answers may vary
3. Give feedback.
74
Small
group
work
Small
group
work
Group 4: Thinking it Through

1. Provide
the
learners
with
questions for them to clarify the
meaning or the essence of the
selection.
2. Process the learners responses.
(Responses may vary).
3. Give feedback.
Group 5: Theme connection
1. Ask them to point out which of
these ways (refer to Module 1
Lesson 5) are easy, difficult or not
very important choice to make to
win over a difficult challenge and
explain why it is important to hear/
to read/ to talk about myths, tales,
legends or other stories.
2. Make them clarify how they will
convince or persuade others to
agree with or to believe them.
3. Make them explain why it is
important to practice and to
uphold them. (Responses may
vary).
Group 6: Winning Appeal
1. Make them recall how the myths,
legends, tales and other stories
they have encountered in class
appeal to them.
2. Emphasize to them the possible
persuasive techniques in myth
(her appeal, basic humanity
appeal, and promise appeal).
3. Make them explain which
techniques are still used in todays
persuasive writing and speaking.
(Answers may vary).
Task 6. Language Line
Ask the students to do the following
activities/tasks:
A. Sense of Value
1. Ask them to form a triad and read
75
Small
group
work
Small
group
work
Small
group
work
the sentences from How Odin

Lost His Eye (refer to Module 1
Lesson 5)
2. Let them answer the questions
(refer toLM)
Possible answers to the question
number
1.) All of them are auxiliary verbs
with specific functions.
2.) They are positioned before the
main verbs.
3.) a) must, b) need to, c) ought
to, d) ought not to
4.) Modals
5.)They specifically clarify the
action.
4. Give feedback.
B. Saving Grace
1. Ask them to pair up, and take turns
in answering the questions (refer
to LM). Answers may vary.
2. Remind them to use the modals
that express obligation like: must,
should and ought to; need to for
necessity and ought not to that
indicates prohibition, disapproval
of something that was done in the
past. (Answers may vary). Give
comments and suggestions.
C. Rewarding
1. At this his point, ask them to write
at least five desirable traits or
habits they need to develop , and
five undesirable traits or habits
they ought to weed out.
2. Invite them to write a short
paragraph persuading others how
important it is to develop these
desirable attitudes and to weed out
these undesirable habits as well
for them to win over challenges.
They will clarify their stand on
76
Small
group
work
Triad
Pair
work
how to win over challenges, and

use appeal to reason or emotion
they have learned.
3. Remind them to use modals.
(Answers may vary).
4. Give feedback.
Invite the students to crystallize, prove,
Pedagogy:
extend, enrich, and enhance their
Remember that your
communication and literary skills. They
discovery tasks
have to show how to deal with personal
allow the students
challenges positively, through getting
to enrich learning
involved in meaningful, challenging and
by contextualizing,
real-life tasks.
localizing and
differentiating
Task 7.
instruction.
Group 1: Striking Lines
1. Ask the learners to form six
phase to provide them
groups, and work on their
assigned task.
2. Remind them to share ideas,
variety of context.
thoughts, and experiences with
the class.
Here is where the
3. Invite the learners to reread
teacher associates the
How Odin Lost His Eye, and
theme to the personal
choose memory lines (strong
experience of the
lines or language that are striking
learner and should
/memorable)
therefore provide them
a. Remind them to explain how
the opportunity to
these lines can help them
answer the essential
win over challenges in life.
questions established
(Responses may vary.)
b.
Give
feedback.
lesson.
Group 2: Follow up
1. Ask the group members to think
of a story they read, TV program,
and movie theyve viewed/
watched, or real-life experience
which portrayed a lesson about
winning over challenges.
2. Have them explain how it is
similar to How Odin Lost His
Eye. (Responses may vary.)
Give feedback.
77
Individual
work
Small
group
work
Small
group
work
Assessment:
phase are formative
in nature and must not
be graded but must be
recorded as bases for
instructional
decision
whether to proceed
to the next activity or
insert another activity
depending on the needs
of your learners.
Group 3: The Gift

1. Invite them to imagine that their
best friend or loved one will
celebrate a birthday and they will
think of a gift for him/her. This can
be in the form of an advice on how
to win over a challenge.
2. Let them explain how it values
winning over challenges and how
it gives inspiration to people.
3. Finally, request them to sing it
before the class. (Responses
may vary).

they have written on Group 4: The Power of A Song
1. Group members will think of and
their
notebooks
to
share how a simple tune (rap
validatewhether
their
tentative answers are
song) or a folk song highlights the
correct or not. This
value of winning over challenges.
process is important in
2. Let them explain how it values
validating,
rethinking
winning over challenges and how
and
revising
their
it gives inspiration to people.
understanding.
3. Finally, request them to sing it
before the class. (Responses
may vary).
provide a summative Group 5: What Always Worked
test
(pen-and-paper
1. Ask the group members to
or authentic task) to
find, and present persuasive
sum up the content
techniques in ads or commercials
standards. Remember
2. Make them explain the effect of
that the phase operate
these persuasive techniques in
in the premise that
ads or commercials (Responses
performance standards
may vary).
are done only if the
content
standards
are addressed and Group 6: Thoughts for Today
1. Ask the group members to
fully understood. This
write whatever is in their wildest
summative
test
is
imagination about the following:
recorded and graded.
kind of challenge you dont
want to meet or do when you
leave this room.
78
Small
group
work
Small
group
work
Small
group
work
2.
3.
4.
5.
Final Task
Pedagogy:
Final task is the
part of the module
that addresses the
the challenge you (more than

anything else in the world)
prefer to meet, or have when
you walk out of this room.
Instruct them to give reasons to
support their responses.
Instruct them to give reasons
to support their responses.
Remind them to use modals in
sharing ideas, thoughts, and
experiences about winning over
individual challenges.
Give comments and suggestions.
Small
group
work
Invite the students and guide them in

demonstrating and making independent
applications of their understanding of the
and literary skills by participating in a
short but meaningful panel discussion on
winning over personal challenges. This is
the evidence or transfer of their learning.
But since this is the

final task of Lesson 5,
Task 8. Life Skills Connection
the task is referred to
1. Invite the, learners to read the
as enabling task or
excerpt from The Koran as
enabling activity.
translated by N.J. Dawood (refer
to Module 1 Lesson 5).
This enabling activity
Let them find out what it says
succeeding
activities
about challenges in life and what
to equip the learners
must be their goal as well as their
with skills in performing
attitudes to challenges.
the culminating activity
2. Ask them to recall
literary
or the performance
characters
who
serve
as
models
standard of the first
of moral values that are shared,
quarter.
preserved, and survived. Invite
them to answer the guide
questions (refer to Module 1
serves as
Lesson 5).
enabling
Possible answers to the question:
task for the
1.) The persona believes that
main product/
God, the compassionate and
performance at
merciful, has always been
the end of each
lifting up our hearts to Him and
module;
relieves us from our burdens.
79
Whole
class
includes
tasks that
are essential
for learners
development;
is based on real
life situations
(if the teacher
wishes to do
modifications or
improvisations)
Assessment:

GRASPS-based
assessment
criteria
2.) Every hardship is followed by

ease.
3.) Continue to hurdle/ overcome
these challenges.
4.) Emotion and reason
5.) (Answers may vary).
6.) (Answers may vary). Sample
answer: Lines No. 1-4 are
specially convincing because
they emphasized that God
always gives us comfort
and relief whenever we are
burdened.
3. Invite the learners to give
examples of catchy hook (words
that strongly appeal to emotion)
used in the excerpt. Let them talk
about how these words or lines
help persuade them to win over
challenges.
Task 9. Giving your Best
1. Invite them to participate actively
in a panel discussion and remind
them to use the skills they have
learned.
2. Let them do the following for an
effective panel discussion. (Refer
Form a panel of 5 to 6 members (1
chairman to act as the facilitator,
initiator to start up the discussion
and 5 panelists or discussants).
Prepare for a panel discussion by
choosing the best way to win
over challenges. Refer them to
the guide questions (see Module 1
Lesson 5).
Remember the preliminaries for the
panel discussion from developing
set of guide questions to planning
on the points to be covered to
outlining. (see Module1 Lesson 5)
Revisit the features of and the
required format for the panel
80
Whole
class
Whole
class
discussion (refer to Module1

Lesson 5).
Recall also the steps on how
to apply
the conventions and
strategies in group speaking (refer
End the discussion by summarizing
the panels views and have an
evaluation of the participants
performance.
3. Invite them to use the following
rubrics as guide.
5
Focus (concentrate
on a specific
topic that is clear,
significant and
supportable)
Teamwork (manifest
coordination and
collaboration among
the panelists to
clarify the topic at
hand)
Persuasive
techniques (use
logical and emotional
appeals; avoids
fallacies)
Clarity of ideas
(clearly present
reasons, facts and
opinion as supports
are clearly presented)
Response to
questions asked
(think before
speaking; present
relevant ideas;
especially evidences
are clearly used; give
reasons)
Language
Convention (use
simple, direct,
concise and clear
expressions free
from errors are used;
articulate responses
clearly)
Total
81
Total
Small
group
work
Legend: Rating Description

5
4
3
2
1
- Excellent
- Very Impressive
- Impressive
- Convincing
- Beginning
Formula = F+T+PT+C+R+L = Total / 6 = 5

4. Evaluate their output and check it
against the criteria set in rubrics.
My Treasure
understandings
one
must draw out of this
lesson. It is important
that
answers
are
authentic inasmuch as
the word MY implies
that this part of the
lesson is where the
students develop a
sense of ownership.
Invite them to summarize, think back,

reflect and focus on the essential points
of the lesson that they enjoyed, found
helpful, would like to work further on, and
consider essential in life. They can use
them as guide for self-improvement.
The Magic Five.
1. Invite them to reflect on how they
performed on this lesson, and
make a plan on how to improve
their language communication
skills.
2. Request them to use the sentence
starters (see Module 1 Lesson 5 ).
3. Invite them to write on these
essential points.
4. Let them keep a record of all of
these for them to be reminded
clearly of their learning progress.
They must present possibilities
and plan for improvement. Invite/
suggest to them that they can
post their journal via any social
networking site these essential
points. They can also encourage
others to make comments on
the posted material for words of
encouragement.
82
Individual
work
Materials:
1. Instructional aids (graphic aids, rubrics)
2. Technology aids (computer, internet, television)
References:
1. Balu, Sheridan., et al. Writers Craft. Illinois: McDougal-Littell A

Houghton MIfflin Company, 1998.
2. Berliner, Lawrence E., et al. Prentice Hall LITERATURE Copper ed.

1991. New Jersey: Prentice- Hall Inc.
3. Constel English ( ATelecourse For Teachers of English) Speaking

SegmentVol.II. 1999. Quezon City: Peoples Television, Inc.
5. Probst, Robert., et al. Elements of Literature Fourth Course with

Readings in World Literature. Austin: Holt Rinehart and

Winston, 2000.
6. Strong, William and Mark Lester. Writers Choice. Ohio: Glencoe /

McGraw-Hill, 1996.
83
Module 1
Lesson 6
Sub-theme: Turning Challenges to Opportunities
Reading/Literary
Texts
1. The Analects
of Confucius
translated by
Arthur Waley
2. The Thief who
Became a
Disciple - Zen
Parables
translated
byPaul Reps
3. Practice
and Uphold
Positive Attitude
by: Lee Emm
Enabling Tasks
(leading to
Culminating
Task
Modals expressing simple futurity and

willingness
Phase of the lesson

Your Journey
is composed of two
paragraphs.
The
first
of the subtheme which
overview of the lesson and
asks the enduring question
Instructional / Learning Plan

Activities/ Tasks
1. Invite the students
to read
the introduction (Module 1
Lesson 6) for them to get an
overview of
where they are
headed to and be aware of the
desired result; that is, for them
to demonstrate understanding
of how challenges can be
turned to opportunities. Let
them discover more
about
themselves, others and the
world.
will have a lot of opportunities to
improve in the target concepts,
literary skills as they prove that
84
Compose
a short but
powerful
persuasive
essay
WIPS
Provision
Whole
class
challenges can be frightening,

but can be transformed into
opportunities.
3. Motivate them to answer the BIG
Question: How do challenges
affect you? (Accept tentative
answers.)
Your Objectives
This
part
of
the
module
provides
the
Set time for the students to read the

following objectives for them to focus
more on the target concepts, language
communication and literary skills.
compare new insights with
previous learning (EN10RC are taken from the
1f-21)
Curriculum Guide
draw
generalizations
and
(CG)
conclusions from the materials
address the
viewed (EN10VC-1g-1.5/2.5)
enabling
use denotation and connotation
knowledge and
to clarify meanings of words
skills to develop/
(EN10V-1h-13.9)
achieve the
appraise literature as a way of
desired content
expressing and resolving ones
and performance
personal conflicts (EN10LTstandard
1i-18)
state the effect of a literary
in terms of what
piece in ones value system
students should
(EN10LT-1g-3)
know, understand
use appropriate modals to
and be able to do
express simple futurity and
willingness (EN10G-1g-3.6)
This part of the lesson also
determine the effectiveness
informs the learners of the
of argument,
supports and
enabling activity.
stand of the speaker (EN10OF1g-12.3)
employ the techniques in public
speaking to convey ideas
(EN10 OL-1g-3.16.1)
write a short persuasive text
using persuasive techniques
(EN10WC-1g-3.16.1)
85
Individual
work
Remind them that they are expected

to composea short but powerful
persuasive
essay
on
turning
challenges to opportunities. It will be
based on the following criteria: focus/
content, persuasive techniques used,
development /organization, clarity of
ideas , emphasis, language mechanics
and convention.
Invite the students to work on the pre
requisites to check their background
knowledge, and to prepare them for
the development of their skills on the
In presenting this part of target concepts through the following
the module, the teacher tasks/activities :
should be able to:
Your Initial Tasks
Pedagogy:
Task 1. I Always Connect Game

diagnose and
1. Let them form three groups,
activate prior
and think about ways to win
knowledge;
over challenges.
hook and engage
2.
In two minutes, ask them to
learners interest;
list all the possible ways that
ask questions;
they know in order to win over
encourage
challenges.
student questions;
3.
Let them do the listing in the
welcome tentative
form of a game by following
responses as
the mechanics. (See Module
guide to further
1 Lesson 6) Answers may vary.
exploration; and
4. Check items on their
lists
against
the
ways
to
win
over
and how learning
challenges (refer to Module 1
shall be assessed
Lesson 6 [See entries inside
by presenting the
the box]).
enabling activity
5.
Ask them to rank these ways in
and the rubrics.
their order of importance before
answering
the
questions.
Assessment:
(Answers
may
vary).
All the activities
6. Let them share their responses.
in this phase
7. Give feedback.
are diagnostic in

nature. Scores
must be
Task 2. View and Make Judgment /

Generalization
1. Let them view the drawing, or
present the video clip of She
without arm, he without leg-
86
Small
group
work
recorded to help
succeeding lessons and
not to grade the students.
and must be written on their
notebooks for reference.
2.
3.
4.
5.
ballet-Hand in Hand (a very

unique and unequalled ballet
performance) and see how
it relates to challenges and
opportunities.
Make them use the details of
the drawing or the video clips
clues to predict how one can
turn challenges to opportunities.
Invite them to look closely at
the drawing and reflect on what
it implies, then make them
read the quotation Embrace
each challenge in your life
as an opportunity for selftransformation by Bernie S.
Siegel and relate its message
to what the drawing depicts.
Let them answer the guide
questions (refer to Module 1
Lesson 6).
Possible answers:
We can face our challenges
in life and turn them to
opportunities.
The awed audience
appreciating the ballet
performance of the two
disabled dancers.
( Answers may vary).
Give feedback.
Task 3. Three in Control

1. Let them form triads, and list
down at least three questions
about
challenges
and
opportunities that they hope to
be answered in this lesson.
2. Let them take turns in sharing
these questions, and find what
they have in common.
3. Check them against this
essential question: How do I turn
challenges to opportunities?
87
Whole
class
Triads
Task 4. Mapping the Targets

Allow them to use the essential
question as a focal point to make a
map of what they expect or hope to
learn in this lesson. Make them copy
the chart (Module 1: Lesson 6) and fill
it out with the necessary entries.
Your Text
the teachers must be able
make sense
of information,
develop, reflect,
rethink, validate,
and revise
understandings of
the lesson;
check for
understanding;
provide feedback;
check against
content standard
(content to
content);
assess students
skills (checking
learners learning
progress and
interest);
ask questions
to enable the
students to
construct their
own meanings/
understandings
and
learning resources
Lead the learners to explore, process,

illustrate, crystallize their knowledge
and get a deeper understanding
of the target concepts, language
communication and literary skills
through the following differentiated,
integrated, and interactive activities/
tasks.
Instruct them to read, from The
Analects by Confucius, as translated
by Arthur Waley. Let them find out how
the given questions are answered.
SGDA for the Stakes.
Let them form small groups of eight, and
work on their assigned task. Remind
them to share their ideas, thoughts and
experiences.
Group 1: Meaningful Search
1. Make them find words from
the selection which are rich
in meaning. These can be
in the form of denotation and
connotation.
2. Process the learners expected/
possible answers
88
Individual
work
Individual
work
D i f f i c u l t Denotative C o n n o - Word of
word
Meaning
t a t i v e strong
Meaning connotation
unsoured
Sweetened
have
sugary
good
intention
spare
Unused
extra
emergency
chastisement
Scold
tell off
punishment
reverence
Admiration
worship
amazement
disgrace
Shame
not to
give
honor
scandal
etc.
Group 2: Theme connection

1. Words/Groups of words that
suggest challenges and those
that suggest opportunities
Possible answers:
Challenges (to remain
unsoured, ones merit not
recognized, anxiety, lost of
self-respect, govern people by
regulation, etc.)
Opportunities (behave well to
parents, be cautious in giving
promises, have kind feelings
to everyone, study the polite
arts, etc.)
2. Make them point out which
of them you have practiced
already, then share their effects
in your life.
3. Assign one member of the
group to pose as a speaker
persuading others to agree with
their ideas.
89
Small
group
work
4. Have them be open

for
comments and suggestions
on how to enhance persuasive
speech.
Group 3: Taking a Stand - For or
Against
1. Let them consider the argument
presented in the selection from
the Analects by Confucius and
use the questions as guide.
Possible answers to
the
question.
1.) to display positive attitude
toward challenges (turn them
to opportunities)
2.) He uses examples/supports
and he uses ETHOS (appeal
to morality), PATHOS (appeal
to emotion) and LOGOS
(appeal to reason).
3.) Passages from The
Analects that argue
FOR
Passage No.
AGAINST
Passage No.
1,2,3,4,5,6,7,8,9,10,
11,13,15,17
12, 14, 16
4.) Definitely, they can help one

to persuade others on the
importance of promoting
moral virtues to change
challenges to opportunities.
2. Let one pose as a speaker
persuading others to agree.
3. Give comments and suggestions
on how to enhance a persuasive
speech.
4. Review with the learners the
salient points in the kinds of
appeal like:
Appeal to reason (LOGOS)logical arguments based
on verifiable evidence like
facts, statistics, or expert
testimony.
90
Small
group
work
Whole
class
Appeal to emotion (PATHOS)

statements intended to
affect the readers/ listeners
feelings about the subject
like
- Charged or loaded words
(words with strong positive
or negative associations).
- Bandwagon appeal suggests that you will be
odd if you dont do what
everyone else is doing.
-Testimonialrecommendations made by
celebrities who are paid to
praise the product.
- Plain folks ordinary
looking man shown using
the product
Group 4: Thinking it through

1. Let them answer the guide
questions (see Module 1
Lesson 6)
Possible answers for the
question
1.) How to respect/treat others
(be they good or bad)
2.) both
3). Highlighted values:
appreciate and practise the
good ideas you learn, be
trusting, be cautious, good,
righteous, humble, prompt,
contented, have strong will
power, etc.
4. & 5). Responses may vary.
their ideas.
3. Give
comments
and
suggestions on how to enhance
persuasive speech.
91
Small
group
work
Group 5: Taking Challenges as

Opportunities
1. Ask them to look for interesting
words or group of words that
express the possibility of turning
challenges to opportunities
(Refer to Module 1 Lesson 6)
Sample answers:
To demand much from
oneself and little from others
is the way (for a ruler) to
banish discontent.
To remain unsoured even
though ones merits are
unrecognized by others is that
not after what is expected of a
gentleman?
2. Let them answer the guide
questions. (Refer to Module 1
Lesson 6.)
Possible answers for the
question
1) passage # 3, 6, 11,
2, 3, & 4 (Responses may vary).
Group 6: Enduring Experiences
1. Let them discuss their answer
to the questions.(See Module
1 Lesson 6 and accept varied
responses)
their ideas.
3. Give
comments
and
persuasive speech.
92
Group 7: Additional Attention to

Make Personal Adjustments
1. Make them focus on the entries
in the box, and discuss the
answer to the questions after it.
Possible answers
1.) All
2.) Yes it is possible.
2. Invite them to talk about how
each of these suggested
ways can help solve todays
problems.
your ideas.
4. Give
comments
and
persuasive speech.
Task 5. Small Group Differentiated
Activities for the Stakes
A. Like A Disciple
1. Make them read the short
parable (see Module 1 Lesson
6) and answer the questions
after it.
Expected answers:
1.) The thief and Shichiri
2.) The challenge of

the thief to be grateful

to Shichiri and to follow
his footsteps.
Shichiri treated
the
thief/intruder well in
spite of what the thief
did to him
93
Small
group
work

2. The thief became good and
turned from the crooked or evil
path to a straight one following
Shichiri.
3. It is effectively used.
4. It is effectively used.
5. Good triumphs over evil.
6. Both are seldom practice
nowadays. What did he/she
learn from the experience?
7. (Answers may vary)
B. Looking Ahead
1. Ask them to reread the
statements lifted from Analects
and Zen Parables. (Module 1
Lesson 6) then consider how
the underlined words are used.
2. Let them form triads to discuss
answers to the questions (Refer
1.) They are all auxiliary or
helping verbs.
2.) They are positioned before
the main verbs.
3.) a. shall
b. will
c. would
d. may / might
4.) modals
5.) They help clarify the
intention of the speaker/
writer.
3. Emphasize to them that modals
are used as auxiliary or helping
verbs with special functions
like:
Shall
indicates
simple
futurity and obligation.
Should
expresses past
obligation.
94
Triads
Will
expresses simple
futurity and willingness.
Would expresses invitation
or past possibility.
Might is used in reported
speech for past time.
May expresses
future
possibilities mixed with
doubt and uncertainty.
C. Using Modals
1. Let them pair up and take turns
in answering the questions.
(Refer to Module 1 Lesson 6.)
Possible answers for question
number
1.) All the parts of The Analects
and Zen Parables respond
to the needs of the time.
2. to 4.) Answers may vary.
D. Alter ego
1. Ask each of the learners to
pretend as Henry Sy or a literary
figure or anybody whom they
believe is a very successful
person.
2. Remind them to share their
views on the
possibility
of directing challenges to
opportunities.
3. Let
them
inspire
their
audience by citing true-tolife experiences and to use
logical and emotional appeal as
persuasive strategies.
4. Instruct them to use modals
whenever necessary.
95
Whole
class
work

5. Remind them to avoid fallacies
or errors like:
attacking
the
personattacking
the
persons
character and not the issue.
circular reasoning the
reasons presented are just
restatement of the writers
opinion.
false cause-and- effecttwo unrelated events are
considered related; claim
one event 1 cause event 2.
hasty generalizationmaking generalization
about everyone or
everything based only on
one or two cases.
Responses may vary.
suggestions.

Pedagogy:
Remember that your
by contextualizing,
localizing and
phase to provide them the
understanding of content
as applied to a variety of
context.
Invite the students to reinforce,

prove, extend, enrich, enhance their
communication and literary skills and
of dealing with personal challenges
through getting involved in meaningful,
challenging and real-life tasks.
Make them focus on their target to
become healthy and developed young
adult who capitalize on their strengths
and capabilities
through directing
challenges to opportunities at all costs.
With these in mind, they have to form
four (4) big groups and complete their
tasks.

the personal experience Task 6. SGDA Leading to Completion
of the learner and should
therefore provide them Group 1: In Another Dimension
1. Invite the students to imagine
established
at
the
that Confucius was with them
beginning of the lesson.
and he advised them to
96
Pair
work
Whole
class
Assessment:
phase are formative in
nature and must not
be graded but must be
recorded as bases for
instructional
decision
whether to proceed to
the next activity or insert
another activity depending
on the needs of your
learners.
change the course of their

lives. From what they learned,
they will explain how their
perceptions have changed and
what they plan to do.
2. Remind them to use logical
and emotional appeal as
their persuasive strategies
and to use modals whenever
necessary.
group to play the role of a
speaker persuading others
to agree with his/her ideas.
4. Give
comments
and
a persuasive speech.

answers
are
correct
or not. This process is Group 2: Spotlight to Follow up
important in validating,
1. Make them think of someone
rethinking and revising
who really inspired them to turn
their understanding.
challenges to opportunities and
explain how she/he influenced
their way of thinking, decision,
and philosophy in life.
2.
Let them relate him/her to an
provide
a
summative
object/plant/animal and explain
what could symbolize him/her.
the content standards.
group to play the role of as a
speaker persuading others to
agree with the groups ideas.
performance
standards
4.
Give comments and
suggestions on how to
enhance a persuasive speech.
and graded.
97
Small
group
work
Group 3: Connecting to 2day

1. Invite them to recall a selection
that highlights the importance
of turning challenges to
opportunities in order to
preserve honor, humility and
other positive attitudes.
2. Ask them to read and follow the
rest of the instructions in their
Module 1 Lesson 6 and role
play how the character might
respond to the pressing news.
(Responses may vary.)
3. Give
comments
and
the persuasive speech.
Group 4: Inner Speech
1. Make them think of a problem
they have and consider turning
challenges to opportunities.
2. Let them read and follow the
rest of the instructions in their
Module 1 Lesson 6 before
they talk about the importance
of turning challenges to
opportunities.
3. Let them:
give examples to support
their argument and use
logical or emotional appeal
for their audience to believe
them.
end up their speech with a
strong position that restates
their stand and calls their
audience to action.
assign one member of the
group to pose as a speake
persuading others to agree
with them.
suggestions on how to
enhance a persuasive speech.
98
Small
group
work
Small
group
work
Help the learners to demonstrate their

understanding of the target concepts
and English language communication
presenting a short but
Final task is the part of the skills by
powerful
persuasive
essay on turning
challenges
to
opportunities.
Final Task
Pedagogy:
But since this is the final Task 7. Life Skills Connection

task of Lesson 6, the task Task 7A. Preparation for My Target
is referred to as enabling
1. Invite them to read the sample
persuasive essay, Practice
This
enabling
activity
and Uphold Positive Attitude
by: Lee Emm.
succeeding activities to
2. Guide them to come up with
equip the learners with
the answers to the questions
skills in performing the
(Refer to Module 1 Lesson 6)
culminating activity or the
Expected answers for question
performance standard of
number:
the first quarter.
1.)
Introduction, body, and
conclusion
2.) Logically arranged/
organized
serves as enabling
3.)
For
introduction:
task
for
the
subject/
topic, stand/
main
product/
position, quotation
performance
at
for body: supports,
the end of each
examples, reasons,
module;
persuasivetechniques,
includes
tasks
appeal to reason, emotion
that are essential
and morale for conclusion:
for
learners
summary, restating the
development;
stand/belief/position, call to
is based on real
action
4.) Yes
teacher wishes to
5.)
To practice and uphold
do modifications or
healthy positive attitude
improvisations)
whatever the situation,
anytime, anywhere
99
Assessment:

GRASPS-based
assessment criteria
6. Yes the evidences are

strong based on true to life
situations.
7. Definitely, the purpose
is very clear from the
statement of the subject/
stand (first paragraph)
to the body (reasons,
examples and evidences)
to conclusion (restatement
of the stand and call to
action).
8. Yes. To exemplify:
I strongly believe that
we must come together
to practice and uphold
positive
attitudes
toward work, life and
challenges.
This should be done
from initial impulse to
completion like what we
observe in a myth....
Remember the saying,
The best measure of a
man is not what he says
he can do but what he
does.
This is absolutely true.
This is a healthy
positive attitude that we
must put into action....
9. appeal to moral, emotion
and reason
10. Yes, the argument s are
well reasoned and logical.
11. Yes.
12. Quotation, examples, trueto-life situations
13. Persuasive essay
Task 7B. A Call Up for Order Box
Game
1. Let them form three big groups,
and assign at least three
representatives for each before
100
Whole
class
work
they read the nine entries in

the box. (See Module 1 Lesson
6.)
2. Make them read and follow the
instructions (Refer to Module
Lesson 6) before they will check
their responses against the
basic steps to follow in writing
a persuasive essay (refer to
Module 1 Lesson 6).
Task 7C. Steps in Writing a
Persuasive Essay
1. Let them follow the steps
in choosing a subject. (See
Module 1 Lesson 6)
2. Ask them to begin writing the
thesis statement/issue/point of
concern.
3. Make them begin this way:
I believe we should_________
or Have you ever thought
of____________ or
strongly believe we will
______________.
4. Let them write nonstop (for 10
minutes) the first draft of their
persuasive essay.
5. Remind them to use special
expressions or opinion signals.
6. Let them add an interesting
question, quotation or an
anecdote.
7. Make them give reasons, add
examples and use them as
supports.
8. Have them summarize their
main reasons.
9. Let them do the
Sharing
through the EQS (Encourage,
Question and Suggest) Refer to
Module 1 Lesson 6.
10. Invite them to praise, give
comments, ask questions and
make suggestions.
101
Small
group
work
11. Make them suggest ways on

how to make others agree on
what they believe on.
12. Let them use the following
rubrics as their guide.
5
Individual
work
1 Total
Focus/Content
(states a clear
position at
the beginning
until the end
of thework;
topic captures
the readers
attention)
Persuasive
Techniques
(uses strong
and effective
persuasive
techniques and
details support
the thesis and
the stand of the
writer)
Pair work
Development /
Organization
(has strong
organizational
plan; has
logically
arranged
statements
from the most
important tothe
least important
or vice versa;
develops the
topic thoroughly
with examples
and supports)
Clarity of ideas
(presents clear
and sound
arguments and
evidences)
102
1 Total
Emphasis has
interesting
and attention
grabbing
introduction,
strong conclusion
that includes a
call to action
Language
Mechanics and
Convention
(displays minor
error in spelling,
punctuation,
grammar and are
they varied in
structure?
Total
Legend:
Rating - Description
5
4
3
2
1
Excellent
Very Impressive
Convincing
Developing/Acceptable
Beginning
Task 7D. Revising and Polishing

Let them revise and rewrite their essay
by incorporating the changes based
on comments and suggestions made.
Task 7E. Publishing
Make
them present a final
clean
copy
and/or
read
the
persuasive essay to the class.
Evaluate their output and check it
against the criteria set in the rubric.
103
Individual
work
My Treasure
authentic in as much as the
sense of ownership.
1. Invite the students to

summarize, reflect and
focus on the essential
points of the lesson that
they enjoyed, found helpful,
and would like to work
further on.
2. Let them keep a record
of all of these, then,
add their answers to the
questions (Refer to Module
1 Lesson 6). Remind them
of their learning progress
and the possible plan for
improvement.
Individual
work
Materials:
1. Instructional aids (graphic aids, sample persuasive essays, rubrics)

2. Technology aids (computer, internet, television, movies, DVD)
References:
1. Balu, Sheridan., et al. Writers Craft. Illinois: McDougal-Littell A Houghton
MIfflin Company, 1998
2. Berliner, Lawrence E., et al. Prentice Hall LITERATURE Copper ed. 1991.
New Jersey: Prentice- Hall Inc., 1991.
4. Probst, Robert.,et al. Elements of Literature Fourth Course with Readings
in World Literature. Austin: Holt Rinehart and Winston, 2000.
104
Post Test in Grade 10 ENGLISH

Module 1
Directions: Read each item carefully and follow directions as indicated. Write the

letter of the most appropriate answer on your answer sheet.
Part 1 Knowledge
A. Most Important Elements in Persuasve Writing
Directions: Copy the letter of the word/phrase that is best described by

each numbered item.

A.central claim
B. evidences C. conclusion D. technique
1. restates the argument and expresses a call to action
2. the statement that asserts what the writer/speaker wants the reader/

listener to believe on or to do
3. contains the reasons, examples,statistics, opinions used to support a point
of view or stand

B. Special Terms
Directions: Match each term in column B with the most appropriate
description in column A.
A B

___4. Catchy hook
A. traditional story that is rooted in a

___5. Fallacy
particular culture, is basically religious and

___6. Myth
serves to explain a belief, a mysterious

natural phenomenon or a ritual
___7. Persuasive essay
B. the statement experiencing the preposition
___8. Thesis statement
argument or view

C. words that strongly appeal to emotion

D. erroneous appeal to emotion used as

persuasive technique

E. tries to convince readers to do something or

to accept the writers point of view
C. Grammar Modals
Directions: Choose from the pool of answers the writers/speakers

intention as hinted by each underlined expression.

A. ability
B. necessity C. obligation D. willingness
__9. Mav: Is this a challenge I must face?

__10. Sol: Of course, you need to accept that as part of the bargain.
__11. Mav: I dont believe I will do it now. After all Im not yet ready for it.
__12. Sol: I believe you can do it if you try
105
Intensive and Reflexive Pronouns

Directions: Determine whether each underlines word is used as an intensive or

reflexive promoun. Write In if it is intensive and Re if it is reflexive

pronoun.

13. The Greeks themselves felt at home with human Gods.

14. They knew how they amused themselves even in banquets.

15. Even Hera, the jealous wife herself could be feared.
Part II. Understanding
A. Reading and Literature
Directions: Read the following passage carefully, and copy the letter of the

word or phrase that best completes each numbered item.
1.) Its true! At certain points in our lives, we stop and ask this question:
How do we turn challenges to opportunities? 2.) Yes, its not easy, but that
doesnt mean it is impossible to do.
3.) This means that we need to remember the important ways to put
into action. 4.) Of course, the first thing to do is to reflect not in thoughtlessness but we need to start to focus and analyze the competition taking place
between the positive and negative limits of our emotions. 5.) Eventually we
ask, How do we feel about the challenge? 6.) Do we feel hopeless, angry,
jealous, worried, inadequate, insecure, fearful or do we feel their negative
counterparts? 7.) Its silly to allow them to overrule our outlook in life. 9.)
We must envision always that progress and success come to those who
adhere to practice hard work, determination, courage, perseverance, humility, consciousness, justice, self-confidence, trust, respect, love and other
potent secrets of inner strength and success. 10.) We need to be realistic
that we need some if not all of them to turn challenges to opportunities;
thereby this will make us all contented and happy.

16. The main point of the article is best expressed in sentence no.___.

A. 1
B. 2
C. 5
D.10

17. The generalization or statement about life or human experience the

passage make is to __________.

A. bring out the best in you
C. struggle against the odds

B. stand up for ones belief
D. take strength to bear up the
odds

18. To predict is a/an _____ of the word envision in Sentence no. 9.

A. connotation
B. denotation
C. opposite D. symbol

19. This article/passage would most probably interest a/an ____.

A. adolescent B. biography C. personal essay
D. persuasive

essay

106

20. The passage is an example of a/an _______.

A. anecdote
B. opinion
C. reasons D. statistics

21. The writers comment/reaction about challenges and opportunities is best

supported by ___.

A. facts
B. opinion
C. reasons D. statistics

22. The strongest evidence used by the writer to support his opinion about

turning challenges to opportunities is stated in Sentence no. ___.

A. 3
B. 6
C. 7
D. 9

23. An effective persuasive technique used by the author to emphasize his

point is through appealing to _____.

A. emotion
B. moral
C. reason
D. both A and C

24. The fallacy committed in Sentence no. 7 is _____.

A. attacking the person
C. hasty generalization
B. bandwagon D. plain folks
If I were a man, a young man, and knew what I know today,

I would look into the eyes of Life undaunted

By any fate that might threaten me,

I would give to the world what the world most wanted--
Manhood that knows it can do and be;

Courage that dares, and faith that can see

Clear into the depths of the human soul,

And find God there, and ultimate goal
--from: If I Were A Man, A Young Man by Ella Wheeler Wilcox

25. The passage appeals more to the sense of ____________.

A. feelings
B. sight
C. sound
D. taste

26. The writers attitude toward inner strength is best describe as _____.

A. admiration B. criticism C. inspiration D. support

27. Most probably, the writers purpose in this passage is to ______.

A. express a feeling
C. reveal the truth

B. give an advice
D. win others approval

28. The last five lines of the poem express more of a/an ______.
A. call to validation C. inspiration
B. humility D. invitation
107
Directions: Read the following passage carefully, and copy the letter of the word or

phrase that best completes each numbered item.

THE BOTTOM LINE

Anonymous

1
FACE IT, nobody owes you a living.

What you achieve, or fail to achieve in your lifetime

Is directly related to what you do or fail to do.

No one chooses his parent or childhood,

5
but you can choose your own direction.

Everyone has problems and obstacles to overcome,

But that too is relative to each individual.

NOTHING IS CARVED IN STONE!

9.
You can change anything in your life

If you want to badly enough.

Excuses are for losers! Those who take

Responsibility for their actions

13
Are the real winners in life.

Winners meet life challenges head on

Knowing there are guarantees, and give it all theyve got

17
And never think its too late or too early to begin.

From: attributionhttp://www.citehr.com/29581-poem-bottom-line. html#ixzz2uatLUztr

29. The word in the poem which is the opposite of help is ______.
A. direction C. overcome
B. obstacles D. relative

30. Line no.9 suggests that everything is subject to ______.

A. begin
B. change
C. meet
D. overcome

31. As hinted in the poem, the author has a/an _________ attitude in life.
A. come what may C. negative
B. indifferent D. positive

32. The tone of the poem is more of _________.

A. admiration B. criticism
C. inspirational D. pride

33. The feeling that the writer intends us to have toward life is __________.

A. contentment
B. courage
C. hope
D. joy

34. The word in the poem that gives the best hint to the mood it evokes is

________.

A. carved
B. changed
C. guarantee D. overcome

35. The predominant poetic device used in the poem is __________.

A. alliteration B. metaphor C. paradox
D. personification
108
Part III Process

Logical Organization
Directions: Arrange the following sentences logically to form a coherent paragraph.

___36. A. Because we started it all, only we can correct it by having humility

and discipline.

___37. B. We must do real work, and show to the world what we are made of.

___38. C. We really deserve the kind of leaders we have.

___39. D. If we are unhappy with the entire situation, we have ourselves to

look into.
Composition Writing (Nos. 41-50)
Directions: Choose a position on a current issue relating to your school, city or country
about which you have strong feeling, opinion or stand. Imagine you are invited to speak
before the leaders of your city or municipality as well as their constituents. Develop a
persuasive paragraph for your speech manuscript that gives your opinion about your
chosen topic in which you take a stand. Take note that your purpose is to get others to
argue with your view. Remember to use effective supports like examples, facts, personal
experiences, observations or statistics as evidence and persuasive techniques to persuade
them on the validity of your claim or stand. See if it can alter your audiences perspective
about the issue. You will be given ten (10) points for this task.
109
POST TEST IN GRADE 10 ENGLISH

Levels of
Assessment
KNOWLEDGE
ITEM
SKILLS to be
Assessed
Writing/Speaking

1. restates the
argument and
expresses a call to
action
2. the statement that
asserts what the
writer/speaker wants
the reader/listener to
believe on or to do
3. contains the reasons,
examples, statistics,
opinions used to
support a point of
view or stand
4. catchy hook
5. fallacy
6. myth
7. persuasive essay
8. thesis statement
9. Mav: Is this a
challenge I must
face?
10. Sol: Of course, you
need to accept that
as part of the bargain.
11. Mav: I dont believe
I will do it now. After
all Im not yet ready
for it.
12. Sol: I believe you can
do it if you try
13. The Greeks
themselves felt at
home with human
Gods.
14. They knew how they
amused themselves
even in banquets.
15. Even Hera, the jealous
wife herself could be
feared.
Identifying
the most
important
elements in
persuasive
writing/
speaking
Identifying
special
terms in
persuasive
writing
Grammar

MODULE 1
Identifying
modals
Identifying
intensive
and
reflexive
pronouns
110
Correct
answer
1. C
2. A
3. B
4. C
5. D
6. A
7. E
8. B
9. C
10. B
11.D
12.A
13. I
14.R
15.I
UNDERSTANDING
Reading and
Literature
I n f e r r i n g
the
main
point of the
passage
Vocabulary
Giving
denotative
and
connotative
meaning of
words

16. The main point of 16.D
the article is best
expressed
in
Sentence no. __
A. 1 B. 2 C.5 D.
10
17. The generalization or 17.D
statement about life
or human experience
the passage make is
to _____.
A. bring out the best
in you
B. stand up for ones
belief
C. struggle against
the odds
D. take strength to
bear up the odds
18. To predict is a/
an _______ of the
word envision in
Sentence no.9.
A. connotation
B. denotation
C. opposite
D. symbol
19. The word in the
poem which is the
opposite of help
is _________.
A. direction
B. obstacles
C. overcome
D. relative
20. Line no. 9 suggests
that everything is
subject to _______.
A. begin
B. change
C. meet
D.overcome
111
18. B
19.C
20.B
Determining
the
audience
Drawing
conclusions

21. This article/passage
would most probably
interest a/an
__________.
A. adolescent
B. adult
C. child
D. old man
21.A
22. The passage is an 22.D

example of a/an
__________.
A. anecdote
B. biography
C. personal essay
D. persuasive essay
23.D
23. The last five lines of
the poem express
more
of
a/an
_________.
A.call to action
B. humility
C. inspiration
D. invitation
Analyzing
elements
and
techniques
in
persuasion
24. The writers

comment/reaction
about challenges
and opportunities
is best supported
by_________.
A. facts
B. opinion
C. reasons
D. statistics
25. The strongest
evidence used by
the writer to support
his opinion about
turning challenges
to opportunities
is stated in
Sentence no.____.
A.3 B.6 C.7 D.9
112
24.C
25.D
26. An effective
persuasive
technique used
by the author to
emphasize his point
is through appealing
to ______.
A. emotion
B. moral
C. reason
D. both A and C
27. The fallacy committed
in Sentence no.7 is
_______.
A.attacking
the person
B. bandwagon
C. hasty
generalization
D. plain folks

Inferring
sensory
impressions
28. The passage

appeals more to
the sense of _____.
A. feeling
B. sight
C. sound
D. taste
26. C
27. A
28.A
29.A
29. Lines no. 5 to 8

appeal more to the
sense of _________.
A. feeling
B sight
C. sound
D. taste

Analyzing
poetic
devices,
tone,
mood, and
purpose
of the
author
113
30. As hinted in the

poem, the author has
a/an ____attitude in
life .
A. come what may
B. indifferent
C. negative
D. positive
30.D
31. The tone of the poem 31. C

is more of _______.
A. admiration
B. criticism
C. inspirational
D. pride
32. The feeling that the 32. C
writer intends us to
have toward life is
_________.
A.contentment
B. courage
C. hope
D. joy
33. The word in the
poem that gives the 33.C
best hint to the mood
it evokes is _____.
A. carved
B. changed
C. guarantee
D. overcome
34. The
predominant 34.C
poetic device used
in the
poem is
___________.
A. alliteration
B. metaphor
C. paradox
D. personification
PROCESS
Writing

A. Because we started
35. C
it all,
only we
can correct it by
having humility and
discipline
Logical
organization
of ideas in
a persuasive
paragraph
B. We must do real
work, and show to 36. D
the world what we
are made of.
114
Paragraph
composition
employing
basic
elements
and
techniques
in
persuasion
115
C. We really deserve 37. A

the kind of leaders
we have.
38. B
D. If we are unhappy
with
the
entire
situation, we have
ourselves
to look
41-50
into.
10 pts

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10

Celebrating Diversity through

This book was collaboratively developed and reviewed by

Celebrating Diversity through World Literature Grade 10

Republic of the Philippines

K to 12 BASIC EDUCATION CURRICULUM

PHILOSOPHY AND RATIONALE

1998. English Curriculum Framework. Australia

II. GUIDING PRINCIPLES

K to 12 BASIC EDUCATION CURRICULUM

K to 12 BASIC EDUCATION CURRICULUM

Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO

develops thinking and language through interactive learning;

NEEDS OF THE LEARNERS : THE CONTEXT

K to 12 BASIC EDUCATION CURRICULUM

Communicative competence is classified into the following competencies.

K to 12 BASIC EDUCATION CURRICULUM

K to 12 BASIC EDUCATION CURRICULUM

COMPONENT 1: Language Learning Process

K to 12 BASIC EDUCATION CURRICULUM

COMPONENT 2: Effective Language Use

K to 12 BASIC EDUCATION CURRICULUM

COMPONENT 3: Making Meaning through Language

K to 12 BASIC EDUCATION CURRICULUM

Book and Print Knowledge

Phonics and Word Recognition

Writing and Composition

Grammar Awareness & Structure

13. Attitudes towards language, literacy and literature

14. Study Strategies

12. Listening Comprehension

11. Reading Comprehension

10. Vocabulary Development

Integrated Language Arts Domains

Alignment of the Language and Literacy Domains with the 5 sub-strands

K to 12 BASIC EDUCATION CURRICULUM

Attitude towards language, literacy and

Grammar awareness and structure

Writing and composition

Phonics and word recognition

Book and Print knowledge

K to 12 BASIC EDUCATION CURRICULUM

2. A holistic view of language

1. Proximity to actual language use and performance

COMPONENT 4: Holistic Assessment

Coherence with the Basic Education Program Goals

K to 12 BASIC EDUCATION CURRICULUM

3. An integrative view of learning

K to 12 BASIC EDUCATION CURRICULUM

Book and Print Knowledge

Phonic and Word Recognition

Use of Content and Prior

Comprehending Literary Text

Comprehending Informational Text

Reading Comprehension and Study Strategies

Grammar Awareness and Structure

Performance Standards at the end of Grade 3

Oral Languages in English

K to 12 BASIC EDUCATION CURRICULUM

KEY STAGE STANDARD

K to 12 BASIC EDUCATION CURRICULUM

GRADE LEVEL STANDARD

K to 12 BASIC EDUCATION CURRICULUM