English grade 10 TG Teaching Guide Unit 2
147
i 10 English Teacher’s Guide Department of Education Republic of the Philippines Celebrating Diversity through World Literature 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 [email protected]. We value your feedback and recommendations.
Transcript of English grade 10 TG Teaching Guide Unit 2
i
10
English
Teacher’s Guide
Department of EducationRepublic of the Philippines
Celebrating Diversity through World Literature
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 [email protected].
We value your feedback and recommendations.
ii
Celebrating Diversity through World Literature – Grade 10English - Teacher’s GuideFirst Edition 2015
Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD
Development Team of the Teacher’s Guide
Consultants: Dr. Edizon A. Fermin and Prof. Marla C. PapangoAuthors: 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. Señires, and Dr. Roderick Tadeo
Language Editor: Dr. Ma. Antoinette MontealegreProduction Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador Dionisio, and Ms. Anna Marie B. San DiegoIllustrators: Angielyn G. Bariñan, Eric S. De Guia, and Jayson M. GaduenaLayout Artists: Camille Francesca Mondejar, Matthew Leysa, and Jerby S. Mariano
Printed in the Philippines by REX Book Store, Inc.Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor Mabini Bldg., DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected]
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trade-marks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them.
Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly.
Authors and publishers may email or contact FILCOLS at [email protected] or (02) 439-2204, respectively.
iii
INTRODUCTION
This Teacher’s 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 self-actualizing, productive and effective participant of the society and the world at large.
This learner’s 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.
iv
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 life-based 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 learner’s 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.
v
TABLE OF CONTENTS
MODULE 2: Establishing Solidarity
Lesson 1: Finding Common Ground 118Lesson 2: Building Ties 131Lesson 3: Being Sensitive To Others 145Lesson 4: Empathizing With Others 174Lesson 5: Accepting Individual Differences 195Lesson 6: Embodying Solidarity 207
vi
Repu
blic
of t
he P
hilip
pine
s D
epar
tmen
t of E
duca
tion
Dep
Ed C
ompl
ex, M
eral
co A
venu
e Pa
sig
City
Dec
embe
r 20
13
K to
12
Curr
icul
um G
uide
ENGL
ISH
(Gra
de 10
)
vii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
THE
FRA
MEW
OR
K
viii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
I.
PH
ILO
SO
PH
Y A
ND
RA
TIO
NA
LE
La
ngu
age
is t
he b
asis
of
all
com
mun
icat
ion
and
the
prim
ary
inst
rum
ent
of t
hou
gh
t. T
hink
ing,
lea
rnin
g, a
nd l
angu
age
are
inte
rrel
ated
. La
ngua
ge i
s go
vern
ed b
y ru
les
and
syst
ems
(lang
uage
con
vent
ions
) w
hich
are
use
d to
exp
lore
and
com
mun
icat
e m
eani
ng.
It d
efin
es c
ultu
re w
hich
is
esse
ntia
l in
un
ders
tand
ing
ones
elf
(per
sona
l id
entit
y),
form
ing
inte
rper
sona
l re
latio
nshi
ps (
soci
aliz
atio
n),
exte
ndin
g ex
perie
nces
, re
flect
ing
on t
houg
ht a
nd a
ctio
n, a
nd
cont
ribut
ing
to a
bet
ter
soci
ety.
Lan
guag
e, t
here
fore
, is
cen
tral
to
the
peop
les’
inte
llect
ual,
soci
al a
nd e
mot
iona
l dev
elop
men
t an
d ha
s an
ess
entia
l rol
e in
all
key
lear
ning
are
as1 .
La
ngu
age
is t
he
fou
nda
tion
of
all
hu
man
rel
atio
nsh
ips.
All
hum
an r
elat
ions
hips
are
est
ablis
hed
on t
he a
bilit
y of
peo
ple
to c
omm
unic
ate
effe
ctiv
ely
with
ea
ch o
ther
. O
ur t
houg
hts,
val
ues
and
unde
rsta
ndin
gs a
re d
evel
oped
and
exp
ress
ed t
hrou
gh l
angu
age.
Thi
s pr
oces
s al
low
s st
uden
ts t
o un
ders
tand
bet
ter
the
wor
ld in
whi
ch t
hey
live
and
cont
ribut
es t
o th
e de
velo
pmen
t of
the
ir pe
rson
al p
ersp
ectiv
es o
f th
e gl
obal
com
mun
ity.
Peop
le u
se la
ngua
ge t
o m
ake
sen
se o
f an
d br
ing
ord
er t
o th
eir
wor
ld.
Ther
efor
e, p
rofic
ienc
y in
the
lang
uage
ena
bles
peo
ple
to a
cces
s, p
roce
ss a
nd k
eep
abre
ast
of in
form
atio
n,
to e
ngag
e w
ith t
he
wid
er a
nd m
ore
dive
rse
com
mun
ities
, and
to
lear
n ab
out
the
role
of
lang
uage
in t
heir
own
lives
, and
in t
heir
own
and
othe
r cu
lture
s.
II.
GU
IDIN
G P
RIN
CIP
LES
The
K-12
Lan
guag
e Ar
ts a
nd M
ultil
itera
cies
Cur
ricul
um is
anc
hore
d on
the
fol
low
ing
lang
uage
acq
uisi
tion,
lear
ning
, tea
chin
g an
d as
sess
ing
prin
cipl
es.
All
lan
guag
es a
re i
nte
rrel
ated
an
d in
terd
epen
den
t.
Faci
lity
in t
he f
irst
lang
uage
(L 1
) st
reng
then
s an
d su
ppor
ts t
he l
earn
ing
of o
ther
lan
guag
es (
L 2).
Ac
quis
ition
of
sets
of
skill
s an
d im
plic
it m
etal
ingu
istic
kno
wle
dge
in o
ne l
angu
age
(com
mon
und
erly
ing
prof
icie
ncy
or C
UP)
pro
vide
s th
e ba
se f
or t
he
deve
lopm
ent
of b
oth
the
first
lang
uage
(L1
) an
d th
e se
cond
lang
uage
(L2
)2 . It
fol
low
s th
at a
ny e
xpan
sion
of
CUP
that
tak
es p
lace
in o
ne la
ngua
ge w
ill h
ave
a be
nefic
ial e
ffec
t on
the
oth
er la
ngua
ge(s
). T
his
prin
cipl
e se
rves
to
expl
ain
why
it b
ecom
es e
asie
r an
d ea
sier
to
lear
n ad
ditio
nal l
angu
ages
.
Lan
guag
e ac
quis
itio
n a
nd
lear
nin
g is
an
act
ive
proc
ess
that
beg
ins
at b
irth
an
d co
nti
nu
es t
hro
ug
hou
t lif
e.
It i
s co
ntin
uous
and
rec
ursi
ve
thro
ugho
ut s
tude
nts’
liv
es.
Stud
ents
enh
ance
the
ir la
ngua
ge a
bilit
ies
by u
sing
wha
t th
ey k
now
in
new
and
mor
e co
mpl
ex c
onte
xts
and
with
inc
reas
ing
so
phis
ticat
ion
(spi
ral
prog
ress
ion)
. Th
ey r
efle
ct o
n an
d us
e pr
ior
know
ledg
e to
ext
end
and
enha
nce
thei
r la
ngua
ge a
nd u
nder
stan
ding
. By
lea
rnin
g an
d in
corp
orat
ing
new
lang
uage
str
uctu
res
into
the
ir re
pert
oire
and
usi
ng t
hem
in a
var
iety
of
cont
exts
, st
uden
ts d
evel
op la
ngua
ge
fluen
cy a
nd p
rofic
ienc
y. P
ositi
ve
lear
ning
exp
erie
nces
in la
ngua
ge-r
ich
envi
ronm
ents
ena
ble
stud
ents
to
leav
e sc
hool
with
a d
esire
to
cont
inue
to
exte
nd t
heir
know
ledg
e, s
kills
and
inte
rest
s.
1 199
8. E
nglis
h Cu
rric
ulum
Fra
mew
ork.
Aus
tral
ia
2 Cum
min
s, J.
199
1. T
he A
cqui
sitio
n of
Eng
lish
as a
Sec
ond
Lang
uage
in S
pang
enbe
rg-U
rbsc
hat.
K an
d Pr
itcha
rd, R
. (ed
s.) R
eadi
ng In
stru
ctio
n fo
r ESL
Stu
dent
s Del
awar
e: In
tern
atio
nal
Read
ing
Asso
ciat
ion
ix
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Lear
nin
g re
quir
es m
ean
ing
3 . W
e le
arn
whe
n w
e us
e w
hat
we
know
to
unde
rsta
nd w
hat
is n
ew.
Star
t w
ith w
hat
the
stud
ents
kno
w;
use
that
to
intr
oduc
e ne
w c
once
pts.
The
y us
e la
ngua
ge t
o ex
amin
e ne
w e
xper
ienc
es a
nd k
now
ledg
e in
rel
atio
n to
the
ir pr
ior
know
ledg
e, e
xper
ienc
es,
and
belie
fs.
They
mak
e co
nnec
tions
, ant
icip
ate
poss
ibili
ties,
ref
lect
upo
n id
eas,
and
det
erm
ine
cour
ses
of a
ctio
n.
Lear
ner
s le
arn
abo
ut
lan
guag
e an
d h
ow t
o u
se it
eff
ecti
vely
th
rou
gh t
hei
r en
gag
emen
t w
ith
an
d st
udy
of
text
s. T
he t
erm
‘tex
t’ re
fers
to
any
form
of
wri
tten
(re
adin
g an
d w
ritin
g),
oral
(lis
teni
ng a
nd s
peak
ing)
and
vis
ual
com
mun
icat
ion
invo
lvin
g la
ngua
ge4 .
The
text
s th
roug
h w
hich
stu
dent
s le
arn
abou
t la
ngua
ge a
re w
ide-
rang
ing
and
varie
d, f
rom
brie
f co
nver
satio
ns t
o le
ngth
y an
d co
mpl
ex f
orm
s of
writ
ing.
The
stu
dy o
f sp
ecifi
c te
xts
is t
he m
eans
by w
hich
le
arne
rs a
chie
ve t
he d
esire
d ou
tcom
es o
f la
ngua
ge,
rath
er t
han
an e
nd in
itse
lf. L
earn
ers
lear
n to
cre
ate
text
s of
the
ir ow
n an
d to
eng
age
with
tex
ts p
rodu
ced
by o
ther
peo
ple.
S
ucc
essf
ul l
ang
uag
e le
arn
ing
invo
lves
vie
win
g, l
iste
nin
g, s
peak
ing,
rea
din
g an
d w
riti
ng
acti
viti
es5 .
Lang
uage
lear
ning
sho
uld
incl
ude
a pl
etho
ra o
f st
rate
gies
and
act
iviti
es t
hat
help
s st
uden
ts f
ocus
on
both
MEA
NIN
G a
nd A
CCU
RAC
Y.
Lan
guag
e le
arn
ing
invo
lves
rec
ogni
zin
g, a
ccep
tin
g, v
alu
ing
and
build
ing
on s
tude
nts
’ ex
isti
ng
lan
guag
e co
mpe
ten
ce,
incl
udi
ng
the
use
of
non
-sta
nda
rd f
orm
s of
th
e la
ngu
age,
an
d ex
ten
din
g th
e ra
nge
of
lan
guag
e av
aila
ble
to s
tude
nts
. Th
roug
h la
ngua
ge l
earn
ing,
lea
rner
s de
velo
p fu
nctio
nal a
nd c
ritic
al li
tera
cy s
kills
. The
y le
arn
to c
ontr
ol a
nd u
nder
stan
d th
e co
nven
tions
of
the
targ
et la
ngua
ge t
hat
are
valu
ed a
nd r
ewar
ded
by s
ocie
ty a
nd t
o re
flect
on
and
criti
cally
ana
lyze
the
ir ow
n us
e of
lang
uage
and
the
lang
uage
of
othe
rs.
An
eff
ecti
ve la
ng
uag
e ar
ts a
nd
mul
tilit
erac
ies
curr
icu
lum
sat
isfi
es t
he
follo
win
g pr
inci
ples
6 .
1.
deve
lops
thi
nkin
g an
d la
ngua
ge t
hrou
gh in
tera
ctiv
e le
arni
ng;
2.
deve
lops
com
mun
icat
ive
com
pete
nce
and
criti
cal l
itera
cy;
3.
draw
s on
lite
ratu
re in
ord
er t
o de
velo
p st
uden
ts’ u
nder
stan
ding
of
thei
r lit
erar
y he
ritag
e;
4.
draw
s on
info
rmat
iona
l tex
ts a
nd m
ultim
edia
in o
rder
to
build
aca
dem
ic v
ocab
ular
y an
d st
rong
con
tent
kno
wle
dge;
5.
de
velo
ps s
tude
nts’
ora
l lan
guag
e an
d lit
erac
y th
roug
h ap
prop
riate
ly c
halle
ngin
g le
arni
ng;
6.
emph
asiz
es w
ritin
g ar
gum
ents
, exp
lana
tory
/info
rmat
ive
text
s an
d na
rrat
ives
; 7.
pr
ovid
es e
xplic
it sk
ill in
stru
ctio
n in
rea
ding
and
writ
ing;
8.
bu
ilds
on t
he la
ngua
ge, e
xper
ienc
es, kn
owle
dge
and
inte
rest
s th
at s
tude
nts
brin
g to
sch
ool;
9.
nurt
ures
stu
dent
s’ s
ense
of
thei
r co
mm
on g
roun
d in
usi
ng l
angu
age/
s fo
r co
mm
unic
atio
n as
pre
sent
or
futu
re g
loba
l ci
tizen
s to
pre
pare
the
m t
o pa
rtic
ipat
e in
sc
hool
and
in c
ivic
life
, and
; 10
. as
sess
es a
nd r
efle
cts
the
stud
ents
’ abi
lity
to in
terp
ret
and/
or c
omm
unic
ate
in t
he t
arge
t la
ngua
ge7 .
3 Mal
one,
Sus
an. 2
006.
Man
ual o
n M
TB-M
LE (C
omm
unity
-Bas
ed P
rogr
am).
UN
ESCO
4 A
nder
son
and
Ande
rson
. 200
3. T
ext T
ypes
in E
nglis
h 1.
Mal
aysia
: Mac
Mill
an
5 Mal
one,
Sus
an. 2
006.
Man
ual o
n M
TB-M
LE (C
omm
unity
-Bas
ed P
rogr
am).
UN
ESCO
6 2
011.
Guid
ing
Prin
cipl
es fo
r Eng
lish
Lang
uage
Art
s and
Lite
racy
Pro
gram
s in
Mas
sach
uset
ts
7 200
4. S
econ
d La
ngua
ge S
tudi
es. S
tand
ard
Cour
se o
f Stu
dy a
nd G
rade
Lev
el C
ompe
tenc
ies.
Pub
lic S
choo
ls of
Car
olin
a. S
tate
Boa
rd o
f Edu
catio
n. D
epar
tmen
t of I
nstr
uctio
n.
x
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
III.
N
EED
S O
F T
HE
LEA
RN
ER
S :
TH
E C
ON
TEX
T
Th
e ge
nera
tion
born
aft
er t
he y
ear
1994
unt
il 20
04 is
ref
erre
d to
as
Gen
erat
ion
Z. T
his
is t
he f
irst
gene
ratio
n to
be
born
wit
h co
mpl
ete
tech
nolo
gy.
They
wer
e bo
rn w
ith P
Cs,
mob
ile p
hone
s, g
amin
g de
vice
s, M
P3 p
laye
rs a
nd t
he u
biqu
itous
Int
erne
t. T
hey
do n
ot k
now
life
with
out
tech
nolo
gy.
Hen
ce,
they
are
oft
en
term
ed a
s di
gita
l nat
ives
and
are
ext
rem
ely
com
fort
able
with
tec
hnol
ogy.
The
y ca
n em
ail,
text
and
use
com
pute
rs w
ithou
t an
y pr
oble
ms.
In
addi
tion,
mem
bers
of
Gen
erat
ion
Z ca
n un
ders
tand
and
mas
ter
adva
ncem
ent
in t
echn
olog
y. U
nfor
tuna
tely
, th
is r
elia
nce
on t
echn
olog
y an
d ga
dget
s h
as h
ad a
neg
ativ
e ef
fect
on
the
mem
bers
. Th
ey r
athe
r st
ay i
ndoo
rs a
nd u
se t
heir
elec
tron
ics
than
pla
y ou
tdoo
rs a
nd b
e ac
tive.
The
y ar
e le
adin
g a
sede
ntar
y lif
e th
at c
an r
esul
t in
hea
lth
prob
lem
s la
ter
on.
For
them
, so
cial
med
ia p
latf
orm
s ar
e a
way
to
com
mun
icat
e w
ith t
he o
utsi
de w
orld
. Th
ey a
re n
ot b
othe
red
abou
t pr
ivac
y an
d ar
e w
illin
g to
sha
re i
ntim
ate
deta
ils a
bout
the
mse
lves
with
com
plet
e st
rang
ers.
The
y ha
ve v
irtua
l frie
nds
and
for
them
han
ging
out
wit
h fr
iend
s m
eans
tal
king
to
them
ove
r th
e ce
ll ph
ones
, em
ails
and
tex
t m
essa
ges.
How
ever
, at
the
sam
e tim
e, t
his
gene
ratio
n is
con
side
red
to b
e cr
eativ
e an
d co
llabo
rativ
e an
d w
ill h
ave
a si
gnifi
cant
im
pact
on
the
way
com
pani
es w
ork
whe
n th
ey jo
in t
he w
orkf
orce
.
Mem
bers
of
Gen
erat
ion
Z ar
e ad
ept
at m
ulti-
task
ing.
The
y ca
n te
xt,
read
, w
atch
, ta
lk a
nd e
ven
eat
sim
ulta
neou
sly.
How
ever
, th
is h
as a
lso
led
to r
educ
ed
atte
ntio
n sp
an le
adin
g to
wha
t ps
ycho
logi
sts
call
acqu
ired
atte
ntio
n de
ficit
diso
rder
. Th
is g
ener
atio
n is
una
ble
to a
naly
ze c
ompl
ex d
ata
and
info
rmat
ion
as t
hey
cann
ot f
ocus
for
ver
y lo
ng.
W
hile
we
don’
t kn
ow m
uch
abou
t G
en Z
yet
... w
e kn
ow a
lot
abo
ut t
he e
nviro
nmen
t th
ey a
re g
row
ing
up i
n. T
his
high
ly d
iver
se e
nviro
nmen
t w
ill m
ake
the
grad
e sc
hool
s of
the
nex
t ge
nera
tion
the
mos
t di
vers
e ev
er.
Hig
her
leve
ls o
f te
chno
logy
will
mak
e si
gnifi
cant
inr
oads
in
acad
emic
s al
low
ing
for
cust
omiz
ed
inst
ruct
ion,
dat
a m
inin
g of
stu
dent
his
torie
s to
ena
ble
diag
nost
ics
and
rem
edia
tion
or a
ccel
erat
ed a
chie
vem
ent
oppo
rtun
ities
.
Gen
Z k
ids
will
gro
w u
p w
ith a
hig
hly
soph
istic
ated
med
ia a
nd c
ompu
ter
envi
ronm
ent
and
will
be
mor
e In
tern
et s
avvy
and
exp
ert
than
the
ir G
en Y
for
erun
ners
.
xi
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
IV.
OU
TCO
MES
The
ultim
ate
goal
of
the
Lang
uage
Art
s an
d M
ultil
itera
cies
Cur
ricul
um i
s to
pro
duce
gra
duat
es w
ho a
pply
the
lan
guag
e co
nven
tion
s, p
rinci
ples
, st
rate
gies
and
sk
ills
in (
1) in
tera
ctin
g w
ith o
ther
s, (
2) u
nder
stan
ding
and
lear
ning
oth
er c
onte
nt a
reas
, an
d (3
) fe
ndin
g fo
r th
emse
lves
in w
hate
ver
field
of
ende
avou
r th
ey m
ay
enga
ge in
.
1.
Com
mu
nic
ativ
e C
ompe
ten
ce
Com
mun
icat
ive
Com
pete
nce
is a
syn
thes
is o
f kn
owle
dge
of b
asic
gra
mm
atic
al p
rinci
ples
, kn
owle
dge
of h
ow la
ngua
ge is
use
d in
soc
ial s
ettin
gs t
o pe
rfor
m
com
mun
icat
ive
func
tions
, and
how
kno
wle
dge
of u
tter
ance
s an
d co
mm
unic
ativ
e fu
nctio
ns c
an b
e co
mbi
ned
acco
rdin
g to
the
prin
cipl
es o
f di
scou
rse.
8
Co
mm
unic
ativ
e co
mpe
tenc
e is
cla
ssifi
ed in
to t
he f
ollo
win
g co
mpe
tenc
ies.
1.
Gra
mm
atic
al/L
ingu
isti
c C
ompe
ten
ce m
eans
the
acq
uisi
tion
of p
hono
logi
cal r
ules
, mor
phol
ogic
al w
ords
, sy
ntac
tic r
ules
, sem
antic
rul
es, a
nd le
xica
l ite
ms.
2.
Soc
iolin
guis
tic
Com
pete
nce
ref
ers
to t
he le
arni
ng o
f pr
agm
atic
asp
ect
of v
ario
us
spee
ch a
cts,
nam
ely,
the
cul
tura
l val
ues,
nor
ms,
and
oth
er s
ocio
-cu
ltura
l con
vent
ions
in s
ocia
l con
text
s. T
hey
are
the
cont
ext
and
topi
c of
dis
cour
se,
the
part
icip
ant’s
soc
ial s
tatu
s, s
ex, ag
e, a
nd o
ther
fac
tors
whi
ch in
fluen
ce
styl
es a
nd r
egis
ters
of
spee
ch.
Sinc
e di
ffer
ent
situ
atio
ns c
all
for
diff
eren
t ty
pes
of e
xpre
ssio
ns a
s w
ell as
diff
eren
t be
liefs
, vi
ews,
val
ues,
and
att
itude
s, t
he
deve
lopm
ent
of s
ocio
lingu
istic
com
pete
nce
is e
ssen
tial f
or c
omm
unic
ativ
e so
cial
act
ion.
3.
Dis
cour
se C
ompe
ten
ce i
s th
e kn
owle
dge
of r
ules
reg
ardi
ng t
he c
ohes
ion
(gra
mm
atic
al l
inks
) an
d co
here
nce
(app
ropr
iate
com
bina
tion
of c
omm
unic
ativ
e ac
tions
) of
var
ious
typ
es o
f di
scou
rse
(ora
l and
writ
ten)
. So
ciol
ingu
istic
rul
es o
f us
e an
d ru
les
of d
isco
urse
are
cru
cial
in in
terp
reti
ng
utt
eran
ces
for
soci
al
mea
nin
g, p
artic
ular
ly w
hen
the
liter
al m
eani
ng o
f an
utt
eran
ce d
oes
not
lead
to
the
spea
ker’s
inte
ntio
n ea
sily
.
4.
Str
ateg
ic C
ompe
ten
ce is
to
DO
with
the
kno
wle
dge
of v
erba
l and
non
-ver
bal st
rate
gies
to
com
pen
sate
for
bre
akdo
wn
suc
h as
sel
f-co
rrec
tion
and
at
the
sam
e tim
e to
enh
ance
the
eff
ectiv
enes
s of
com
mun
icat
ion
such
as
reco
gniz
ing
disc
ours
e st
ruct
ure,
act
ivat
ing
back
grou
nd k
now
ledg
e, c
onte
xtua
l gu
essi
ng, a
nd t
oler
atin
g am
bigu
ity.
2.
Mu
ltili
tera
cies
Mul
tilite
raci
es (
mul
tilite
racy
pra
ctic
es)
reco
gniz
e th
at t
here
are
man
y ki
nds
of li
tera
cy a
t w
ork
with
in o
ur s
ocie
ty.
Thes
e in
clud
e tr
aditi
onal
lite
racy
pra
ctic
es u
sin
g te
xts
as w
ell a
s ne
w li
tera
cy p
ract
ices
usi
ng t
exts
of
popu
lar
cultu
re s
uch
as f
ilms.
Soc
ial l
itera
cy e
ncom
pass
es h
ow w
e co
mm
unic
ate
and
exch
ange
mea
ning
in
our
soci
ety
whi
le p
rofe
ssio
nal l
itera
cy li
nks
with
the
not
ion
of li
tera
cy f
or s
choo
l or
the
wor
kpla
ce.
8 Can
ale,
M. a
nd M
. Sw
ain.
198
0. T
heor
etic
al b
ases
of c
omm
unic
ativ
e ap
proa
ches
to se
cond
lang
uage
teac
hing
and
test
ing.
App
lied
Ling
uist
ics
xii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
The
curr
icul
um a
ims
to h
elp
lear
ners
acq
uire
hig
hly-
deve
lope
d lit
erac
y sk
ills
that
ena
ble
them
to
unde
rsta
nd t
hat
Engl
ish
lang
uage
is
the
mos
t w
idel
y us
ed
med
ium
of
com
mun
icat
ion
in T
rade
and
the
Art
s, S
cien
ces,
Mat
hem
atic
s, a
nd in
wor
ld e
cono
my.
Fur
ther
mor
e, t
he c
urric
ulum
aim
s to
he
lp le
arne
rs u
nder
stan
d th
at E
nglis
h la
ngua
ge is
a d
ynam
ic s
ocia
l pro
cess
whi
ch r
espo
nds
to a
nd r
efle
cts
chan
ging
soc
ial c
ondi
tions
, an
d th
at E
nglis
h is
inex
tric
ably
invo
lved
with
val
ues,
be
liefs
, an
d w
ays
of t
hink
ing
abou
t ou
rsel
ves
and
the
wor
ld w
e dw
ell
in.
Thr
ough
mul
tilite
racy
ski
lls,
lear
ners
will
be
able
to
appr
ecia
te a
nd b
e se
nsiti
ve t
o so
cioc
ultu
ral d
iver
sity
and
und
erst
and
that
the
mea
ning
of
any
form
of
com
mun
icat
ion
depe
nds
on c
onte
xt,
purp
ose,
and
aud
ienc
e.
The
wor
ld is
now
in t
he “
Kn
owle
dge
age”
whe
re t
he c
halle
nge
of e
duca
tion
is t
o pr
epar
e le
arne
rs t
o de
al w
ith t
he c
halle
nges
of
the
chan
ging
wor
ld.
Stud
ents
in t
his
age
mus
t be
pre
pare
d to
com
pete
in a
glo
bal e
cono
my,
und
erst
and
and
oper
ate
com
plex
com
mun
icat
ion
and
info
rmat
ion
syst
ems,
and
ap
ply
high
er le
vel t
hink
ing
skill
s to
mak
e de
cisi
ons
and
solv
e pr
oble
ms.
Th
e La
ngua
ge A
rts
and
Mul
tilite
raci
es C
urric
ulum
(LA
MC)
add
ress
es t
hese
nee
ds.
This
is t
he r
atio
nale
why
Mot
her
Tong
ue,
Filip
ino,
and
Eng
lish
follo
w a
uni
fied
fram
ewor
k w
hich
allo
ws
easy
tra
nsiti
on f
rom
acq
uirin
g an
d le
arni
ng o
ne la
ngua
ge t
o an
othe
r.
The
curr
icul
um h
as f
ive
(5)
com
pone
nts.
Eac
h co
mpo
nent
is e
ssen
tial t
o th
e le
arne
rs’ a
bilit
y to
com
mun
icat
e ef
fect
ivel
y in
a l
angu
age
lead
ing
them
to
achi
eve
com
mun
icat
ive
com
pete
nce
and
mul
tilite
raci
es i
n th
e M
othe
r To
ngue
, Fi
lipin
o an
d En
glis
h. T
he d
iagr
am o
n p
age
2 sh
ows
that
the
hea
rt a
nd c
ore
of L
AM
C i
s m
akin
g m
eani
ng t
hrou
gh
lang
uage
and
aim
s to
dev
elop
gra
duat
es w
ho a
re c
omm
unic
ativ
ely
com
pete
nt a
nd m
ultil
itera
tes.
C
ompo
nen
t 1
illus
trat
es l
earn
ing
proc
esse
s th
at w
ill e
ffec
t ac
quis
ition
and
lea
rnin
g of
the
lang
uage
. It
exp
lain
s th
e H
OW
of
lang
uage
lear
ning
and
the
refo
re s
erve
s as
gu
idin
g pr
inci
ples
for
lang
uage
tea
chin
g.
Com
pon
ent
2 d
escr
ibes
kno
wle
dge
and
skill
are
as w
hich
are
ess
entia
l to
eff
ecti
ve l
angu
age
use
(un
ders
tand
ing
of c
ultu
res,
und
erst
andi
ng l
angu
age,
pro
cess
es a
nd
stra
tegi
es)
whi
ch w
ill b
e de
velo
ped
thro
ugh
lang
uage
art
s (m
acro
-ski
lls).
C
ompo
nen
t 3
sho
ws
the
inte
rdep
ende
nce
and
inte
rrel
atio
nshi
ps o
f th
e m
acro
-ski
lls o
f th
e la
ngua
ge (
liste
ning
, sp
eaki
ng a
nd v
iew
ing;
rea
ding
, vi
ewin
g an
d re
spon
ding
; w
ritin
g an
d re
pres
entin
g) a
nd t
he d
evel
opm
ent
of t
hink
ing
skill
s (c
ritic
al t
hink
ing,
cre
ativ
e th
inki
ng,
and
met
acog
nitio
n) a
llow
ing
stud
ents
to
mak
e m
ean
ing
thro
ugh
la
ngu
age.
C
ompo
nen
t 4
exp
lain
s th
e ho
listic
ass
essm
ent
of t
he L
angu
age
Arts
and
Lite
racy
Cur
ricul
um w
hich
ser
ves
as f
eedb
ack
of i
ts e
ffec
tiven
ess
to s
tude
nts,
tea
cher
s, s
choo
l ad
min
istr
ator
s, a
nd c
urric
ulum
dev
elop
ers.
IV.
CO
NC
EPTU
AL
FRA
MEW
OR
K
xiii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Fo
r ef
fect
ive
lang
uage
acq
uisi
tion
and
lear
ning
to
take
pla
ce,
lang
uage
tea
cher
s m
ust
be g
uide
d by
the
six
(6)
lan
guag
e te
ach
ing
prin
cipl
es.
Thes
e pr
inci
ples
exp
lain
the
na
tura
l pro
cess
of la
ngua
ge d
evel
opm
ent.
1.
Spi
ral P
rogr
essi
on
Skill
s, g
ram
mat
ical
ite
ms,
str
uctu
res
and
vario
us t
ypes
of
text
s w
ill b
e ta
ught
, re
vise
d an
d re
visi
ted
at i
ncre
asin
g le
vels
of
diff
icul
ty a
nd s
ophi
stic
atio
n. T
his
will
allo
w
stud
ents
to
prog
ress
fro
m t
he f
ound
atio
nal l
evel
to
high
er le
vels
of la
ngua
ge u
se.
2.
Inte
ract
ion
La
ngua
ge le
arni
ng w
ill b
e si
tuat
ed in
the
con
text
of
com
mun
icat
ion
(ora
l and
writ
ten)
. Ac
tiviti
es t
hat
sim
ulat
e re
al-li
fe s
ituat
ions
of
vary
ing
lang
uage
dem
ands
(pu
rpos
es,
topi
cs, a
nd a
udie
nces
) w
ill b
e em
ploy
ed t
o he
lp s
tude
nts
inte
ract
with
oth
ers
ther
eby
impr
ove
thei
r so
cial
izat
ion
skill
s.
3
. In
tegr
atio
n
The
area
s of
lan
guag
e le
arni
ng –
the
rec
eptiv
e sk
ills,
the
pro
duct
ive
skill
s, a
nd g
ram
mar
and
voc
abul
ary
will
be
taug
ht in
an int
egra
ted
way
, to
geth
er w
ith t
he u
se o
f re
leva
nt p
rint
and
non-
prin
t re
sour
ces,
to
prov
ide
mul
tiple
per
spec
tives
and
mea
ning
ful c
onne
ctio
ns.
Inte
grat
ion
may
com
e in
diff
eren
t ty
pes
eith
er i
mpl
icitl
y or
exp
licitl
y (s
kills
, co
nten
t, t
hem
e, t
opic
, and
val
ues
inte
grat
ion)
. 4
. Le
arn
er-C
ente
redn
ess
Lear
ners
are
at
the
cent
er o
f th
e te
achi
ng-le
arni
ng p
roce
ss.
Teac
hing
will
be
diff
eren
tiate
d ac
cord
ing
to s
tude
nts’
nee
ds,
abili
ties
and
inte
rest
s. E
ffec
tive
peda
gogi
es w
ill
be u
sed
to e
ngag
e th
em a
nd t
o st
reng
then
the
ir la
ngua
ge d
evel
opm
ent.
5.
Con
text
ual
izat
ion
Le
arni
ng t
asks
and
act
iviti
es w
ill b
e de
sign
ed f
or l
earn
ers
to a
cqui
re t
he l
angu
age
in a
uthe
ntic
and
mea
ning
ful
cont
exts
of
use
. Fo
r ex
ampl
e, l
esso
ns w
ill b
e pl
anne
d ar
ound
lear
ning
out
com
es,
a th
eme,
or
a ty
pe o
f te
xt t
o he
lp le
arne
rs u
se r
elat
ed la
ngua
ge s
kills
, gr
amm
atic
al it
ems/
stru
ctur
es a
nd v
ocab
ular
y ap
prop
riate
ly in
spo
ken
and
writ
ten
lang
uage
to
suit
the
purp
ose,
aud
ienc
e, c
onte
xt, a
nd c
ultu
re. Le
arni
ng p
oint
s w
ill b
e re
info
rced
thr
ough
exp
licit
inst
ruct
ion
and
rela
ted
follo
w-u
p pr
actic
e.
6.
Con
stru
ctio
n
Mak
ing
mea
ning
is t
he h
eart
of
lang
uage
lear
ning
and
use
. Le
arni
ng t
asks
and
act
iviti
es w
ill b
e de
sign
ed f
or le
arne
rs in
suc
h a
way
tha
t th
ey w
ill h
ave
time
to r
efle
ct o
n an
d re
spon
d to
ide
as a
nd i
nfor
mat
ion.
Lea
rner
s w
ill b
e pr
ovid
ed w
ith s
uffic
ient
sca
ffol
ding
so
that
the
y w
ill b
e ab
le t
o re
ach
thei
r fu
ll co
gniti
ve,
affe
ctiv
e, a
nd
psyc
hom
otor
pot
entia
ls a
nd b
ecom
e in
depe
nden
t le
arne
rs w
ho a
re g
ood
cons
umer
s an
d co
nstr
ucto
rs o
f m
eani
ng.
CO
MPO
NEN
T 1:
Lan
guag
e Le
arni
ng P
roce
ss
xiv
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
Ther
e ar
e th
ree
maj
or a
pplic
atio
ns o
f th
e m
acro
-ski
lls o
f th
e la
ngua
ge (
Und
erst
andi
ng o
f Cu
lture
s; U
nder
stan
ding
Lan
guag
e; a
nd P
roce
sses
and
Str
ateg
ies)
. Th
ey a
re
desc
ribed
as
the
know
ledg
e an
d sk
ill a
reas
whi
ch a
re e
ssen
tial t
o ef
fect
ive
lang
uage
use
dem
onst
rate
d th
roug
h th
e la
ngua
ge m
acro
-ski
lls.
1.
UN
DER
STA
ND
ING
CU
LTU
RES
. Le
arn
ing
lan
guag
e th
rou
gh t
ext
type
s an
d lit
erar
y ap
prec
iati
on e
xpos
es l
earn
ers
to d
iffe
ren
t cu
ltu
res
of t
he
wor
ld,
incl
udi
ng
one’
s cu
ltu
re L
earn
ers
deve
lop
soci
olin
guis
tic a
nd s
ocio
cultu
ral u
nder
stan
ding
s an
d ap
ply
them
to
thei
r us
e of
the
lang
uage
(M
othe
r To
ngue
, Fi
lipin
o, a
nd
Engl
ish)
. So
ciol
ingu
istic
und
erst
andi
ng r
efer
s to
app
ropr
iate
lang
uage
use
. It
is d
efin
ed in
thi
s do
cum
ent
as t
akin
g in
to a
ccou
nt t
he s
ocia
l sig
nific
ance
of
lingu
istic
for
ms
and
the
lingu
istic
impl
icat
ions
of
soci
al f
acts
. La
ngua
ge is
a c
ompl
ex s
ocia
l pra
ctic
e th
at r
efle
cts
and
rein
forc
es s
hare
d un
ders
tand
ings
abo
ut a
ppro
pria
te a
ctio
ns,
valu
es,
belie
fs a
nd a
ttitu
des
with
in a
com
mun
ity.
Thes
e sh
ared
und
erst
andi
ngs
dete
rmin
e no
t on
ly w
hat
is c
omm
unic
ated
and
whe
n an
d ho
w it
is c
omm
unic
ated
, bu
t al
so w
ho
does
the
com
mun
icat
ing.
The
se c
olle
ctiv
ely
cons
titut
e th
e so
ciol
ingu
istic
fea
ture
s of
lang
uage
.
So
cioc
ultu
ral u
nder
stan
ding
ref
ers
to k
now
ing
abou
t th
e la
ngua
ge s
peak
ing
com
mun
ities
. It
mea
ns t
akin
g in
to a
ccou
nt t
he n
on-li
ngui
stic
fea
ture
s in
the
life
of
a so
ciet
y.
Lear
ners
bro
aden
the
ir fr
ame
of r
efer
ence
bey
ond
thei
r ow
n so
cial
and
cul
tura
l exp
erie
nces
. Th
ey g
ain
insi
ghts
into
diff
eren
t va
lues
and
bel
ief
syst
ems
and
ackn
owle
dge
the
cultu
ral
cont
exts
whi
ch u
nder
pin
them
. Th
ey m
ake
sens
e of
the
soc
ial
fabr
ic o
f th
e ta
rget
lan
guag
e co
mm
unity
. Th
ey u
nder
stan
d th
at t
he n
atur
al a
nd p
hysi
cal
envi
ronm
ents
– a
s w
ell a
s th
e so
cial
, eco
nom
ic, hi
stor
ical
, and
pol
itica
l env
ironm
ents
– in
fluen
ce t
he la
ngua
ge s
peak
ing
grou
ps a
nd t
heir
cultu
ral t
radi
tions
.
2.
UN
DER
STA
ND
ING
LA
NG
UA
GE.
Lea
rner
s ap
ply
thei
r kn
owle
dge
of t
he s
yste
m o
f th
e la
ngua
ge t
o as
sist
the
m t
o m
ake
mea
ning
and
to
crea
te m
eani
ng.
They
com
e to
re
cogn
ize
the
patt
erns
and
rul
es o
f th
e la
ngua
ge w
hich
em
erge
as
they
int
erac
t w
ith a
ple
thor
a of
tex
ts (
liter
ary
and
info
rmat
iona
l) to
mak
e m
eani
ng.
They
app
ly t
his
know
ledg
e an
d un
ders
tand
ing
to c
reat
e th
eir
own
spok
en,
writ
ten,
and
vis
ual t
exts
. D
iffer
ence
s in
lang
uage
sys
tem
s ar
e ex
pres
sed
in a
var
iety
of
way
s: f
or e
xam
ple,
in
gram
mat
ical
diff
eren
tiatio
ns, v
aria
tions
in w
ord
orde
r, w
ord
sele
ctio
n, o
r ge
nera
l sty
listic
var
iatio
ns in
tex
ts. B
y co
mpa
ring
the
syst
em o
f th
e la
ngua
ge w
ith t
he s
yste
ms
of
othe
r la
ngua
ges,
stu
dent
s un
ders
tand
tha
t ea
ch la
ngua
ge is
diff
eren
t, b
ut h
as id
entif
iabl
e pa
tter
ns w
ithin
its
own
syst
em.
3.
PR
OC
ESS
AN
D S
TRA
TEG
IES
. Le
arne
rs s
elec
t fr
om a
rep
erto
ire o
f pr
oces
ses
and
stra
tegi
es b
y re
flect
ing
on t
heir
unde
rsta
ndin
g of
the
way
lan
guag
e w
orks
for
a
varie
ty o
f pu
rpos
es in
a r
ange
of
cont
exts
. Th
ey d
elib
erat
e on
how
the
y us
e la
ngua
ge a
nd a
pply
diff
eren
t la
ngua
ge s
trat
egie
s, d
epen
ding
on
thei
r pu
rpos
e, c
onte
xt a
nd
audi
ence
. Th
ey u
se l
angu
age
as a
way
of
com
ing
to g
rips
with
new
ide
as,
reso
lvin
g di
ffic
ultie
s or
sol
ving
pro
blem
s. T
hey
use
stra
tegi
es s
uch
as b
rain
stor
min
g an
d di
scus
sion
as
a w
ay o
f de
velo
ping
idea
s. T
hey
expe
rimen
t, t
ake
risks
and
mak
e ap
prox
imat
ions
with
lang
uage
as
a w
ay o
f de
velo
ping
the
ir la
ngua
ge s
kills
. Th
ey c
larif
y w
hat
they
nee
d to
kno
w w
hen
seek
ing
info
rmat
ion
for
part
icul
ar p
urpo
ses.
The
y us
e ke
y-w
ord
sear
ches
and
the
ir un
ders
tand
ing
of t
he c
onve
ntio
ns o
f in
form
atio
nal t
exts
CO
MPO
NEN
T 2:
Effe
ctiv
e La
ngua
ge U
se
xv
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
such
as
tabl
es o
f co
nten
ts,
head
ings
, in
dexe
s, f
orew
ords
, and
glo
ssar
ies
as a
ids
in lo
catin
g in
form
atio
n. T
hey
asse
ss t
he u
sefu
lnes
s of
info
rmat
ion
for
part
icul
ar p
urpo
ses.
Th
ey t
reat
info
rmat
ion
and
idea
s cr
itica
lly a
nd e
valu
ate
info
rmat
ion
in t
erm
s of
its
relia
bilit
y an
d cu
rren
cy.
They
mak
e no
tes
and
grap
hic
repr
esen
tatio
ns o
f in
form
atio
n an
d co
mbi
ne in
form
atio
n fr
om d
iffer
ent
sour
ces
into
a c
oher
ent
who
le b
y su
mm
ariz
ing,
com
parin
g an
d sy
nthe
sizi
ng.
Le
arne
rs r
efle
ct o
n et
hica
l co
nsid
erat
ions
in
the
use
of i
deas
and
inf
orm
atio
n. T
hey
reco
gniz
e th
e im
port
ance
of
attr
ibut
ing
sour
ces
of i
deas
and
inf
orm
atio
n, a
nd o
f pr
esen
ting
or r
epre
sent
ing
idea
s an
d in
form
atio
n in
way
s w
hich
are
not
mis
lead
ing.
The
y us
e qu
otat
ion
and
sour
cing
con
vent
ions
appr
opria
tely
. Th
ey t
ake
into
acc
ount
th
e po
ssib
le e
ffec
ts o
f an
d re
spon
ses
to t
he p
rese
ntat
ion
of id
eas
and
info
rmat
ion.
La
ngua
ge i
s th
e m
ajor
ins
trum
ent
in c
omm
unic
atio
n (o
ral
and
writ
ten)
and
the
hea
rt o
f w
hich
is
the
exch
ange
of
mea
ning
. La
ngu
age
lear
ning
sho
uld
focu
s on
gui
ding
st
uden
ts m
ake
mea
ning
thr
ough
lang
uage
for
diff
eren
t pu
rpos
es o
n a
rang
e of
top
ics
and
with
a v
arie
ty o
f au
dien
ces.
Stu
dent
s m
ust
be a
ble
to a
dapt
to
vario
us s
ituat
ions
w
here
com
mun
icat
ion
dem
ands
gre
atly
var
y.
The
skill
s, g
ram
mat
ical
item
s, s
truc
ture
s an
d va
rious
typ
es o
f te
xts
will
be
taug
ht, a
nd r
evis
ited
at in
crea
sing
leve
ls o
f di
ffic
ulty
and
sop
hist
icat
ion.
Thi
s de
sign
allo
ws
stud
ents
to
pro
gres
s fr
om t
he f
ound
atio
nal l
evel
to
high
er le
vels
of la
ngua
ge u
se.
The
Lang
uage
Art
s an
d M
ultil
itera
cies
Cur
ricul
um (
LAM
C) is
com
pose
d of
fiv
e (5
) in
tric
atel
y in
tert
win
ed a
nd in
tegr
ated
sub
-str
ands
(lis
teni
ng,
spea
king
, re
adin
g, w
ritin
g, a
nd
view
ing)
tha
t se
rve
as b
uild
ing
bloc
ks f
or u
nder
stan
ding
and
cre
atio
n of
mea
ning
and
for
effec
tive
com
mun
icat
ion
acro
ss c
urri
cula
(M
atrix
1).
Th
e re
vise
d cu
rric
ulum
re-
orga
nize
s th
e In
tegr
ated
Lan
guag
e Ar
ts C
urric
ulum
acc
ordi
ng t
o th
e co
nten
t sta
ndar
ds th
at m
ust b
e m
et b
y al
l stu
dent
s at
the
end
of b
asic
edu
catio
n.
This
is n
ot in
cons
iste
nt w
ith th
e pr
opos
ed 5
sub
-str
ands
of t
he L
angu
age
Arts
and
Mul
tilite
raci
es C
urric
ulum
(LA
MC)
but
fles
hes
out th
e ar
eas
that
chi
ldre
n ne
ed t
o le
arn
and
that
te
ache
rs n
eed
to tea
ch in
gre
ater
det
ail.
Bel
ow is
the
mat
rix t
hat pr
esen
ts t
he s
prea
d an
d al
ignm
ent
of t
he la
ngua
ge a
nd li
tera
cy d
omai
ns w
ith the
5 s
ub-s
tran
ds.
CO
MPO
NEN
T 3:
Mak
ing
Mea
ning
thro
ugh
Lang
uage
xvi
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Alig
nm
ent
of t
he
Lan
gu
age
and
Lite
racy
Dom
ain
s w
ith
th
e 5
su
b-s
tran
ds
Inte
grat
ed L
angu
age
Art
s D
omai
ns
LIS
TEN
ING
S
PEA
KIN
G
REA
DIN
G
WR
ITIN
G
VIE
WIN
G
1.
Ora
l Lan
guag
e
2.
Phon
olog
ical
Aw
aren
ess
3.
Book
and
Prin
t Kn
owle
dge
4.
Alph
abet
Kno
wle
dge
5.
Phon
ics
and
Wor
d R
ecog
nitio
n
6.
Flue
ncy
7.
Spel
ling
8.
Writ
ing
and
Com
posi
tion
9.
Gra
mm
ar A
war
enes
s &
Str
uctu
re
10.
Voca
bula
ry D
evel
opm
ent
11.
Rea
ding
Com
preh
ensi
on
11.1
sc
hem
a &
prio
r kn
owle
dge
11.2
st
rate
gies
11
.3
narr
ativ
e te
xt
11.4
in
form
atio
nal t
ext
12.
List
enin
g Co
mpr
ehen
sion
13.
Attit
udes
tow
ards
lang
uage
, lite
racy
and
lite
ratu
re
14.
Stud
y St
rate
gies
xvii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Fun
nel
ling
of
Dom
ain
s A
cros
s th
e K
-12
Bas
ic E
du
cati
on I
nte
gra
ted
Lan
gu
age
Art
s C
urr
icu
lum
Dom
ain
s K
-3
4-6
7
-10
1
1-1
2
Ora
l lan
guag
e
Phon
olog
ical
aw
aren
ess
Book
and
Prin
t kn
owle
dge
Alph
abet
kno
wle
dge
Phon
ics
and
wor
d re
cogn
ition
Flue
ncy
Spel
ling
Writ
ing
and
com
posi
tion
Gra
mm
ar a
war
enes
s an
d st
ruct
ure
Voca
bula
ry d
evel
opm
ent
Rea
ding
com
preh
ensi
on
List
enin
g co
mpr
ehen
sion
Attit
ude
tow
ards
lang
uage
, lit
erac
y an
d
liter
atur
e
Stud
y st
rate
gies
View
ing
xviii
K t
o 12
BA
SIC
ED
UC
ATI
ON
CU
RR
ICU
LUM
Coh
eren
ce w
ith
th
e B
asic
Edu
cati
on P
rogr
am G
oals
1.
The
K-12
lang
uage
s cu
rric
ulum
ens
ures
tha
t pr
oces
ses
and
prod
ucts
of le
arni
ng a
ctiv
ely
fost
er a
nd c
ontr
ibut
e to
the
ach
ieve
men
t of
the
bas
ic e
duca
tion
prog
ram
goal
s.
2.
Com
pete
ncie
s ar
e sp
irale
d ac
ross
the
cur
ricul
um a
nd y
ear
leve
ls.
Upp
er le
vel c
ours
es w
ill foc
us o
n w
ritin
g, c
ompr
ehen
sion
and
stu
dy s
trat
egie
s.
3.
Cont
ent
incl
udes
prin
t an
d el
ectr
onic
tex
ts t
hat
are
age,
con
text
and
cul
ture
app
ropr
iate
.
Asse
ssm
ent
is a
n im
port
ant
aspe
ct o
f le
arni
ng a
nd t
each
ing.
It
shou
ld b
e ef
fect
ivel
y us
ed t
o su
ppor
t th
e ho
listic
dev
elop
men
t of
our
pup
ils. O
ur a
sses
smen
t pr
actic
es s
houl
d go
bey
ond
sum
mat
ive
eval
uatio
n an
d m
ove
tow
ards
a m
ore
holis
tic a
ppro
ach.
H
olis
tic a
sses
smen
t re
fers
to
the
ongo
ing
gath
erin
g of
info
rmat
ion
on d
iffer
ent
face
ts o
f a
child
fro
m v
ario
us s
ourc
es, w
ith t
he a
im o
f pr
ovid
ing
qual
itativ
e an
d qu
antit
ativ
e fe
edba
ck t
o su
ppor
t an
d gu
ide
the
child
's d
evel
opm
ent.
Hol
istic
ass
essm
ent
info
rms
our
teac
hers
of th
eir
teac
hing
pra
ctic
es a
nd g
uide
s th
em in
the
des
ign
and
deliv
ery
of
stud
ent
lear
ning
. It
will
als
o en
able
par
ents
to
supp
ort
thei
r ch
ildre
n's
deve
lopm
ent
and
grow
th.
Ch
arac
teri
stic
s of
Ass
essm
ent
1.
P
roxi
mit
y to
act
ual
lan
guag
e u
se a
nd
perf
orm
ance
As
sess
men
t pr
oced
ures
sho
uld
be b
ased
on
activ
ities
tha
t ha
ve a
uthe
ntic
com
mun
icat
ive
func
tion
rath
er t
han
ones
with
litt
le o
r no
int
rinsi
c co
mm
unic
ativ
e va
lue.
Th
ese
activ
ities
are
bas
ed o
n ac
tual
per
form
ance
in a
uthe
ntic
situ
atio
ns w
hich
the
lear
ner
is li
kely
to
enco
unte
r in
his
or
her
daily
life
.
2.
A h
olis
tic
view
of
lan
guag
e As
sess
men
t pr
oced
ures
are
bas
ed o
n th
e no
tion
that
the
int
erre
latio
nshi
ps a
mon
g th
e va
rious
asp
ects
of
lang
uage
, su
ch a
s ph
onol
ogy,
gra
mm
ar,
and
voca
bula
ry,
amon
g ot
hers
can
not
be ign
ored
. A
lso
the
four
ski
lls o
f la
ngua
ge-li
sten
ing,
spe
akin
g, r
eadi
ng,
and
writ
ing-
are
seen
to
be p
arts
of
a st
ruct
ural
ly int
egra
ted
who
le.
Asse
ssm
ent
appr
oach
es s
houl
d be
use
d fo
r co
mm
unic
atio
n an
d se
lf-ex
pres
sion
. A
sses
smen
t al
so t
akes
int
o ac
coun
t th
e w
hole
lea
rner
and
his
or
her
soci
al,
acad
emic
, and
phy
sica
l con
text
.
CO
MPO
NEN
T 4:
Hol
istic
Ass
essm
ent
xix
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
3.
An
inte
grat
ive
view
of
lear
nin
g
Asse
ssm
ent
atte
mpt
s to
cap
ture
the
lear
ner’s
tot
al a
rray
of
skill
s an
d ab
ilitie
s. I
t m
easu
res
lang
uage
pro
ficie
ncy
in t
he c
onte
xt o
f sp
ecifi
c su
bjec
t m
atte
r. A
sses
smen
t pr
oced
ures
are
ba
sed
on t
he id
ea
that
var
ious
asp
ects
of
a le
arne
r’s li
fe,
both
aca
dem
ic a
nd p
erso
nal,
are
inte
gral
to
the
deve
lopm
ent
of la
ngua
ge p
rofic
ienc
y an
d ca
nnot
be
igno
red.
Th
ese
dim
ensi
ons
incl
ude
not
only
pro
cess
es s
uch
as a
cqui
ring
and
inte
grat
ing
know
ledg
e, e
xten
ding
and
ref
inin
g kn
owle
dge,
and
usi
ng
know
ledg
e m
eani
ngfu
lly, b
ut a
lso
issu
es s
uch
as v
aryi
ng s
tude
nt a
ttitu
des
tow
ards
lear
ning
.
4.
Dev
elop
men
tal a
ppr
opri
aten
ess
Asse
ssm
ent
proc
edur
es s
et e
xpec
tatio
ns t
hat
are
appr
opria
te w
ithin
the
cog
nitiv
e, s
ocia
l, an
d ac
adem
ic d
evel
opm
ent
of t
he l
earn
er.
Thi
s ch
arac
teris
tic o
f as
sess
men
t m
akes
it
part
icul
arly
val
uabl
e fo
r se
cond
lan
guag
e le
arne
rs w
ho c
ome
from
cul
tura
lly d
iver
se b
ackg
roun
ds a
nd w
ho m
ay h
ave
atyp
ical
edu
catio
nal
expe
rienc
es.
5
. M
ult
iple
ref
eren
cin
g
Asse
ssm
ent
enta
ils o
btai
ning
info
rmat
ion
abou
t th
e le
arne
r fr
om n
umer
ous
sour
ces
and
thro
ugh
vario
us m
eans
. Fo
r st
uden
ts,
asse
ssm
ent
shou
ld a
llow
the
m t
o se
e th
eir
own
acco
mpl
ishm
ents
in
term
s th
at t
hey
unde
rsta
nd a
nd,
cons
eque
ntly
, al
low
s th
em t
o as
sum
e re
spon
sibi
lity
for
thei
r le
arni
ng.
Ass
essm
ent
shou
ld a
llow
par
ents
to
shar
e in
the
edu
catio
nal p
roce
ss,
and
offe
rs t
hem
a c
lear
insi
ght
into
what
the
ir ch
ildre
n ar
e do
ing
in s
choo
l. Fo
r te
ache
rs,
the
prim
ary
adva
ntag
e of
ass
essm
ent
is t
hat
it pr
ovid
es d
ata
on t
heir
stud
ents
and
the
ir cl
assr
oom
for
edu
catio
nal d
ecis
ion
-mak
ing.
In
add
ition
, it
repo
rts
the
succ
ess
of t
he
curr
icul
um a
nd p
rovi
des
teac
hers
with
a f
ram
ewor
k fo
r or
gani
zing
stu
dent
’s w
orks
.
xx
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Def
init
ion
s o
f th
e C
on
ten
t S
tan
da
rds
for
the
Inte
gra
ted
Lan
gu
age
Art
s C
urr
icu
lum
fo
r th
e K
to
12
Bas
ic E
du
cati
on
Pro
gra
m o
f th
e D
epar
tmen
t o
f E
du
cati
on
Co
nte
nt
Sta
nd
ard
s P
erfo
rma
nce
Sta
nd
ard
s at
th
e en
d o
f G
rad
e 3
Ora
l Lan
guag
es in
Eng
lish
Hav
e su
ffic
ient
fac
ility
in E
nglis
h to
und
erst
and
spok
en d
isco
urse
and
to
talk
and
inte
ract
with
oth
ers
abou
t pe
rson
al
expe
rienc
es a
nd t
ext
liste
ned
to o
r re
ad
Phon
olog
ical
Ski
lls
Be a
ble
to d
emon
stra
te p
hono
logi
cal a
war
enes
s at
the
leve
ls o
f th
e sy
llabl
e an
d th
e ph
onem
e
Book
and
Kno
wle
dge
D
emon
stra
te a
nd u
se c
once
pts
of p
rint,
suc
h as
dire
ctio
nalit
y, s
paci
ng, pu
nctu
atio
n an
d co
nfig
urat
ion
Alp
habe
t kn
owle
dge
Rec
ogni
ze, na
me
and
soun
d ou
t al
l the
upp
er a
nd lo
wer
cas
e le
tter
s of
the
alp
habe
t.
Phon
ic a
nd W
ord
Rec
ogni
tion
Use
sig
ht w
ord
reco
gniti
on o
r ph
onic
ana
lysi
s to
rea
d an
d un
ders
tand
wor
ds in
Eng
lish
that
con
tain
com
plex
lett
er
com
bina
tions
, af
fixes
and
con
trac
tions
Flue
ncy
Rea
d al
oud
grad
e le
vel t
exts
effor
tless
ly a
nd a
ccur
atel
y, w
ithou
t he
sita
tion
and
with
pro
per
expr
essi
on
Spel
ling
Spel
l wor
ds w
ith t
wo
or m
ore
sylla
bles
usi
ng p
honi
c, s
eman
tic, an
d m
orph
emic
kno
wle
dge
Writ
ing
/Com
posi
tion
Expr
ess
thei
r id
eas
effe
ctiv
ely
in f
orm
al a
nd in
form
al c
ompo
sitio
ns t
o fu
lfill
thei
r ow
n pu
rpos
es for
writ
ing
Han
dwrit
ing
W
rite
legi
bly
in m
anus
crip
t or
cur
sive
writ
ing
Gra
mm
ar A
war
enes
s an
d St
ruct
ure
x D
emon
stra
te g
ram
mat
ical
aw
aren
ess
by b
eing
abl
e to
rea
d, s
peak
and
writ
e co
rrec
tly
x Com
mun
icat
e ef
fect
ivel
y, in
ora
l and
writ
ten
form
s, u
sing
the
cor
rect
gra
mm
atic
al s
truc
ture
of En
glis
h
Voc
abul
ary
Acq
uire
, st
udy,
and
use
Eng
lish
voca
bula
ry w
ords
app
ropr
iate
ly in
rel
evan
t co
ntex
ts
Rea
din
g C
om
pre
hen
sio
n a
nd
Stu
dy
Str
ateg
ies
Use
of Con
tent
and
Prio
r Kn
owle
dge
Act
ivat
e pr
ior
know
ledg
e co
ncep
tual
ly r
elat
ed t
o te
xt a
nd e
stab
lish
a pu
rpos
e fo
r re
adin
g
Com
preh
ensi
on S
trat
egie
s
Be s
elf-
awar
e as
the
y di
scus
s an
d an
alyz
e te
xt t
o cr
eate
new
mea
ning
s an
d m
odify
old
kno
wle
dge
Com
preh
endi
ng L
itera
ry T
ext
Res
pond
to
liter
ary
text
thr
ough
the
app
reci
atio
n of
lite
rary
dev
ices
and
an
unde
rsta
ndin
g of
sto
ry g
ram
mar
Com
preh
endi
ng I
nfor
mat
iona
l Tex
t Lo
cate
info
rmat
ion
from
exp
osito
ry t
exts
and
use
thi
s in
form
atio
n fo
r di
scus
sion
or
writ
ten
prod
uctio
n
Att
itude
D
emon
stra
te a
love
for
rea
ding
sto
ries
and
conf
iden
ce in
per
form
ing
liter
acy-
rela
ted
activ
ities
/tas
k
Vie
win
g D
emon
stra
te c
ritic
al u
nder
stan
ding
and
inte
rpre
tatio
n of
vis
ual m
edia
Stud
y St
rate
gies
O
rgan
ize,
pro
cess
and
use
info
rmat
ion
effe
ctiv
ely
xxi
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
K
EY S
TAG
E S
TAN
DA
RD
GR
AD
E 1
2 -
Stu
dent
s sh
ould
be
able
to
inte
grat
e co
mm
unic
atio
n an
d la
ngua
ge s
kills
for
cre
atin
g m
eani
ng
usin
g or
al a
nd w
ritte
n te
xts,
var
ious
gen
res,
and
dis
curs
ive
cont
exts
for
per
sona
l and
pro
fess
iona
l pur
pose
s.
GR
AD
E 1
0 -
Stu
dent
s sh
ould
be
able
to
inte
rpre
t, e
valu
ate
and
repr
esen
t in
form
atio
n w
ithin
and
bet
wee
n le
arni
ng a
rea
text
s an
d di
scou
rses
.
GR
AD
E 6
- S
tude
nt s
houl
d be
abl
e to
con
stru
ct m
eani
ngs
and
com
mun
icat
e th
em u
sing
cre
ativ
e, a
ppro
pria
te
and
gram
mat
ical
ly c
orre
ct o
ral a
nd w
ritte
n la
ngua
ge.
GR
AD
E 3
- S
tude
nts
shou
ld b
e ab
le t
o de
mon
stra
te e
ager
ness
to
expl
ore
and
expe
rienc
e or
al a
nd w
ritte
n te
xts
and
to c
omm
unic
ate
mea
ning
s an
d fe
elin
gs e
ffec
tivel
y.
xxii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
GR
AD
E 1
0
FIR
ST
QU
AR
TER
P
RO
GR
AM
STA
ND
AR
D
The
lear
ner
dem
onst
rate
s co
mm
unic
ativ
e co
mpe
tenc
e th
roug
h hi
s/ h
er u
nder
stan
ding
of
liter
atur
e an
d ot
her
text
s ty
pes
for
a de
eper
ap
prec
iatio
n of
Phi
lippi
ne C
ultu
re a
nd t
hose
of
othe
r co
untr
ies.
GR
AD
E L
EVEL
STA
ND
AR
D
The
lear
ner
dem
onst
rate
s co
mm
unic
ativ
e co
mpe
tenc
e th
roug
h hi
s/ h
er u
nder
stan
ding
of
liter
atur
e an
d ot
her
text
typ
es f
or a
dee
per
appr
ecia
tion
of W
orld
Lite
ratu
re, i
nclu
ding
Phi
lippi
ne L
itera
ture
.
CO
NTE
NT
STA
ND
AR
D
The
lear
ner
dem
onst
rate
s un
ders
tand
ing
of h
ow w
orld
lite
ratu
re a
nd o
ther
tex
t ty
pes
serv
e as
way
s of
exp
ress
ing
and
reso
lvin
g pe
rson
al
conf
licts
, als
o ho
w t
o us
e st
rate
gies
in li
nkin
g te
xtua
l inf
orm
atio
n, r
epai
ring,
enh
anci
ng c
omm
unic
atio
n pu
blic
spe
akin
g, e
mph
asis
mar
kers
in
per
suas
ive
text
s, d
iffer
ent
form
s of
mod
als,
ref
lexi
ve a
nd in
tens
ive
pron
ouns
.
PER
FOR
MA
NC
E S
TAN
DA
RD
Th
e le
arne
r co
mpo
ses
a sh
ort
but
pow
erfu
l per
suas
ive
text
usi
ng a
var
iety
of
pers
uasi
ve t
echn
ique
s an
d de
vice
s.
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
1
EN1
0R
C-I
a-2
.15
.2:
Det
erm
ine
the
effe
ct
of t
extu
al a
ids
like
adva
nce
orga
nize
rs,
title
s, n
on-li
near
ill
ustr
atio
ns,
etc.
on
the
unde
rsta
ndin
g of
a
text
EN1
0LC
-Ia-
11
.1:
Get
info
rmat
ion
that
ca
n be
use
d in
ev
eryd
ay li
fe fro
m
new
s re
port
s,
spee
ches
, in
form
ativ
e ta
lks,
pan
el
disc
ussi
ons,
etc
.
EN1
0V
C-I
a-1
.4/2
.4:
Det
erm
ine
how
co
nnec
ted
even
ts
cont
ribut
e to
the
to
talit
y of
a
mat
eria
l vie
wed
EN1
0V
-Ia-
13
.9:
Diff
eren
tiate
fo
rmal
fro
m
info
rmal
de
finiti
ons
of
wor
ds
EN1
0LT
-Ia-
14
.2:
Expl
ain
how
the
el
emen
ts s
peci
fic
to a
sel
ectio
n bu
ild it
s th
eme
EN1
0W
C-I
a-1
2.1
: Id
entif
y fe
atur
es o
f pe
rsua
sive
tex
ts
EN1
0O
L-Ia
-3.1
4:
Iden
tify
the
fact
ors
of p
ublic
spe
akin
g
EN1
0G
-Ia-
27
:
Use
ref
lexi
ve a
nd
inte
nsiv
e pr
onou
ns
2
EN1
0R
C-I
b-2
.15
.2:
Det
erm
ine
the
effe
ct
of t
extu
al a
ids
like
adva
nce
orga
nize
rs,
title
s, n
on-li
near
ill
ustr
atio
ns,
etc.
on
the
unde
rsta
ndin
g of
a
text
EN1
0LC
-Ib-
4:
Det
erm
ine
the
im
plic
it an
d ex
plic
it si
gnal
s, v
erba
l, as
w
ell a
s no
n-ve
rbal
, us
ed b
y th
e sp
eake
r to
hig
hlig
ht s
igni
fican
t po
ints
EN1
0V
C-I
b-1
.4/2
.4:
Det
erm
ine
how
co
nnec
ted
even
ts
cont
ribut
e to
the
to
talit
y of
a
mat
eria
l vie
wed
EN1
0V
-Ib-
13
.9:
Diff
eren
tiate
fo
rmal
fro
m
info
rmal
de
finiti
ons
of
wor
ds
EN1
0LT
-Ib-
2.2
: Ex
plai
n ho
w t
he
elem
ents
spe
cific
to
a g
enre
co
ntrib
ute
to t
he
them
e of
a
part
icul
ar li
tera
ry
sele
ctio
n EN
10
LT-I
b-2
.2.1
: Ex
pres
s ap
prec
iatio
n fo
r se
nsor
y im
ages
us
ed
EN1
0W
C-I
b-1
2.1
: Id
entif
y fe
atur
es o
f pe
rsua
sive
tex
ts
EN1
0O
L-Ib
-3.1
5:
Des
crib
e an
d in
terp
ret
the
ethi
cs
of p
ublic
spe
akin
g
EN1
0G
-Ib-
27
: U
se
refle
xive
and
in
tens
ive
pron
ouns
xxiii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
3
EN1
0R
C-I
c-2
.15
.2:
Det
erm
ine
the
effe
ct
of t
extu
al a
ids
like
adva
nce
orga
nize
rs,
title
s, n
on-li
near
ill
ustr
atio
ns,
etc.
on
the
unde
rsta
ndin
g of
a
text
EN1
0LC
-Ic-
4:
Det
erm
ine
the
im
plic
it an
d ex
plic
it si
gnal
s, v
erba
l, as
w
ell a
s no
n-ve
rbal
, us
ed b
y th
e sp
eake
r to
hig
hlig
ht s
igni
fican
t po
ints
EN1
0V
C-I
c-1
.4/2
.4:
Det
erm
ine
how
co
nnec
ted
even
ts
cont
ribut
e to
the
to
talit
y of
a
mat
eria
l vie
wed
EN1
0V
-Ic-
13
.9:
Diff
eren
tiate
fo
rmal
fro
m
info
rmal
de
finiti
ons
of
wor
ds
EN1
0LT
-Ic-
2.2
: Ex
plai
n ho
w t
he
elem
ents
spe
cific
to
a g
enre
co
ntrib
ute
to t
he
them
e of
a
part
icul
ar li
tera
ry
sele
ctio
n EN
10
LT-I
c-2
.2.2
: Ex
plai
n th
e lit
erar
y de
vice
s us
ed
EN1
0W
C-I
c-1
2.2
: Fo
rmul
ate
a st
atem
ent
of
opin
ion
or a
sser
tion
EN1
0O
L-Ic
-3.1
6:
Des
crib
e th
e te
chni
ques
in
effe
ctiv
e pu
blic
sp
eaki
ng
EN1
0G
-Ic-
26
: U
sing
w
ords
and
ex
pres
sion
s th
at
emph
asiz
e a
poin
t
4
EN1
0R
C-I
d-2
.15
.2:
Det
erm
ine
the
effe
ct
of t
extu
al a
ids
like
adva
nce
orga
nize
rs,
title
s, n
on-li
near
ill
ustr
atio
ns,
etc.
on
the
unde
rsta
ndin
g of
a
text
EN1
0LC
-Id-
4.1
: Si
ngle
out
dire
ct a
nd
indi
rect
sig
nals
use
d by
a s
peak
er
EN1
0V
C-I
d-2
5:
Expr
ess
insi
ghts
ba
sed
on t
he id
eas
pres
ente
d in
the
m
ater
ial v
iew
ed
EN1
0V
-Id-
13
.9:
Diff
eren
tiate
fo
rmal
fro
m
info
rmal
de
finiti
ons
of
wor
ds
EN1
0LT
-Id-
2.2
: Ex
plai
n ho
w t
he
elem
ents
spe
cific
to
a g
enre
co
ntrib
ute
to t
he
them
e of
a
part
icul
ar li
tera
ry
sele
ctio
n EN
10
LT-I
d-2
.2.2
: Ex
plai
n th
e lit
erar
y de
vice
s us
ed
EN1
0W
C-I
d-1
2.2
: Fo
rmul
ate
a st
atem
ent
of
opin
ion
or a
sser
tion
EN1
0O
L-Id
-3
.16
.1:
Empl
oy t
he
tech
niqu
es in
pub
lic
spea
king
in a
sa
mpl
e pu
blic
sp
eaki
ng s
ituat
ion
EN1
0G
-Id-
26
: U
sing
w
ords
and
ex
pres
sion
s th
at
emph
asiz
e a
poin
t
5
EN1
0R
C-I
e-2
.15
.2:
Det
erm
ine
the
effe
ct
of t
extu
al a
ids
like
adva
nce
orga
nize
rs,
title
s, n
on-li
near
ill
ustr
atio
ns,
etc.
on
the
unde
rsta
ndin
g of
a
text
EN1
0LC
-Ie-
14
.1:
Poin
t ou
t th
e ef
fect
iven
ess
of t
he
devi
ces
used
by
the
spea
ker
to a
ttra
ct a
nd
hold
the
att
entio
n of
th
e lis
tene
r
EN1
0V
C-I
e-2
5:
Expr
ess
insi
ghts
ba
sed
on t
he id
eas
pres
ente
d in
the
m
ater
ial v
iew
ed
EN1
0V
-Ie-
13
.9:
Diff
eren
tiate
fo
rmal
fro
m
info
rmal
de
finiti
ons
of
wor
ds
EN1
0LT
-Ie-
2.2
: Ex
plai
n ho
w t
he
elem
ents
spe
cific
to
a g
enre
co
ntrib
ute
to t
he
them
e of
a
part
icul
ar li
tera
ry
sele
ctio
n EN
10
LT-I
e-2
.2.3
: D
eter
min
e to
ne, m
ood,
te
chni
que,
and
pu
rpos
e of
the
au
thor
EN1
0W
C-I
e-1
2.2
: Fo
rmul
ate
a st
atem
ent
of
opin
ion
or a
sser
tion
EN1
0W
C-I
e-1
2.3
: Co
mpo
se a
pe
rsua
sive
tex
t of
th
ree
para
grap
hs
expr
essi
ng o
ne’s
st
and
on a
n is
sue
EN1
0O
L-Ie
-3
.16
.1:
Empl
oy t
he
tech
niqu
es in
pub
lic
spea
king
in a
sa
mpl
e pu
blic
sp
eaki
ng s
ituat
ion
EN1
0G
-Ie-
26
: U
sing
w
ords
and
ex
pres
sion
s th
at
emph
asiz
e a
poin
t
xxiv
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
6
EN1
0R
C-I
f-2
1:
Com
pare
new
insi
ghts
w
ith p
revi
ous
lear
ning
s
EN1
0LC
-If-
14
.2:
Det
erm
ine
the
role
s of
dis
cour
se m
arke
rs
(e.g
. con
junc
tions
, ga
mbi
ts, a
dver
bs)
in
sign
alin
g th
e fu
nctio
ns o
f st
atem
ents
mad
e
EN1
0V
C-I
f-2
5:
Expr
ess
insi
ghts
ba
sed
on t
he id
eas
pres
ente
d in
the
m
ater
ial v
iew
ed
EN1
0V
-If-
13
.9:
Diff
eren
tiate
fo
rmal
fro
m
info
rmal
de
finiti
ons
of
wor
ds
EN1
0LT
-If-
2.2
: Ex
plai
n ho
w t
he
elem
ents
spe
cific
to
a g
enre
co
ntrib
ute
to t
he
them
e of
a
part
icul
ar li
tera
ry
sele
ctio
n.
EN1
0LT
-If-
2.2
.3:
Det
erm
ine
tone
, moo
d,
tech
niqu
e, a
nd
purp
ose
of t
he
auth
or
EN1
0W
C-I
f-1
2.3
: Co
mpo
se a
pe
rsua
sive
tex
t of
th
ree
para
grap
hs
expr
essi
ng o
ne’s
st
and
on a
n is
sue
EN1
0O
L-If
-3
.16
.1:
Empl
oy t
he
tech
niqu
es in
pub
lic
spea
king
in a
sa
mpl
e pu
blic
sp
eaki
ng s
ituat
ion
EN1
0G
-If-
3.6
: U
se
mod
als
7
EN1
0R
C-I
g-2
1:
Com
pare
new
insi
ghts
w
ith p
revi
ous
lear
ning
s
EN1
0LC
-Ig-
8.7
: M
ake
gene
raliz
atio
ns
EN1
0V
C-I
g-1
.5/2
.5:
Dra
w
gene
raliz
atio
ns a
nd
conc
lusi
ons
base
d on
the
mat
eria
ls
view
ed
EN1
0V
-Ig-
13
.9:
Diff
eren
tiate
fo
rmal
fro
m
info
rmal
de
finiti
ons
of
wor
ds
EN1
0LT
-Ig-
3:
Expl
ain
how
a
sele
ctio
n m
ay b
e in
fluen
ced
by
cultu
re, h
isto
ry,
envi
ronm
ent,
or
othe
r fa
ctor
s
EN1
0W
C-I
g-1
2.3
: Co
mpo
se a
pe
rsua
sive
tex
t of
th
ree
para
grap
hs
expr
essi
ng o
ne’s
st
and
on a
n is
sue
EN1
0O
L-Ig
-3
.16
.1:
Empl
oy t
he
tech
niqu
es in
pub
lic
spea
king
in a
sa
mpl
e pu
blic
sp
eaki
ng s
ituat
ion
EN1
0G
-Ig-
3.6
: U
se
mod
als
8
EN1
0R
C-I
h-2
1:
Com
pare
new
insi
ghts
w
ith p
revi
ous
lear
ning
s
EN1
0LC
-Ih
-14
.3:
Show
app
reci
atio
n fo
r so
ngs,
poe
ms,
and
ot
her
liste
ning
tex
ts
EN1
0V
C-I
h-
1.5
/2.5
: D
raw
ge
nera
lizat
ions
and
co
nclu
sion
s ba
sed
on t
he m
ater
ials
vi
ewed
EN1
0V
-Ih
-13
.9:
Diff
eren
tiate
fo
rmal
fro
m
info
rmal
de
finiti
ons
of
wor
ds
EN1
0LT
-Ih
-2.3
: D
raw
sim
ilarit
ies
and
diff
eren
ces
of t
he fea
ture
d se
lect
ions
in
rela
tion
to t
he
them
e
EN1
0W
C-I
h-
12
.3:
Com
pose
a
pers
uasi
ve t
ext
of
thre
e pa
ragr
aphs
ex
pres
sing
one
’s
stan
d on
an
issu
e
EN1
0O
L-Ih
-3
.16
.1:
Empl
oy t
he
tech
niqu
es in
pub
lic
spea
king
in a
sa
mpl
e pu
blic
sp
eaki
ng s
ituat
ion
EN1
0G
-Ih
-3.6
: U
se
mod
als
9
EN1
0R
C-I
i-2
1:
Com
pare
new
insi
ghts
w
ith p
revi
ous
lear
ning
s
EN1
0LC
-Ii-
14
: Ex
amin
e ho
w s
poke
n co
mm
unic
atio
n m
ay
be r
epai
red
or
enha
nced
EN1
0V
C-I
i-1
.5/2
.5:
Dra
w
gene
raliz
atio
ns a
nd
conc
lusi
ons
base
d on
the
mat
eria
ls
view
ed
EN1
0V
-Ii-
13
.9:
Diff
eren
tiate
fo
rmal
fro
m
info
rmal
de
finiti
ons
of
wor
ds
EN1
0LT
-Ii-
18
: Ev
alua
te
liter
atur
e as
a
way
of
expr
essi
ng a
nd
reso
lvin
g on
e’s
pers
onal
con
flict
s
EN1
0W
C-I
i-1
2:
Com
pose
sho
rt
pers
uasi
ve t
exts
us
ing
a va
riety
of
pers
uasi
ve
tech
niqu
es a
nd
devi
ces
EN1
0O
L-Ii
-3
.16
.1:
Empl
oy t
he
tech
niqu
es in
pub
lic
spea
king
in a
sa
mpl
e pu
blic
sp
eaki
ng s
ituat
ion
EN1
0G
-Ii-
3.6
: U
se
mod
als
10
C
ulm
inat
ing
Act
ivit
y
xxv
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
SEC
ON
D Q
UA
RTE
R
PR
OG
RA
M S
TAN
DA
RD
Th
e le
arne
r de
mon
stra
tes
com
mun
icat
ive
com
pete
nce
thro
ugh
his/
her
und
erst
andi
ng o
f lit
erat
ure
and
othe
r te
xts
type
s fo
r a
deep
er
appr
ecia
tion
of P
hilip
pine
Cul
ture
and
tho
se o
f ot
her
coun
trie
s.
GR
AD
E L
EVEL
STA
ND
AR
D
The
lear
ner
dem
onst
rate
s co
mm
unic
ativ
e co
mpe
tenc
e th
roug
h hi
s/ h
er u
nder
stan
ding
of
liter
atur
e an
d ot
her
text
typ
es f
or a
dee
per
appr
ecia
tion
of W
orld
Lite
ratu
re, i
nclu
ding
Phi
lippi
ne L
itera
ture
.
CO
NTE
NT
STA
ND
AR
D
The
lear
ner
dem
onst
rate
s un
ders
tand
ing
of h
ow w
orld
lite
ratu
res
and
othe
r te
xt t
ypes
ser
ve a
s v
ehic
les
of e
xpre
ssin
g an
d re
solv
ing
conf
licts
am
ong
indi
vidu
als
or g
roup
s; a
lso
how
to
use
stra
tegi
es in
crit
ical
rea
ding
, lis
teni
ng, a
nd v
iew
ing,
and
aff
irmat
ion
and
nega
tion
mar
kers
to
del
iver
impr
ompt
u an
d ex
tem
pora
neou
s sp
eech
es.
PER
FOR
MA
NC
E S
TAN
DA
RD
Th
e le
arne
r pr
ofic
ient
ly d
eliv
ers
an a
rgum
enta
tive
spee
ch e
mph
asiz
ing
how
to
reso
lve
conf
licts
am
ong
indi
vidu
als
or g
roup
s.
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
1
EN1
0R
C-I
Ia-1
1:
Tran
scod
e in
form
atio
n fr
om
linea
r to
non
-line
ar
text
s an
d vi
ce-v
ersa
EN1
0LC
-IIa
-11
: Sw
itch
from
one
lis
teni
ng s
trat
egy
to
anot
her
to e
xtra
ct
mea
ning
fro
m t
he
liste
ning
tex
t
EN1
0V
C-I
Ia-3
.8:
Asse
ss t
he
effe
ctiv
enes
s of
the
id
eas
pres
ente
d in
th
e m
ater
ial v
iew
ed
taki
ng in
to a
ccou
nt
its p
urpo
se
EN1
0V
-IIa
-1
3.9
: G
ive
tech
nica
l and
op
erat
iona
l de
finiti
ons
EN1
0LT
-IIa
-1
4.2
: Ex
plai
n ho
w t
he
elem
ents
spe
cific
to
a s
elec
tion
build
its
them
e
EN1
0W
C-I
Ia-
13
.1:
Iden
tify
part
s an
d fe
atur
es
of a
rgum
enta
tive
essa
ys
EN1
0O
L-II
a5:
Empl
oy a
ppro
pria
te
pitc
h, s
tres
s,
junc
ture
, in
tona
tion,
etc
.
EN1
0G
-IIa
-29
: O
bser
ve c
orre
ct
gram
mar
in m
akin
g de
finiti
ons
2
EN1
0R
C-I
Ib-1
1.2
: Ex
plai
n ill
ustr
atio
ns
from
line
ar t
o no
n-lin
ear
text
s an
d vi
ce
vers
a
EN1
0LC
-IIb
-15
.1:
Asse
ss t
he
effe
ctiv
enes
s of
a
mat
eria
l lis
tene
d to
ta
king
into
acc
ount
th
e sp
eake
r’s p
urpo
se
EN1
0V
C-I
Ib-3
.8:
Asse
ss t
he
effe
ctiv
enes
s of
the
id
eas
pres
ente
d in
th
e m
ater
ial v
iew
ed
taki
ng in
to a
ccou
nt
its p
urpo
se
EN1
0V
-IIb
-1
3.9
: G
ive
tech
nica
l and
op
erat
iona
l de
finiti
ons
EN1
0LT
-IIb
-1
4.2
: Ex
plai
n ho
w t
he
elem
ents
spe
cific
to
a s
elec
tion
build
its
them
e
EN1
0W
C-I
Ib-
13
.2:
Form
ulat
e cl
aim
s of
fac
t,
polic
y, a
nd v
alue
EN1
0O
L-II
b-5
:Em
ploy
ap
prop
riate
pitc
h,
stre
ss, j
unct
ure,
in
tona
tion,
etc
.
EN1
0G
-IIb
-29
: O
bser
ve c
orre
ct
gram
mar
in m
akin
g de
finiti
ons
3
EN1
0R
C-I
Ic-5
.4:
Pres
ent
info
rmat
ion
usin
g ta
bles
, gr
aphs
, an
d m
aps
EN1
0LC
-IIc
-15
.2:
Asse
ss w
heth
er t
he
spea
ker’s
pur
pose
is
achi
eved
or
not
EN1
0V
C-I
Ic-3
.8:
Asse
ss t
he
effe
ctiv
enes
s of
the
id
eas
pres
ente
d in
th
e m
ater
ial v
iew
ed
taki
ng in
to a
ccou
nt
its p
urpo
se
EN1
0V
-IIc
-13
.9:
Giv
e te
chni
cal a
nd
oper
atio
nal
defin
ition
s
EN1
0LT
-IIc
-2
.2:
Expl
ain
how
th
e el
emen
ts
spec
ific
to a
ge
nre
cont
ribut
e to
the
the
me
of a
pa
rtic
ular
lite
rary
se
lect
ion
EN1
0LT
-IIc
-2
.2.1
: Ex
pres
s ap
prec
iatio
n fo
r se
nsor
y im
ages
us
ed
EN1
0W
C-I
Ic-
13
.3:
Use
pat
tern
s an
d te
chni
ques
of
deve
lopi
ng a
n ar
gum
enta
tive
clai
m
EN1
0O
L-II
c-3
.11
: U
se t
he c
orre
ct
soun
d of
Eng
lish
whe
n de
liver
ing
impr
ompt
u an
d ex
tem
pora
neou
s sp
eech
EN1
0G
-IIc
-29
: O
bser
ve c
orre
ct
gram
mar
in m
akin
g de
finiti
ons
xxvi
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
4
EN1
0SS
-IId
-1.5
.2:
Scan
for
nee
ded
info
rmat
ion
EN1
0LC
-IId
-3
.15
:Eva
luat
e lis
teni
ng t
exts
in
term
s of
acc
urac
y,
valid
ity, ad
equa
cy,
and
rele
vanc
e
EN1
0V
C-I
Id-
26
:Det
ect
bias
and
pr
ejud
ice
in t
he
mat
eria
l vie
wed
EN1
0V
-IId
-1
3.9
: G
ive
tech
nica
l and
op
erat
iona
l de
finiti
ons
EN1
0LT
-IId
-2
.2:
Expl
ain
how
th
e el
emen
ts
spec
ific
to a
ge
nre
cont
ribut
e to
the
the
me
of a
pa
rtic
ular
lite
rary
se
lect
ion
EN1
0LT
-IId
-2
.2.2
: Ex
plai
n th
e lit
erar
y de
vice
s us
ed
EN1
0SS
-IId
-1
.6.3
: Ac
know
ledg
e ci
tatio
ns b
y pr
epar
ing
a bi
blio
grap
hy
EN1
0O
L-II
d-3
.11
:Use
the
co
rrec
t so
und
of
Engl
ish
whe
n de
liver
ing
impr
ompt
u an
d ex
tem
pora
neou
s sp
eech
EN1
0G
-IId
-29
: O
bser
ve c
orre
ct
gram
mar
in m
akin
g de
finiti
ons
5
EN1
0R
C-I
Ie-7
.3:
Rea
d cl
osel
y to
get
th
e au
thor
’s p
urpo
se
EN1
0LC
-IIe
-13
.2:
Empl
oy a
naly
tical
lis
teni
ng in
pro
blem
so
lvin
g
EN1
0V
C-I
Ie-2
6:
Det
ect
bias
and
pr
ejud
ice
in t
he
mat
eria
l vie
wed
EN1
0V
-IIe
-1
3.9
: G
ive
tech
nica
l and
op
erat
iona
l de
finiti
ons
EN1
0LT
-IIe
-2
.2:
Expl
ain
how
th
e el
emen
ts
spec
ific
to a
ge
nre
cont
ribut
e to
the
the
me
of a
pa
rtic
ular
lite
rary
se
lect
ion
EN1
0LT
-IIe
-2
.2.3
: D
eter
min
e to
ne, m
ood,
te
chni
que,
and
pu
rpos
e of
the
au
thor
EN1
0SS
-IIe
-1
.6.4
: U
se w
ritin
g co
nven
tions
to
indi
cate
ac
know
ledg
emen
t of
res
ourc
es
EN1
0O
L-II
e-3
.8:
Obs
erve
the
cor
rect
st
ance
and
pro
per
stag
e be
havi
or a
s de
emed
nec
essa
ry
EN1
0O
L-II
e-2
.6.2
: Es
tabl
ish
eye
cont
act
EN1
0G
-IIe
-28
: U
se
wor
ds a
nd
expr
essi
ons
that
af
firm
or
nega
te
6
EN1
0R
C-I
If-1
3.1
: R
ead
clos
ely
to g
et
expl
icitl
y an
d im
plic
itly
stat
ed
info
rmat
ion
EN1
0LC
-IIf
-13
.2:
Empl
oy a
naly
tical
lis
teni
ng in
pro
blem
so
lvin
g
EN1
0V
C-I
If-2
6:
Det
ect
bias
and
pr
ejud
ice
in t
he
mat
eria
l vie
wed
EN1
0V
-IIf
-13
.9:
Giv
e te
chni
cal a
nd
oper
atio
nal
defin
ition
s
EN1
0LT
-IIf
-2
.2:
Expl
ain
how
th
e el
emen
ts
spec
ific
to a
ge
nre
cont
ribut
e to
the
the
me
of a
pa
rtic
ular
lite
rary
se
lect
ion
EN1
0LT
-IIf
-2
.2.3
: D
eter
min
e to
ne, m
ood,
te
chni
que,
and
pu
rpos
e of
the
au
thor
EN1
0SS
-IIf
-1
.6.6
: U
se
quot
atio
n m
arks
or
hang
ing
inde
ntat
ions
for
di
rect
quo
tes
EN1
0O
L-II
f-3
.8:
Obs
erve
the
cor
rect
st
ance
and
pro
per
stag
e be
havi
or a
s de
emed
nec
essa
ry
EN1
0O
L-II
f-2
.6.2
: Es
tabl
ish
eye
cont
act
EN1
0G
-IIf
-28
: U
se
wor
ds a
nd
expr
essi
ons
that
af
firm
or
nega
te
xxvii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
7
EN1
0R
C-I
Ig-1
3.1
: R
ead
clos
ely
to g
et
expl
icitl
y an
d im
plic
itly
stat
ed
info
rmat
ion
EN1
0LC
-IIg
-13
.3:
Det
ect
bias
es a
nd
prej
udic
es
EN1
0V
C-I
Ig-2
7:
Use
pre
viou
s ex
perie
nces
as
scaf
fold
to
the
mes
sage
con
veye
d by
a m
ater
ial
view
ed
EN1
0V
-IIg
-1
3.9
: G
ive
tech
nica
l and
op
erat
iona
l de
finiti
ons
EN1
0LT
-IIg
-2
.3:
Dra
w
sim
ilarit
ies
and
diff
eren
ces
of t
he
feat
ured
se
lect
ions
in
rela
tion
to t
he
them
e
EN1
0SS
-IIg
-1
.6.5
: U
se in
-tex
t ci
tatio
ns
EN1
0F-
IIg-
3.7
: D
emon
stra
te
conf
iden
ce a
nd
ease
of
deliv
ery
EN1
0G
-IIg
-28
: U
se
wor
ds a
nd
expr
essi
ons
that
af
firm
or
nega
te
8
EN1
0R
C-I
Ih-2
.22
: Ev
alua
te t
ext
cont
ent,
el
emen
ts, f
eatu
res,
an
d pr
oper
ties
usin
g a
set
of c
riter
ia
EN0
10
LC-I
Ih-1
5.3
: D
eter
min
e un
supp
orte
d ge
nera
lizat
ions
and
ex
agge
ratio
ns
EN1
0V
C-I
Ih-2
7:
Use
pre
viou
s ex
perie
nces
as
scaf
fold
to
the
mes
sage
con
veye
d by
a m
ater
ial
view
ed
EN1
0V
-IIh
-1
3.9
: G
ive
tech
nica
l and
op
erat
iona
l de
finiti
ons
EN1
0LT
-IIh
-3:
Expl
ain
how
a
sele
ctio
n m
ay b
e in
fluen
ced
by
cultu
re, h
isto
ry,
envi
ronm
ent,
or
othe
r fa
ctor
s
EN1
0W
C-I
Ih-1
3:
Com
pose
an
argu
men
tativ
e es
say
EN1
0F-
IIh
-3.7
: D
emon
stra
te
conf
iden
ce a
nd
ease
of
deliv
ery
EN1
0G
-II-
h-2
8:
Use
wor
ds a
nd
expr
essi
ons
that
af
firm
or
nega
te
9
EN1
0R
C-I
Ii-2
.22
: Ev
alua
te t
ext
cont
ent,
el
emen
ts, f
eatu
res,
an
d pr
oper
ties
usin
g a
set
of c
riter
ia.
EN0
10
LC-I
Ii-1
5.3
: D
eter
min
e un
supp
orte
d ge
nera
lizat
ions
and
ex
agge
ratio
ns
EN1
0V
C-I
Ii-2
7:
Use
pre
viou
s ex
perie
nces
as
scaf
fold
to
the
mes
sage
con
veye
d by
a m
ater
ial
view
ed
EN1
0V
-IIi
-13
.9:
Giv
e te
chni
cal a
nd
oper
atio
nal
defin
ition
s
EN1
0LT
-IIi
-19
: Ev
alua
te
liter
atur
e as
a
vehi
cle
of
expr
essi
ng a
nd
reso
lvin
g co
nflic
ts b
etw
een
and
amon
g in
divi
dual
s or
gr
oups
EN1
0W
C-I
Ii-1
3:
Com
pose
an
argu
men
tativ
e es
say
EN1
0F-
IIi-
1.1
5:
Mak
e an
d de
liver
im
prom
ptu
and
ex
tem
pora
neou
s sp
eech
es w
ith e
ase
and
conf
iden
ce
EN1
0G
-IIi
-28
:Use
w
ords
and
ex
pres
sion
s th
at
affir
m o
r ne
gate
10
C
ulm
inat
ing
Act
ivit
y
xxviii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
THIR
D Q
UA
RTE
R
PR
OG
RA
M S
TAN
DA
RD
Th
e le
arne
r de
mon
stra
tes
com
mun
icat
ive
com
pete
nce
thro
ugh
his/
her
und
erst
andi
ng o
f lit
erat
ure
and
othe
r te
xts
type
s fo
r a
deep
er
appr
ecia
tion
of P
hilip
pine
Cul
ture
and
tho
se o
f ot
her
coun
trie
s.
GR
AD
E L
EVEL
STA
ND
AR
D
The
lear
ner
dem
onst
rate
s co
mm
unic
ativ
e co
mpe
tenc
e th
roug
h hi
s/ h
er u
nder
stan
ding
of
liter
atur
e an
d ot
her
text
typ
es f
or a
dee
per
appr
ecia
tion
of W
orld
Lite
ratu
re, i
nclu
ding
Phi
lippi
ne L
itera
ture
.
CO
NTE
NT
STA
ND
AR
D
The
lear
ner
dem
onst
rate
s un
ders
tand
ing
of h
ow w
orld
lite
ratu
re a
nd o
ther
tex
t ty
pes
serv
e as
sou
rces
of
wis
dom
in e
xpre
ssin
g an
d re
solv
ing
conf
licts
am
ong
indi
vidu
als,
gro
ups
and
natu
re;
also
how
to
use
eval
uativ
e re
adin
g, li
sten
ing
and
view
ing
stra
tegi
es, s
peci
al
spee
ches
for
occ
asio
n, p
rono
uns
and
stru
ctur
es o
f m
odifi
catio
n.
PER
FOR
MA
NC
E S
TAN
DA
RD
Th
e le
arne
r sk
ilful
ly d
eliv
ers
a sp
eech
for
a s
peci
al o
ccas
ion
thro
ugh
utili
zing
eff
ectiv
e ve
rbal
and
non
-ver
bal s
trat
egie
s an
d IC
T re
sour
ces.
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
1
EN1
0R
C-I
IIa-
22
.1:
Ove
rall
artis
tic v
alue
of
the
stru
ctur
e an
d el
emen
ts o
f th
e se
lect
ion
(str
uctu
ralis
t/fo
rmal
ist)
EN1
0LC
-III
a-1
6:
List
en t
o si
mpl
ify,
reor
gani
ze,
synt
hesi
ze, an
d ev
alua
te in
form
atio
n to
exp
and,
rev
iew
, or
upda
te k
now
ledg
e
EN1
0V
C-I
IIa-
12
: R
aise
que
stio
ns t
o cl
arify
issu
es
cove
red
in t
he
mat
eria
l vie
wed
EN1
0V
-III
a-1
3.9
: G
ive
expa
nded
de
finiti
ons
of
wor
ds
EN1
0LT
-III
a-2
.2:
Expl
ain
how
th
e el
emen
ts
spec
ific
to a
ge
nre
cont
ribut
e to
the
the
me
of a
pa
rtic
ular
lite
rary
se
lect
ion
EN1
0LT
-III
a-2
.2.1
: Ex
pres
s ap
prec
iatio
n fo
r se
nsor
y im
ages
us
ed
EN1
0W
C-I
IIa-
14
.1.1
: Ex
pand
id
eas
usin
g pr
inci
ples
of
cohe
sion
and
co
here
nce
EN1
0O
L-II
Ia-
3.8
: U
se t
he
corr
ect
stag
e st
ance
and
be
havi
or w
hen
givi
ng a
roa
st a
nd a
to
ast
and
whe
n pa
ying
trib
ute
to
som
eone
in a
eu
logy
EN1
0G
-III
a-3
1:
Use
pro
noun
s ef
fect
ivel
y
2
EN1
0R
C-I
IIb
-22
.2:
Trea
tmen
t of
und
erly
ing
or o
vera
rchi
ng is
sue
conc
erni
ng h
uman
ex
perie
nce
(mor
alis
t)
EN1
0LC
-III
b-1
6.1
: D
istin
guis
h th
e im
port
ant
poin
ts fro
m
less
impo
rtan
t on
es in
a
text
list
ened
to
EN1
0V
C-I
IIb-
23
: Sh
are
view
poin
ts
base
d on
the
idea
s pr
esen
ted
in t
he
mat
eria
ls v
iew
ed
EN1
0V
-III
b-1
3.9
: G
ive
expa
nded
de
finiti
ons
of
wor
ds
EN1
0LT
-III
b-2
.2:
Expl
ain
how
th
e el
emen
ts
spec
ific
to a
ge
nre
cont
ribut
e to
the
the
me
of a
pa
rtic
ular
lite
rary
se
lect
ion
EN1
0LT
-III
b-2
.2.2
: Ex
plai
n th
e lit
erar
y de
vice
s us
ed
EN1
0W
C-I
IIb-
14
.1.2
: U
se a
va
riety
of
info
rmat
ive,
pe
rsua
sive
, an
d ar
gum
enta
tive
writ
ing
tech
niqu
es
EN1
0O
L-II
Ib-
3.8
: U
se t
he
corr
ect
stag
e st
ance
and
be
havi
or w
hen
givi
ng a
roa
st a
nd a
to
ast
and
whe
n pa
ying
trib
ute
to
som
eone
in a
eu
logy
EN1
0G
-III
b-3
1:
Use
pro
noun
s ef
fect
ivel
y
xxix
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
3
EN1
0R
C-I
IIc-
22
.3:
Pow
er s
trug
gles
of
char
acte
rs (
Mar
xist
)
EN1
0LC
-III
c-3
.14
: Su
mm
ariz
e im
port
ant
poin
ts d
iscu
ssed
in
the
text
list
ened
to
EN1
0V
C-I
IIc-
10
: Ev
alua
te t
he
info
rmat
ion
cont
aine
d in
the
m
ater
ial v
iew
ed in
te
rms
of a
ccur
acy
and
effe
ctiv
enes
s
EN1
0V
-III
c-1
3.9
: G
ive
expa
nded
de
finiti
ons
of
wor
ds
EN1
0LT
-III
c-2
.2.3
: D
eter
min
e to
ne, m
ood,
te
chni
que,
and
pu
rpos
e of
the
au
thor
EN1
0SS
-III
c-1
.6:
Show
res
pect
for
in
telle
ctua
l pro
pert
y rig
hts
by
ackn
owle
dgin
g ci
tatio
ns m
ade
in
the
criti
que
EN1
0SS
-III
c-1
.6.4
: U
se w
ritin
g co
nven
tions
to
ackn
owle
dge
sour
ces
EN1
0O
L-II
Ic-5
: Em
ploy
the
ap
prop
riate
pr
osod
ic fea
ture
s of
sp
eech
EN1
0G
-III
c-3
1:
Use
pro
noun
s ef
fect
ivel
y
4
EN1
0R
C-I
IId
-22
.4:
Gen
der
rela
tions
hips
of
char
acte
rs (
fem
inis
t)
EN1
0LC
-III
d-3
.2:
Rai
se q
uest
ions
and
se
ek c
larif
icat
ions
on
issu
es d
iscu
ssed
in
the
text
list
ened
to.
EN
10
LC-I
IId-
3.1
8:
Get
diff
eren
t vi
ewpo
ints
on
vario
us
loca
l or
glob
al is
sues
EN1
0V
C-I
IId-
28
: D
iscl
ose
the
pers
onal
si
gnifi
canc
e of
a
mat
eria
l vie
wed
EN1
0V
-III
d-1
3.9
: G
ive
expa
nded
de
finiti
ons
of
wor
ds
EN1
0LT
-III
d-1
4.2
: Ex
plai
n ho
w t
he
elem
ents
spe
cific
to
a s
elec
tion
build
its
them
e
EN1
0SS
-III
d-1
.6:
Show
res
pect
fo
r in
telle
ctua
l pr
oper
ty r
ight
s by
ac
know
ledg
ing
cita
tions
mad
e in
th
e cr
itiqu
e EN
10
SS-I
IId-
1.6
.6:
Use
qu
otat
ion
mar
ks o
r ha
ngin
g in
dent
atio
ns for
di
rect
quo
tes
EN1
0O
L-II
Id-
1.4
:Use
pol
ite
expr
essi
ons
whe
n gi
ving
a r
oast
EN1
0G
-III
d-3
1:U
se
pron
ouns
eff
ectiv
ely
5
EN1
0R
C-I
IIe-
22
.5:
Rel
evan
ce o
f th
e se
lect
ion
to t
he
hist
oric
al c
onte
xt d
urin
g w
hich
it w
as p
rodu
ced
(his
toric
al)
EN1
0LC
-III
e-2
.9:
Rea
ct in
telli
gent
ly a
nd
crea
tivel
y to
the
tex
t lis
tene
d to
EN1
0V
C-I
IIe-
12
: R
aise
que
stio
ns t
o cl
arify
issu
es
cove
red
in t
he
mat
eria
l vie
wed
EN1
0V
-III
e-1
3.9
: G
ive
expa
nded
de
finiti
ons
of
wor
ds
EN1
0LT
-III
e-3
: Ex
plai
n ho
w a
se
lect
ion
may
be
influ
ence
d by
cu
lture
, his
tory
, en
viro
nmen
t, o
r ot
her
fact
ors
EN1
0SS
-III
e-1
.6:
Show
res
pect
for
in
telle
ctua
l pro
pert
y rig
hts
by
ackn
owle
dgin
g ci
tatio
ns m
ade
in
the
criti
que
EN1
0SS
-III
e-1
.6.5
: U
se in
-tex
t ci
tatio
ns
EN1
0O
L-II
Ie-
3.9
:Use
the
cor
rect
an
d ap
prop
riate
la
ngua
ge w
hen
givi
ng a
toa
st o
r a
trib
ute
to s
omeo
ne
and
whe
n de
liver
ing
wel
com
e an
d cl
osin
g re
mar
ks
EN1
0G
-III
e-3
0:
Use
str
uctu
res
of
mod
ifica
tion
6
EN1
0R
C-I
IIf-
2.1
8:
Pers
onal
sig
nific
ance
of
the
sele
ctio
n to
the
re
ader
(re
ader
-re
spon
se)
EN1
0LC
-III
f-3
.13
: R
eact
to
the
fals
ity o
r so
undn
ess
of a
n ar
gum
ent
EN1
0V
C-I
IIf-
23
: Sh
are
view
poin
ts
base
d on
the
idea
s pr
esen
ted
in t
he
mat
eria
ls v
iew
ed
EN1
0V
-III
f-1
3.9
: G
ive
expa
nded
de
finiti
ons
of
wor
ds
EN1
0LT
-III
f-3
: Ex
plai
n ho
w a
se
lect
ion
may
be
influ
ence
d by
cu
lture
, his
tory
, en
viro
nmen
t, o
r
EN1
0SS
-III
f-1
.6.3
: Ac
know
ledg
e so
urce
s by
pr
epar
ing
a bi
blio
grap
hy
EN1
0O
L-II
If-3
.9:
Use
the
cor
rect
and
ap
prop
riate
la
ngua
ge w
hen
givi
ng a
toa
st o
r a
trib
ute
to s
omeo
ne
EN1
0G
-III
f-3
0:
Use
str
uctu
res
of
mod
ifica
tion
xxx
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
othe
r fa
ctor
s
an
d w
hen
deliv
erin
g w
elco
me
and
clos
ing
rem
arks
7
EN1
0R
C-I
IIg
-2.1
8:
Pers
onal
sig
nific
ance
of
the
sele
ctio
n to
the
re
ader
(re
ader
-re
spon
se)
EN1
0LC
-III
g-1
4.3
: Sh
ow a
ppre
ciat
ion
for
song
s, p
oem
s, p
lays
, et
c.
EN1
0V
C-I
IIg-
10
: Ev
alua
te t
he
info
rmat
ion
cont
aine
d in
the
m
ater
ial v
iew
ed in
te
rms
of a
ccur
acy
and
effe
ctiv
enes
s
EN1
0V
-III
g-1
3.9
: G
ive
expa
nded
de
finiti
ons
of
wor
ds
EN1
0LT
-III
g-2
0:
Eval
uate
lit
erat
ure
as a
so
urce
of
wis
dom
in
exp
ress
ing
and
reso
lvin
g co
nflic
ts b
etw
een
indi
vidu
als
or
grou
ps a
nd
natu
re
EN1
0W
C-I
IIg-
14
: Co
mpo
se a
n in
depe
nden
t cr
itiqu
e of
a c
hose
n se
lect
ion
EN1
0O
L-II
Ig-
1.1
0:
Del
iver
sp
ecia
l spe
eche
s lik
e to
ast
and
roas
t sp
eech
es, tr
ibut
es,
wel
com
e an
d cl
osin
g re
mar
ks,
spee
ches
to
intr
oduc
e gu
est
spea
kers
/res
ourc
e pe
rson
s et
c.
effe
ctiv
ely
in v
arie
d sp
eech
situ
atio
ns
EN1
0G
-III
g-3
0:
Use
str
uctu
res
of
mod
ifica
tion
8
EN1
0R
C-I
IIh
-23
.1:
Iden
tifyi
ng t
extu
al
deta
ils t
hat
affir
m o
r re
fute
a c
laim
EN1
0LC
-III
h-6
.5:
Des
crib
e th
e em
otio
nal a
ppea
l of
a lis
teni
ng t
ext
EN1
0V
C-I
IIh
-28
: D
iscl
ose
the
pers
onal
si
gnifi
canc
e of
a
mat
eria
l vie
wed
EN1
0V
-III
h-
13
.9:
Giv
e ex
pand
ed
defin
ition
s of
w
ords
EN1
0LT
-III
h-
2.3
: D
raw
si
mila
ritie
s an
d di
ffer
ence
s of
the
fe
atur
ed
sele
ctio
ns in
re
latio
n to
the
th
eme
EN1
0W
C-I
IIh
-1
4:
Com
pose
an
inde
pend
ent
criti
que
of a
cho
sen
sele
ctio
n
EN1
0O
L-II
Ih-
3.1
1:
Prod
uce
the
soun
ds o
f En
glis
h co
rrec
tly a
nd
effe
ctiv
ely
EN1
0G
-III
h-3
0:
Use
str
uctu
res
of
mod
ifica
tion
9
EN1
0R
C-I
IIi-
3.1
.12
: Ex
amin
ing
bias
es
EN1
0LC
-III
i-2
.9:
Rea
ct in
telli
gent
ly a
nd
crea
tivel
y to
the
tex
t lis
tene
d to
EN1
0V
C-I
IIi-
28
: D
iscl
ose
the
pers
onal
si
gnifi
canc
e of
a
mat
eria
l vie
wed
EN1
0V
-III
i-1
3.9
: G
ive
expa
nded
de
finiti
ons
of
wor
ds
EN1
0LT
-III
i-2
0:
Eval
uate
lit
erat
ure
as a
so
urce
of
wis
dom
in
exp
ress
ing
and
reso
lvin
g co
nflic
ts b
etw
een
indi
vidu
als
or
grou
ps a
nd
natu
re
EN1
0W
C-I
IIi-
14
: Co
mpo
se a
n in
depe
nden
t cr
itiqu
e of
a c
hose
n se
lect
ion
EN1
0O
L-II
Ii-
1.1
0:
Del
iver
sp
ecia
l spe
eche
s lik
e to
ast
and
roas
t sp
eech
es, tr
ibut
es,
wel
com
e an
d cl
osin
g re
mar
ks,
spee
ches
to
intr
oduc
e gu
est
spea
kers
/res
ourc
e pe
rson
s et
c.
effe
ctiv
ely
in v
arie
d sp
eech
situ
atio
ns
EN1
0G
-III
i-3
0:
Use
str
uctu
res
of
mod
ifica
tion
10
C
ulm
inat
ing
Act
ivit
y
xxxi
K to 12 BASIC EDUCATION CURRICULUM
FOURTH QUARTER
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 Philippine Literature and other texts types for a deeper appreciation of Philippine Culture.
CONTENT STANDARD 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.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
Week RC
Reading Comprehension
LC Listening
Comprehension
VC Viewing
Comprehension
V Vocabulary
Development
LT Literature
WC Writing and Composition
F Oral Language and
Fluency
G Grammar Awareness
1
EN10SS-IVa-1.5: Use locational skills to gather information from primary and secondary sources of information
EN10LC-IVa-16: Listen to simplify, reorganize, synthesize and evaluate information to expand, review, or update knowledge
EN10VC-IVa-15: Compare and contrast the contents of the materials viewed with outside sources of information in terms of accessibility and effectiveness
EN10V-IVa-30: Get familiar with technical terms used in research
EN10LT-IVa-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IVa-2.2.1: Express appreciation for sensory images used
EN10WC-IVa-14.1.1: Expand ideas using principles of cohesion and coherence
EN10OL-IVa-3.9: Use appropriate language when delivering campaign speeches.
EN10G-IVa-32: Observe the language of research, campaigns, and advocacies
2
EN10SS-IVb-1.7: Get vital information from various websites on the internet
EN10LC-IVb-3.18: Get different viewpoints on various local or global issues EN10LC-IVb-16.1: Distinguish the important points from less important ones in any listening text
EN10VC-IVb-15: Compare and contrast the contents of the materials viewed with outside sources of information in terms of accessibility and effectiveness
EN10V-IVb-30: Get familiar with technical terms used in research
EN10LT-IVb-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IV-b-2.2.2: Explain the literary devices used
EN10WC-IVb-14.1.2: Use a variety of informative, persuasive, and argumentative writing techniques
EN10OL-IVb-3.8.1: Show courtesy and politeness when delivering campaign speeches
EN10G-IVb-32: Observe the language of research, campaigns, and advocacies
xxxii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
3
EN1
0SS
-IV
c-1
.8:
Synt
hesi
ze e
ssen
tial
info
rmat
ion
abou
t a
chos
en is
sue
EN1
0LC
-IV
c-3
.18
: G
et d
iffer
ent
view
poin
ts o
n va
rious
lo
cal o
r gl
obal
issu
es
EN1
0LC
-IV
c-1
6.1
: D
istin
guis
h th
e im
port
ant
poin
ts fro
m
less
impo
rtan
t on
es in
an
y lis
teni
ng t
ext
EN1
0V
C-I
Vc-
29
:App
rais
e th
e un
ity o
f pl
ot,
sett
ing
and
char
acte
rizat
ion
in
a m
ater
ial v
iew
ed
to a
chie
ve t
he
writ
er’s
pur
pose
EN1
0V
-IV
c-3
0:
Get
fam
iliar
with
te
chni
cal t
erm
s us
ed in
res
earc
h
EN1
0LT
-IV
c-2
.2.3
: D
eter
min
e to
ne, m
ood,
te
chni
que,
and
pu
rpos
e of
the
au
thor
EN1
0SS
-IV
c-1
.6.3
: Ac
know
ledg
e so
urce
s by
pr
epar
ing
a bi
blio
grap
hy
EN1
0O
L-IV
c-3
.8:
Dem
onst
rate
the
ap
prop
riate
sta
ge
stan
ce a
nd
beha
vior
whe
n pe
rsua
ding
oth
ers
in a
cam
paig
n sp
eech
EN1
0G
-IV
c-3
2:
O
bser
ve t
he la
ngua
ge
of r
esea
rch,
ca
mpa
igns
, and
ad
voca
cies
4
EN1
0R
C-I
Vd-
2.1
3:
Dis
tingu
ish
fact
s fr
om
belie
fs
EN1
0LC
-IV
d-3
.14
: Su
mm
ariz
e im
port
ant
poin
ts d
iscu
ssed
in
the
text
list
ened
to
EN1
0V
C-I
Vd-
29
:App
rais
e th
e un
ity o
f pl
ot,
sett
ing
and
char
acte
rizat
ion
in
a m
ater
ial v
iew
ed
to a
chie
ve t
he
writ
er’s
pur
pose
EN1
0V
-IV
d-3
0:
Get
fam
iliar
with
te
chni
cal t
erm
s us
ed in
res
earc
h
EN1
0-L
T-IV
d-2
.3:
Dra
w
sim
ilarit
ies
and
diff
eren
ces
of t
he
feat
ured
se
lect
ions
in
rela
tion
to t
he
them
e
EN1
0SS
-IV
d-1
.6.4
: U
se w
ritin
g co
nven
tions
to
ackn
owle
dge
sour
ces
EN1
0O
L-IV
d-3
.11
: Pr
oduc
e th
e so
unds
of
Engl
ish
corr
ectly
and
ef
fect
ivel
y
EN1
0G
-IV
d-3
2:
O
bser
ve t
he la
ngua
ge
of r
esea
rch,
ca
mpa
igns
, and
ad
voca
cies
5
EN1
0R
C-I
Ve-
15
.1:
Eval
uate
the
acc
urac
y of
giv
en in
form
atio
n
EN1
0LC
-IV
e-2
.9:
Rea
ct in
telli
gent
ly a
nd
crea
tivel
y to
the
tex
t lis
tene
d to
EN1
0V
C-I
Ve-
30
: As
sess
one
’s
view
ing
beha
vior
EN1
0V
-IV
e-3
0:
Get
fam
iliar
with
te
chni
cal t
erm
s us
ed in
res
earc
h
EN1
0LT
-IV
e-2
1:
Eval
uate
lit
erat
ure
as a
n in
stru
men
t to
ex
pres
s an
d re
solv
e co
nflic
ts
with
in, b
etw
een,
an
d am
ong
soci
etie
s
EN1
0SS
-IV
e-2
.3:
Com
pose
a
rese
arch
rep
ort
on
a re
leva
nt s
ocia
l is
sue
EN1
0O
L-IV
e-5
: U
se t
he c
orre
ct
pros
odic
fea
ture
s of
sp
eech
EN1
0G
-IV
e-3
2:
O
bser
ve t
he la
ngua
ge
of r
esea
rch,
ca
mpa
igns
, and
ad
voca
cies
6
EN1
0R
C-I
Vf-
2.1
2:
Dra
w c
oncl
usio
ns f
rom
th
e se
t of
det
ails
EN1
0LC
-IV
f-3
.2:
Rai
se q
uest
ions
and
se
ek c
larif
icat
ions
on
issu
es d
iscu
ssed
in
the
text
list
ened
to
EN1
0V
C-I
Vf-
6.1
: Ev
alua
te h
ow t
he
elem
ents
tha
t m
ake
up r
ealit
y an
d fa
ntas
y af
fect
vi
ewin
g ha
bit
EN1
0V
-IV
f-3
0:
Get
fam
iliar
with
te
chni
cal t
erm
s us
ed in
res
earc
h
EN1
0LT
-IV
f-1
4.2
: Ex
plai
n ho
w t
he
elem
ents
spe
cific
to
a s
elec
tion
build
its
them
e
EN1
0W
C-I
Vf-
14
.1.1
: Ex
pand
id
eas
usin
g pr
inci
ples
of
cohe
sion
and
co
here
nce
EN1
0W
C-I
Vf-
14
.1.2
: U
se a
va
riety
of
info
rmat
ive,
pe
rsua
sive
, an
d ar
gum
enta
tive
writ
ing
tech
niqu
es
EN1
0O
L-IV
f-5
: U
se t
he c
orre
ct
pros
odic
fea
ture
s of
sp
eech
EN1
0G
-IV
f-3
2:
O
bser
ve t
he la
ngua
ge
of r
esea
rch,
ca
mpa
igns
, and
ad
voca
cies
xxxiii
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
Wee
k R
C
Rea
ding
Co
mpr
ehen
sion
LC
List
enin
g Co
mpr
ehen
sion
VC
Vi
ewin
g Co
mpr
ehen
sion
V
Voca
bula
ry
Dev
elop
men
t
LT
Lite
ratu
re
WC
W
ritin
g an
d Co
mpo
sitio
n
F O
ral L
angu
age
and
Flue
ncy
G
Gra
mm
ar
Awar
enes
s
7
EN1
0R
C-I
Vg-
2.1
2:
Dra
w c
oncl
usio
ns fro
m
the
set
of d
etai
ls
EN1
0LC
-IV
g-1
6.2
: R
eact
to
the
fals
ity o
r so
undn
ess
of a
n ar
gum
ent
EN1
0V
C-I
Vg-
15
: Co
mpa
re a
nd
cont
rast
the
co
nten
ts o
f th
e m
ater
ials
vie
wed
w
ith o
utsi
de
sour
ces
of
info
rmat
ion
in
term
s of
ac
cess
ibili
ty a
nd
effe
ctiv
enes
s
EN1
0V
-IV
g-3
0:
Get
fam
iliar
with
te
chni
cal t
erm
s us
ed in
res
earc
h
EN1
0LT
-IV
g-3
: Ex
plai
n ho
w a
se
lect
ion
may
be
influ
ence
d by
cu
lture
, his
tory
, en
viro
nmen
t, o
r ot
her
fact
ors
EN1
0SS
-IV
g-1
.6.3
: Ac
know
ledg
e so
urce
s by
pr
epar
ing
a bi
blio
grap
hy
EN1
0SS
-IV
g-1
.6.4
: U
se w
ritin
g co
nven
tions
to
ackn
owle
dge
sour
ces
EN1
0O
L-IV
g-3
.10
: U
se
appr
opria
te
mul
timed
ia
reso
urce
s th
at
acco
mpa
ny
lang
uage
EN1
0G
-IV
g-3
2:
O
bser
ve t
he la
ngua
ge
of r
esea
rch,
ca
mpa
igns
, and
ad
voca
cies
8
EN1
0SS
-IV
h-1
.8.1
: Po
int
out
rela
tions
hips
am
ong
stat
emen
ts
EN1
0LC
-IV
h-1
4.3
: Sh
ow a
ppre
ciat
ion
for
song
s, p
oem
s, p
lays
, et
c.
EN1
0LC
-IV
h-6
.5:
Des
crib
e th
e em
otio
nal a
ppea
l of
a lis
teni
ng t
ext
EN1
0V
C-I
Vh
-29
: Ap
prai
se t
he u
nity
of
plo
t, s
ettin
g an
d ch
arac
teriz
atio
n in
a
mat
eria
l vie
wed
to
ach
ieve
the
w
riter
’s p
urpo
se
EN1
0V
-IV
h-3
0:
Get
fam
iliar
with
te
chni
cal t
erm
s us
ed in
res
earc
h
EN1
0-L
T-IV
h-
2.3
: D
raw
si
mila
ritie
s an
d di
ffer
ence
s of
the
fe
atur
ed
sele
ctio
ns in
re
latio
n to
the
th
eme
EN1
0SS
-IV
h-2
.3:
Com
pose
a
rese
arch
rep
ort
on
a re
leva
nt s
ocia
l is
sue
EN1
0F-
IVh
-1.1
6:
Del
iver
sel
f-co
mpo
sed
Cam
paig
n Sp
eech
es o
n Ad
voca
cies
, Soc
ial
Issu
es a
nd
Conc
erns
EN1
0G
-IV
h-3
2:
O
bser
ve t
he la
ngua
ge
of r
esea
rch,
ca
mpa
igns
, and
ad
voca
cies
9
EN1
0R
C-I
Vi-
10
.2:
Dis
tingu
ish
betw
een
gene
ral a
nd s
peci
fic
stat
emen
ts
EN1
0LC
-IV
i-3
.14
: Su
mm
ariz
e im
port
ant
poin
ts d
iscu
ssed
in
the
text
list
ened
to
EN1
0V
C-I
Vi-
6.1
: Ev
alua
te h
ow t
he
elem
ents
tha
t m
ake
up r
ealit
y an
d fa
ntas
y af
fect
vi
ewin
g ha
bit
EN1
0V
C-I
Vi-
30
:Ass
ess
one’
s vi
ewin
g be
havi
or
EN1
0V
-IV
i-3
0:
Get
fam
iliar
with
te
chni
cal t
erm
s us
ed in
res
earc
h
EN1
0LT
-IV
i-2
1:
Eval
uate
lit
erat
ure
as a
n in
stru
men
t to
ex
pres
s an
d re
solv
e co
nflic
ts
with
in, b
etw
een,
an
d am
ong
soci
etie
s
EN1
0SS
-IV
i-2
.3:
Com
pose
a
rese
arch
rep
ort
on
a re
leva
nt s
ocia
l is
sue
EN1
0F-
IVi-
1.1
6:
Del
iver
sel
f-co
mpo
sed
Cam
paig
n Sp
eech
es o
n Ad
voca
cies
, Soc
ial
Issu
es a
nd
Conc
erns
EN1
0G
-IV
i-3
2:
O
bser
ve t
he la
ngua
ge
of r
esea
rch,
ca
mpa
igns
, and
ad
voca
cies
10
C
ulm
inat
ing
Act
ivit
y
xxxiv
K t
o 1
2 B
AS
IC E
DU
CA
TIO
N C
UR
RIC
ULU
M
CO
DE
BO
OK
LEG
END
Sam
ple:
EN
4G
-If-
2.5
LEG
END
S
AM
PLE
Fir
st E
ntr
y
Lear
ning
Are
a an
d St
rand
/ Su
bjec
t or
Sp
ecia
lizat
ion
En
glis
h
EN4
Gra
de L
evel
G
rade
4
Upp
erca
se L
ette
r/s
Dom
ain/
Cont
ent/
Co
mpo
nent
/ To
pic
Gra
mm
ar
G
-
Rom
an N
um
eral
*Z
ero
if no
spe
cific
qua
rter
Q
uart
er
Firs
t Q
uart
er
I
Low
erca
se L
ette
r/s
*Put
a h
yphe
n (-
) in
bet
wee
n le
tter
s to
indi
cate
mor
e th
an a
sp
ecifi
c w
eek
Wee
k W
eek
six
f
-
Ara
bic
Nu
mbe
r Co
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tenc
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Com
pose
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nd
cohe
rent
sen
tenc
es u
sing
ap
prop
riate
gra
mm
atic
al
stru
ctur
es
2.5
DO
MA
IN/
CO
MP
ON
ENT
CO
DE
Alph
abet
Kno
wle
dge
AK
Book
and
Prin
t Kn
owle
dge
BPK
Flue
ncy
F
Gra
mm
ar
G
List
enin
g Co
mpr
ehen
sion
LC
Ora
l Lan
guag
e O
L
Phon
ics
and
Wor
d R
ecog
nitio
n PW
R
Phon
olog
ical
Aw
aren
ess
PA
Rea
ding
Com
preh
ensi
on
RC
Spel
ling
S
Stud
y St
rate
gies
SS
View
ing
Com
preh
ensi
on
VC
Voca
bula
ry D
evel
opm
ent
V
Writ
ing
and
Com
posi
tion
WC
1
Teacher’s GuideENGLISH 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 2
Description: Module 2 covers the Middle Ages, Renaissance and Romanticism periods. Selected materials are chosen from these periods that deal on Establishing Solidarity. There are six lessons included in this module which are clustered around themes designed to develop awareness and positive values in the students which will make them more responsible in expressing themselves and resolving conflicts among individuals and groups. The culminating activity in this module is to deliver an argumentative speech where the learners apply the different strategies which are included in the variety of tasks and activities in the lessons comprised in this module.
Theme:Establishing Solidarity
Periods Covered:Middle Ages, Renaissance and Romanticism
Content Standard: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.
117
Matrix of Essentials
No. of Lesson Sub Theme Language/Grammar
Focused Enabling Activities
1 Finding Common Ground
Observe correct grammar in making
definitions.Present a news report
2 Building TiesObserve correct
grammar in making definitions.
Deliver an extemporaneous
speech
3 Being Sensitive to others
Observe correct grammar in making
definitions.
Deliver an impromptu speech
4 Empathizing with others
Use words and expressions that affirm
or negate.
Convey a personal testimony
5Accepting Individual
Differences
Use words and expressions that affirm
or negate.Hold a debate
6 Embodying Solidarity
Use words and expressions that affirm
or negate.
Deliver an argumentative speech (Culminating Activity)
Performance Standard:The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
Reminders to the Teacher: Module 2 aims to introduce the conventions of Middle Ages, Renaissance and Romanticism through the literary selections included in the module. It also guides the learners to accomplish and deliver an argumentative speech emphasizing how to resolve conflicts among individuals or groups. The strategies for executing the lessons are merely suggestive, not prescriptive. You are free to modify and devise the procedures which are deeming appropriate for your learners. Bear in mind that the competencies that the learners must meet are non-negotiable.
118
Module 2 Lesson 1
Sub-theme: Finding Common Ground
Matrix of Essentials
Reading/Literary Text Language/Grammar Focus
Enabling Tasks (leading to
Culminating Task)
Inferno (Canto III)Dante AlighieriTranslated by: John Ciardi
Observe correct grammar in making definitions.
Present a news report
Instructional/Learning Plan
Phase of the Lesson Activities/Tasks WIPS
Provision
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.
1. Ask the students who among them experienced having misunderstanding with others. (You may call a student to share his or her experience on this.)
• You may ask the following questions:
Did you try to solve the problem right away?Or did you think of the cause of
the problem first?2. Let them read the quote by Steve Carell3. Ask the class if they agree with the
author. Follow up by asking why or why not.
4. Encourage your class to participate actively in the variety of tasks prepared for them for the week’s lesson.
Whole Class
119
Your ObjectivesThis 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
• clarify expectations in terms of what students should know, understand and be able to do performance standard
This part of the lesson also informs the learners of the enabling activity.
Tell the class to read the objectives for Lesson 1 for them to know what are expected of themThe following are the objectives:
• assess the effectiveness of the ideas presented in the material viewed taking into account its purpose (EN10VC-IIa-3.8)
• switch from one listening strategy to another to extract meaning from the listening text (EN10LC-IIa-11)
• transcode information from linear to non-linear texts and vice versa (EN10RC-IIa-11)
• explain illustrations from linear to non-linear texts and vice versa (EN10RC-IIb-11.2)
• give technical and operational definitions (EN10V-IIa-13.9)
• express appreciation for sensory images used (EN10LT-IIc-2.2.1)
• observe correct grammar in making definitions (EN10G-IIa-29)
• employ appropriate pitch, stress, juncture, intonation, etc. (EN10OL-IIa5)
• identify parts and features of argumentative essays (EN10WC-IIa-13.1)
• formulate claims of fact, policy and value (EN10WC-IIb-13.2)
• present a news report
Whole Class
Your Initial TasksPedagogy:In presenting this part of the module, the teacher should be able to:
• diagnose and activate prior knowledge;
Task 1. What You See is What You Get1. Instruct the class to work in pairs. Let
each pair observe the picture and list down in their notebook the things they see in the picture (two men, a pencil that serve as a bridge and two islands)
2. Let them answer the question in Task 1.3. Call a pair of students who would like to
present their observation and discussion of the picture to the rest of the class.
Pair Work
120
• hook and engage learner’s interest;
• ask questions; encourage student questions; welcome tentative responses as guide to further exploration; and
• clarify 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
Task 2A. Predict and Expect1. Present the photo of Kodaline to the
class. Tell the class that Kodaline is an Irish Band and that they’re going to listen to their popular song which is included in Ireland Singles Top 100.
http://slatethedisco.com/2013/02/in-conversation-kodaline/
2. Write the title of the song “Common Ground” on the board.
3. Let them do the activity on Task 2 A4. Let them explain their ideas/concepts of
Common Ground.
Task 2B.1. Bring MP3 or CD of the song “Common
Ground” by Kodaline2. Play the song “Common Ground” by
Kodaline then let the students listen to the song.
3. While they’re listening to the song, let them check the words or phrases they listed if it appeared in the song.
COMMON GROUNDby Kodaline
It’s easy to win,It’s harder to lose
To admit that you’re wrongWhen you’ve got something to prove
You said it was easyI tell you they are wrong.
So get busy learning,are you already gone?
Whole Class
Individual
Whole Class
121
All answers are tentative and must be written on their notebooks for reference.
People will tell youWhat you want to hear
But the people who know you wellCan make it all clear.
Life isn’t easy,You got to be strong.So get busy learning,
Are you already gone?
And all will be forgottenAnd we all fall apart,
Yeah all will be forgottenBut the common ground,It’s a good place to start.Sure all will be forgotten,
Yeah we will all be forgotten, fall apart.
We will all be forgotten,But common ground,
Is a good place to start.Common ground is a good place to start
http://www.youtube.com watch?v=HFamWUpFKh0
Task 2C. Pencil InInstruct the students to answer the questions about the song.
1. What is the song all about? Possible answer – common ground which is the foundation of mutual understanding
2. What emotion did you feel while listening to the song? Answers may vary.
3. What advice is given in the song? Do you agree? Why? Why not? Possible answer – admit if one committed a mistake and agree into something for understanding
4. Would you follow the advice given? Answers may vary.
5. Explain what is emphasized in the song. Possible answer – that common ground is a good place to start (if there’s commonality, one will be more confident to act on something)
IndividualPair Work
Individual
Small Group
122
Task 2D. What’s in the Song?1. Play the music for the second time. 2. Instruct the students to do the activity
on this task.3. Let the students find a partner and
discuss with each other their output.
Task 3. Read Me1. Ask the students to answer the question
in the introduction of the selection. You may call a volunteer to share his or her experience about misunderstanding in the family.
2. Instruct them to read the text silently. 3. Let your students fill in the graph
Transcode Me found in the LM Answers – finances, siblings rivalry, favoritism, in-laws
4. Let them answer the questions after the graph. (Answers may vary)
Task 4. FYI A. A Survey to Convey1. Have the class form a group consisting
of ten members.2. Instruct them to do the activity found in
the LM.3. Inform them that they may use different
graphs such as line graph, bar graph or pie graph.
4. Ask a representative from each group to present their output with the rest of the class by explaining the interpretation of the survey conducted.
B. Conflict Prevention1. Raise a question to the class if
conflict can be prevented.2. Have them complete the organizer
found in the LM.3. Let them compare their answer with
a partner.
Whole Class
Individual
Pair Work
123
Your TextIn this part of the module, the teachers must be able to help the students:
• make sense of information, develop, reflect, rethink, validate, and revise under-standings of the lesson;
• check for under - standing; provide feedback; check against content standard (content to content);
• assess student’s skills (checking learner’s learning progress and interest);
1. Assign the students the day before to research on the background of Dante Alighieri.
2. Discuss with the class that you’re going to read and study a part of one of his masterpieces - Divine Comedy which is Canto III of The Inferno
Background of Divine Comedy and Inferno
The Divine Comedy was the poetic journey of a man struggling to reconcile himself to a bitter political exile through the triumph of love.
The Inferno is the first part of Dante Alighieri’s poem, the Divine Comedy, which chronicles Dante’s journey to God, and is made up of the Inferno (Hell), Purgatorio (Purgatory), and Paradiso (Paradise). The poems are quite short: they would take about as long to read the whole Inferno as it would to read the detailed canto summaries and analysis, although they might be helpful for understanding Dante’s difficult language.
You may check the website below.http://www.gradesaver.com/divine-comedyi-inferno/study-guide/short-summary/
Task 5. Think Through1. Inform the students that they would
come across some unfamiliar words in the selection.Let them look for a partner and ask them to answer the activity found in the LM.
• Answers 1.) primordial 2.) coil 3.) omnipotence 4.) blaspheme 5.) throng 6.) lamentation
Whole Class
Individual
Whole Class
Small Group
124
• ask
questions to enable the students to construct their own meanings/ under-standings 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
7.) scourge 8.) retrogate
2. You may ask your students to use the word in a sentence for more understanding.
Task 6. Read and Imagine1. Allow the students to answer the motive
question before the text.2. Encourage them to share their
experiences on this.3. Let your class look for a partner and ask
them to read the text silently.4. Instruct them to highlight important
points and take note of the different senses they discovered while reading the text.
5. Tell the class to answer Thinking about the text found in the LM.
6. Discuss the answers to the class
Task 7. A Sense Chart
Tell the students to complete the chart by listing the details for each sense found in the LM.
A. Show Me Your Sense
1. Orient the students about the name of the activity.2. Divide the class into 4 groups3. Have them perform the task given found in the LM.
Task 8. Applying what you read1. Let the class read aloud the highlighted question found in this activity.2. Instruct them to explain their answer on the space provided after the question.3. Allow the students to share their explanation with the rest of the class.
Whole Class
Pair Work
Whole Class
Pair Work
Small Group
Whole Class
125
or not. This process is important in validating, rethinking and revising their under- standing.
Task 9. Making Definitions
1. Ask the students how they define terms.2. Tell the class that you’ll discuss with them the guidelines in writing a definition found in the LM.3. Ask the class to form a small group and instruct them to do the activity found in the LM.
Your Discovery Tasks Pedagogy:Remember that your discovery tasks allow the students to enrich learning by contextualizing, localizing and differentiating instruction. Your main target in this phase to provide them the understanding of content as applied to a variety of context.Here is where the teacher associates the theme to the personal experience of the learner and should therefore provide them the opportunity to answer the essential questions established at the beginning of the lesson.
Task 10. Read to Write1. Ask the class to give their idea on
argumentative essay.2. Tell them that they are going to read a
sample of argumentative essay.3. Have them answer the motive question
found in the LM (answers may vary)4. Call a student to share his/her answer
to the motive question with the rest of the class.
5. Let them read the model argumentative essay.
A. Reason Out Instruct the students to find a partner and work on the activity found in the LM.
Answers: 1. It causes crashes.2. It causes injuries.3. It causes fatalities.
(Explanation on these reasons should come from the students)
B. I Saw the Sign1. Ask the class what are the common
signage they see along the road. 2. You may ask the student to write his/her
answer on the board.3. Tell them that signages are of great help
to motorists. 4. Instruct them to form a group consisting
of five members.5. Let them do the activity found in the LM.
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Assessment:
All the activities in this 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.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.
6. Tell the class that the best output
will be posted along the road in your community.
7. Discuss with the rest of the class what an argumentative essay is and its characteristics.
Task 11. Identify and Classify1. Inform the class that they need to go
over on the model argumentative essay.2. Let them do the activity found in the LM.
Task 12. Have Your Say1. Ask the class to answer the motive
question found in the LM.2. Let them share the answer to the class.
A.1. Have your students look for a
partner.2. Let them examine the examples
given found in the LM.3. Instruct them to differentiate the
three examples.4. Discuss with the class the three
specific types of questions which are questions of fact, value and policy.
5. You may give more examples for them to understand the lesson better.
B. Formulate your own1. Divide your class into five groups.2. Write the topics (found in LM) in folded strips of paper.
3. Allow a representative of each group to pick a topic.
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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 the content standards. Remember that the phase operates 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.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).
4. Instruct them to do the activity found in the LM.5. Tell them to write their output in manila paper or cartolina to be presented in the class.
Task 13. News Writing and Reporting1. Ask the class who among them reads
newspapers.2. Make a follow up question by asking
what catches their attention when they read news.
3. Have them answer the motive question found in the story.
4. Tell your students to look for a partner and brainstorm the characteristics of a good news story.
5. Discuss with the class the elements of a news story.
A. News… News… News1. Ask your students to bring a newspaper
printed the day before.2. Have them look for a partner and
evaluate one news article from the newspaper if it contains the key components of a good news story.
3. Call few students to share with the class their evaluation on the news article one at a time.
Pair work
Whole Class
Whole Class
Pair Work
Whole Class
Pair Work
Whois/are
involved?
How did it happen?
Why did it happen?
Where did it
happen?
When did it happen?
What happened?
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Assessment:
G R A S P S - b a s e d assessment criteria
4. Let them explain if the news article is good news story.
B. Write a NewsOrient your class that they are going to write a news
1. Instruct your students to look for a partner.
2. Give them time to study the organizer in writing a lead.(Be reminded that in writing a lead they must start with the most important whether it’s who, what, when, where, why and how.)
3. Let them do the task found in the LM.4. Remind your students that they are
to write a news giving emphasis on resolving conflicts that happened in their community.
5. Tell them that their news story must be interesting and the title must be catchy.
6. Have them write the news story in a short bond paper.
7. Encourage your students that the best news story will be displayed in the bulletin board in the classroom or may be published in your school paper.
C. Report a NewsOrient the class that the next activity is their final output on the week’s lesson.
1. Ask your students who their favorite news reporter is.
2. Let them explain by giving the qualities of their favorite news reporter
• Practice to Polish1. Instruct your students to form a small
group (consisting with 6 members)2. Tell them to have a copy of the news
story written with their partner.3. Give them enough time to practice
reporting and presenting the news.
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4. You may provide them with a speaker
and microphone for them to be at ease in the final performance.
5. One member of the group may video record the rehearsal of their classmate.
6. Let the rest of the members of the group give feedback.
7. Allow them to take turns in doing this activity so that everybody in the group has the chance to rehearse his/her performance.
D. Present your News Guided Critiquing on Presenting a News
1. Present in your class the Oral News Report Rubrics.
2. Remind them that they have to be guided with the rubrics for them to have a successful performance.
3. Encourage your students that the best news presenter will be recommended to be member or contestant in the radio broadcasting and scriptwriting contest in your school or district.
4. Or upload in YouTube the video of the best news presenter (or let the student perform his news report during flag ceremony).
5. Instruct the class to watch and observe their classmate while delivering his news report.
6. Let them rate the performance using the rubrics found in the LM.
7. Let each student present his / her news to the class.
8. Tell your students to present the result of their observation of the performance for discussion.
Small Group and Individual
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Final TaskPedagogy:Final task is the part of the module that addresses the performance standard.But 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 equip the learners with skills in performing the culminating activity or the performance standard of the first quarter.
Task 14. Express Yourself1. Ask your class what are the qualities of
a good speaker.2. Tell them that intonation matters in
speaking.3. Discuss with the class the lesson on
intonation, juncture, stress, and pitch.4. Give practical examples of phrases or
sentences that would differ in meaning when said differently
A.1. Divide your class into five groups 2. Let them do the intonation activities for oral fluency found in the LM3. Remind your class to be guided with the rubrics4. Give them time to practice first before the performance
B. It’s your turn!1. Instruct the class to perform the activity
found in the LM 2. Tell them that they need to perform the
task individually within their group3. Allow the members of the group to
give feedback of the individual’s performance.
Whole Class
Small Group
Individual and Small
Group
My Treasure
This part of the module 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.
Commend your class for having successfully completed their tasks for the week’s lesson.
Encourage them to accomplish the activity found in the LM for them to remember and treasure.
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Module 2Lesson 2
Sub-theme: Building Ties
Matrix of Essentials
Reading/Literary Text Language/Grammar Focus
Enabling Tasks (leading to
Culminating Task)
Song of Roland Observe correct grammar in making definitions
Deliver an extemporaneous
speech
Instructional / Learning Plan
Phase of the Lesson
Activities / TasksWIPS Provision
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 P e r s o n a l 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.
Invite the students to read the introduction (Module 2 Lesson 2) 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 build ties.
Emphasize to them that they will have a lot of opportunities to improve in the target concepts, language communication and literary skills as they prove the need to build ties and motivate them to give insights on Herman Melville’s quote (accept varied tentative answers).
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Your ObjectivesThis 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 students should know, understand and be able to do
This part of the lesson also informs the learners of the enabling activity.
Allot time for the students to read the following objectives for them to focus more on the target concepts, language communication, and literary skills.
• present information using tables, graphs and maps (EN10RC-IIc-5.4)
• assess whether the speaker’s purpose is achieved or not (EN10LC-IIc-15.2)
• assess the effectiveness of the ideas presented in the material viewed taking into account its purpose (EN10LC-IIb-15.1)
• explain how the elements specific to a selection build its theme (EN10LT-IIa-14.2)
• explain how the elements specific to a genre contribute to the theme of a particular literary selection (EN10LT-IIc-2.2)
• use the correct sound of English when delivering impromptu and extemporaneous speech (EN10OL-IIc-3.11)
• observe correct grammar in making definitions (EN10G-IIb-29)
• use patterns and techniques of developing an argumentative claim (EN10WC-IIc-13.3)
Remind them that they are expected to deliver an extemporaneous
speech emphasizing on building ties based on the following criteria: topic, subject knowledge and coverage, organization, voice, manner and appearance, closing and effectiveness.
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Your Initial Tasks
Pedagogy:
In presenting this part of the module, the teacher should be able to:
• diagnose and activate prior knowledge;
• hook and engage learner’s interest;
• ask questions; encourage student questions; welcome tentative responses as guide to further exploration; and
• clarify expectations and how learning shall be assessed by presenting the enabling activity and the rubrics.
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 target concepts through the following tasks/activities:
Task 1. What do you Perceive?
1. Make them visualize the drawing, and relate it to the theme: Building Ties.
2. Instruct them to look closely on the drawing for them to answer the guide questions (Refer to the LM) (Accept varied answers).
Task 2. Listen and ImagineOrient the class on the next activity which is listening.
1. Let your students read and analyze the motive question found in the module.
2. You may ask few students to share their answers with the rest of the class.
3. Tell your students that they are going to listen to a timeless song Imagine by John Lennon who was a member and composer of the famous band group Beatles.
4. Have them look closely at pictures and let them identify. See LM.
5. Let them do the activity A found in LM.
6. Play the song to the class and let them check their answers in activity A with their partner.
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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.
IMAGINEby John Lennon
Imagine there’s no heaven It’s easy if you try No hell below us
Above us only 1.sky Imagine all the people
Living for today...
Imagine there’s no countries It isn’t hard to do
Nothing to kill or die for And no religion too
Imagine all the people Living life in 2.peace...
You may say I’m a 3.dreamer But I’m not the only 4. one
I hope someday you’ll join us And the 5. world will be as 6. one
Imagine no possessions I wonder if you can
No need for greed or 7.hungerA 8.brotherhood of man Imagine all the people
Sharing all the 9. world...
You may say I’m a 10.dreamerBut I’m not the only 11.one
I hope someday you’ll join us And the 12.world will live as 13.one
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7. Play the song for the second
time and let them do the activity C found in LM.
8. Have your students answer the questions found in LM. Answers: 1.) It’s all about dreaming. 2.) His vision of peace is
that all the people will be united and will live together as one.
3.) Answers may vary. 9. Instruct the class to form
groups (6-8 members) and do the activity found in LM. Tell your class to use cartolina, crayons, colored pens, and other coloring materials.
10. Emphasize to them that their outputs will be displayed in the bulletin board in the classroom or in the school.
(You may have a gallery walk with your class and have observation of all the outputs displayed).
Task 3. Read to LeadA. KWL
1. Write on the board the title of the reading selection.
2. Have them do the activity found in LM.
3. You may ask few students to give their insights on the title of the text and what else they would like to know about it. (Oral responses may vary).
4. Tell the class that they will come across some unfamiliar words in the text. Instruct them to answer “what is the word?” found in LM.
Individual
Small Group
Whole Class
Individual
Pair Work
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5. Let your students read the
selection silently. While reading, instruct them to highlight or underline the important statements and other details in the selection.
6. Have them do the activity B found in LM.
B. TWOgether1. Tell your students to look for
a partner and do the activity found in LM.Important words or phrases connected to Human Solidarity:
• mutual respect• appreciation of our
common humanity• we are sisters and
brothers• human family• our home and our heritage• cultural diversity• dialogue between cultures• international and
intercultural understanding• strengthening the ties that
bind us together• universally-shared values• learning how to value• together
(You may still accept other answers as long as the learners can justify them.)
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2. Let the students answer the
question in the activity.
C. My Point of View1. Instruct the class to form a
group (6-8 members) and choose an important statement from the speech (presented in the bubble map found in LM).
2. Let them do the activity. LM.3. Give them 8 minutes to
practice before they deliver their 5 sentence paragraph.
4. Emphasize to them that they need to deliver the speech with conviction.
Task 4. I Want Pizza!1. Tell your students to look
for a partner and do the activity found in LM.Extension activity on this task.
2. You may also ask them to rank these values according to its importance. The most important should be written at the bottom. You may use the sample organizer below:
Pair Work
Whole Class
Individual
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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 for understanding; provide feedback; check against content standard (content to content);
• assess student’s skills (checking learner’s learning progress and interest);
• ask questions to enable the students to construct their own meanings/understandings and
• provide a variety of learning resources
Lead the students to explore more, process, illustrate, crystallize their knowledge and get a deeper understanding of the target concepts, language communication and literary skills through engaging them in the following varied, integrated and interactive activities/tasks.
Task 4. My Hero
1. Have the class give the qualities of a hero. Let them write their answer in the word web.
Task 5. R2 Read Roland
1. Beforehand, assign your class to research about epic.
2. Have them read the short introduction on this task.
3. Ask your students to read the comics of “The Song of Roland”.
4. Emphasize to the class that while they read, they will take note of the element like the major characters, scenes, events and the theme of the epic.
Pair Work
Small Group
Individual
Small Group
My Hero
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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.
Task 6. Understanding The Song of RolandA. Describe the Characters
Let your class do the activity found in the LM
• Roland – strong, courageous, and honorable. He is loved by his king Charlemagne
• King Charlemagne – good leader, moderate, great conqueror. Stands for ideal Christian king.
• Ganelon – jealous, mean, well-respected, clever. Stands for selfishness and treason.
B. Have the class look for a partner and answer the questions about the epic “The Song of Roland.”
Answers:
1. Strong, heroic, bold and brave.2. He has a deep resentment on
Roland. Certainly jealousy plays a factor because King Charlemagne treasures Roland who is considered as the perfect knight.
3. Response may vary4. Response may vary
Roland refused not to blow his Oliphant horn. His refusal is based upon a question of honor, dooming his army. But he sound it at last for they are already outnumbered in the battle.
5. He is struck in the head and dies.
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C. Reader’s Response
1. Have the class form a group and do the activity found in the LM.
2. Instruct them to write their experience in their reflective journal.
Task 7. Understanding Theme
1. Let your class read and understand the short introduction of the task.
2. Have them group themselves and instruct them to do the activity found in LM In order for them to be guided well on the activity, you may write and draw on the board the graphic organizer as shown below:
BETRAYAL
3. Remind them that they should be guided by the rubrics in presenting their short drama emphasizing how to build ties.
Your Discovery Tasks Pedagogy:
Remember that your discovery tasks allow the students to enrich learning by contextualizing, localizing and differentiating instruction.
Invite the students to reinforce, prove, extend, enrich, enhance their understanding of the target language communication and literary skills and of dealing with personal challenges through getting involved in meaningful, challenging, and real-life tasks.
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cause effect solution
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Your main target in this phase to provide them the understanding of content as applied to a variety of context.
Here is where the teacher associates the theme to the personal experience of the learner and should therefore provide them the opportunity to answer the essential questions established at the beginning of the lesson.
Assessment:
All the activities in this 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.
Refer the students back to the tentative answers they have written on their notebooks to validate whether their tentative answers are correct or not.
1. Instruct the class to answer the
motive question found in LM 2. Discuss with your class the
techniques on how to develop and argument
Task 8. Give your Stand!
1. Divide your class into 5 groups and let them do the activity found in LM.
2. Remind them to follow the tips given previously discussed.
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This process is important in validating, rethinking and revising their understanding.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 the content standards. 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.
Final TaskPedagogy:
Final task is the part of the module that addresses the performance standard.
Since this is the final task of Lesson 2, the task is referred to as “enabling task” or “enabling activity”.
Invite the students and guide them in demonstrating and making independent applications of their understanding of the target concepts, language communication, and literary skills through delivering an extemporaneous speech as evidence or transfer of their learning.
Task 9.A. Speak Out!Ask the class what makes a good speaker.
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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 of 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
(Draw answers from the students. Accept varied responses)
1. Discuss with the class the extemporaneous and impromptu speech.
2. Have them read the tips found in the LM.
B. You Tube Sensation!
1. Instruct the class to form a small group consisting of 5 members
2. Let them do the activity found in the LM. (In case the students don’t have an access to the internet, you may show to the whole class a sample extemporaneous speech video).
3. Tell them to answer the checklist found in the LM.
C. Stand and Deliver!Challenge your students to do the final task delivering an extemporaneous speech.
1. Present the extemporaneous speech evaluation rubric to your class.
2. Emphasize to them that they are going to deliver a 5 minute extemporaneous speech.
Small Group
Individual
Whole Class
My TreasureThis part of the module sums up all the essential understandings one must draw out of this lesson.
Invite the students to summarize, think back, reflect and focus on the essential points of the lesson that they enjoyed, found helpful and would like to work further on. Let them keep a record of all of these.
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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.
Have them read and reflect on the prayer and the quote found in the LM.Instruct your students to write their resolution.
Individual
Materials:
1. Instructional aids (graphic organizers, rubrics)2. Technology aids (MP3 player, CD, computer, internet, LCD projector,
television, video)
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Module 2Lesson 3
Sub-theme: Being Sensitive to Others
Matrix of Essentials
Reading/Literary Text Language/Grammar Focus
Enabling Tasks (leading to
Culminating Task)Petrarchan Poems: Laura, The White Doe, The Spring
Observe correct grammar in making definitions
Deliver an impromptu speech in a club meeting
Instructional/Learning PlanPhase of the
LessonActivities/Tasks WIPS
Provision
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 asks the enduring question that sums up the enduring understanding one should draw out of this lesson.
The theme “being sensitive to others” means understanding human being’s joys, pains, and complex situations. Remind your students that the test of our sensitivity is when we understand other people without bias or prejudice.
Let the activities here help your students develop a caring attitude for others.
This week’s lesson tells about one man’s undying devotion to his muse and other historical trivia during the age of rebirth – the Renaissance. Our featured literary pieces are sonnets rich in poetic elements.
Please guide your students to understand more about bias that thrives in our society. The use of correct grammar in making definitions and acknowledging citations in preparing a bibliography will help them proficiently deliver an impromptu speech that aims to resolve conflicts among individuals or groups which is the culminating activity for this lesson.
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Your ObjectivesThis 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 students should know, understand and be able to do
This part of the lesson also informs the learners of the enabling activity.
Here are the lesson objectives that will guide you and your class in going through the different tasks in this lesson. Provide sufficient time for students to read and to be aware of the competencies they need to acquire. Guide students in discovering the competencies they need to practice more.
• scan for needed information (EN10SS-IId-5.2)
• evaluate listening texts in terms of accuracy, validity, adequacy, and relevance (EN10LC-IId-3.15)
• detect bias and prejudice in the material viewed (EN10VC-IId-26)
• give technical and operational definitions (EN10V-IId-13.9)
• explain how the elements specific to a genre contribute to the theme of a particular literary selection (EN10LT-IId-2.2)
• explain the literary devices used (EN10LT-IId-2.2.2)
• use the correct sound of English when delivering impromptu and extemporaneous speech (EN10OL-IId-3.11)
• use words and expressions that affirm or negate (EN10G-IIe-28)
• acknowledge citations by preparing a bibliography (EN10SS-IId-1.6.3)
Encourage the class to learn as much as they can so they will be ready to deliver an impromptu speech conveying their personal testimony at the end of this lesson.
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Your Initial TasksPedagogy:
In presenting this part of the module, the teacher should be able to:
• diagnose and activate prior knowledge;
• hook and engage learner’s interest;
• ask questions; encourage student questions; welcome tentative responses as guide to further exploration; and
• clarify 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.
Your Initial Task is the introduction to the week’s lesson. It aims at setting the mood and hooking the interest of the learners. While activities are provided here, as the teacher, you know more about your students’ strengths so you may come up with with other related and appropriate activities that will suit your own learners.
Task 1. Pictures Talk
Begin this lesson by asking your students to study the men, women and children in the photos found in the LM.
1. Ask them what is revealed about men, women and children in the photos.
2. Allow for varied answers.
Possible Answers:The man in the photo is depicted as a strong fighter while the woman is shown as busy doing chores. Lastly the children are shown to be doing hard labor.
3. Ask follow up questions to draw out ideas from the students like: Should women always be pictured as doing household chores and men as warriors? Why?
Cap this session by listening to the insights of students and provide feedback to them. You may say: It’s not right to put labels on people. History has proven that most women can perform the work of their male counterparts.
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Task 2. Mind your Own Word
After the first task, prepare your students to view a popular TV commercial featuring a Filipina actress who claims that it is not right to put label on anyone. This is to support the learning on the first task.
1. Present to the class the guide questions before they watch the video found in the LM.
2. Guide the students as they watch the video and answer the questions.
3. Process the students’ answers to the questions about the video.
4. Ask the class what the message of the commercial is.
5. Let the students highlight the idea that double-standard creates a form of bias. Draw out from them other examples of bias before moving on to the next activity.
6. Tell the class to fill out the table found in LM for more examples of bias and prejudice experienced by the students They will work on it with their partner.
7. Give feedback to the answers that will be given by the class.
You may wrap-up the discussion through the question: Can biases be avoided? How? It is important that we draw out answers from the students to help them develop a sensitivity for other‘s feelings.
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Here is the transcript of the TV commercial:“Shame that there is still double
standard. Sayang daw ako, because I am a single mother. If a guy gets a girl pregnant, he’s right and it’s natural. But if a girl gets pregnant, malandi sya. When the news spread of my pregnancy, people say, she’s on top of her game. People make stories like she’s malandi or a woman of the world. Was I unfairly judged? Yes! But then did it stop me? No, but does it keep me stronger? Yes! Label is a challenge I accepted. I want to show people that no matter what happens to you, it should never stop you from being successful. As an actress, I’ve never been happiest. And being a single mom and parent give me purpose. Sayang! I don’t think so! Can you whip it? I did!”- Denise Laurel, shampoo TV commercial.
Task 3. Bias DetectivesContinue the students’ practice on determining bias around them by letting them read an article from a group of researchers who have identified the Seven Forms of Bias in Instructional Materials.http://www.sadker.org/curricularbias.html.
This information can be found in the LM. 1. Discuss to the class the seven
forms of bias.2. Ask your students to form groups
of Detectives. 3. Guide your students to review
your school’s English reference books/textbooks and allow them to identify if they have any of the forms of biases.
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4. Tell them to write the title of the
book and put a check mark on the form of bias they have discovered in the book(s). This activity is found in the LM. You may provide them with the sample textbooks so that your students can just concentrate on working on the activity.
5. After 5 minutes, allow the students to present their work.
6. Finally, draw out from the class suggestions on how to remove these biases from your English or other textbooks and even from the classroom.
Let your students highlight the importance of detecting biases around them. Encourage the students to link these biases to current events. Let them identify these biases.
Your TextIn 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 for understanding; provide feedback; check against content standard (content to content);
This phase of the lesson includes the featured literary piece during the Renaissance. Guide your students as you journey together into the world of the Canzoniere by Petrarch.
Task 4. Love is EverywhereStart the lesson by asking the class their favorite romantic films. You may also ask them to retell very briefly their favorite movie. Then, connect their answers to the movie photos found in the LM.
1. Tell the class to identify the title of the movie using the characters and the description of the story line as clue.
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• assess student’s skills (checking learner’s 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.
Titanic
Ever After
A Walk To Remember
2. After identifying the movie titles, ask your class how they would want to be courted or how they would make a plan to win the heart of their lady love someday.
3. Tell them to list down or describe
their own dream of a courtship.
4. Give them time to read the idea of courtship during the middle ages and make them compare it with their “ideal” courtship. Call on two or three representatives from the class. Chivalry and romantic ideals found in the LMSee more at:
h t t p : / /www.ma tch . com/magaz ine /article/12357/#sthash.GSRJcl6o.dpuf
5. Help your students to connect this lesson to the previous topic in detecting bias.
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6. Ask the class to describe an
experience about being blinded by love. Tell the students to cite an experience to prove that it happened in real life.
7. Tell the class to read about Francesco Petrarch. You might want to present his life through a trivia or download a video from youtube featuring his life. This is helpful in making the students connect to the author.
Once done, invite your students to read and enjoy the Petrarchan sonnets: “Laura”, “The White Doe”, and “Spring”. These sonnets can be found in the LM.
Task 5. Think About the Poems
After reading, tell the class to answer the questions about the three poems.
1. Discuss the first poem, “Laura” with your class. Be guided by the questions found in the LM:Possible Answers:
1.) Golden hair, deep eyes, angelic moves, divine
2.) The speaker remembers the beauty of Laura in the past and according to him nothing has changed about her though time has passed.
3.) Though the bow’s unbent means: she is older and does not have her original beauty. The bow referred to is Cupid.
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4. What remains unchanged is the author’s undying love for Laura.
Tinder means dry, easily flammable material used for starting a fire. In the poem it is compared to the burning love of the author to Laura which can’t be quenched.
(Accept varied answers from your class)
White Doe
1. Guide your students as they answer this item from the LM: Possible Answer:
The time is sunrise and noon; and the season is winter as in the expression, season’s bitter cold.
2. Ask the students to describe or define the following terms: suavely-smoothly gracious manner; topaz – a yellow gem
Spring
1. Let the students continue answering questions about the poem, “Spring” which was written after Laura’s death.
2. Tell the students to work in groups and answer the questions in the LM. Possible Answers:
a. That the spring is a symbol of everything that is beautiful, and everything that is new and fresh.
b. But for the speaker, spring has brought him and affects his will to live because of Laura’s death.
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c. He has lost his will to live which
is revealed in the expression “the beasts prowl on the ungreening sand”.
d. The three poems refer to Laura.
e. Allow for varied answers.
Guide the students as they describe or define the following terms found in the poem: zephyr – the west wind; Procne & Philomel – In Greek mythology, Philomel was a princess of Athens raped by Tereus, husband of her sister Procne. The gods changed Philomel into a nightingale, Procne into a swallow, and Tereus into a hawk; Jove was the chief god of love in Roman mythology, and Venus was the goddess of love.
Task 6. Figure the Meaning
For this task, tell your students to work on the next activity first by thinking about the answers to questions in the LM. Then, with a Partner, remind them to discuss their answers. As soon as they have come to an agreement, tell them to share their answers with the whole group.
1. Discuss with the class the answers to the questions about the sonnets found in the LM.Possible Answers:
a. The author compared Laura to a white doe.
b. He felt like a desert, unfeeling and without life.
c. The figures of speech in this poems, the author made use of are allegory and oxymoron.
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Teacher’s Note: Petrarch’s poetry often uses allegory, an extended metaphor in which the lover’s experience is described in terms of something else. An elaborate allegory occurs in “The White Doe,” though the final line of “Spring” also compares the poet’s inner state to a landscape. Petrarch’s most used figure of speech, however, is the oxymoron – two words that form a logical contradiction and often express conflicting feelings. For example: sweet despair, suavely merciless.
2. Provide other examples of allegory and oxymoron to the class before letting them give their own example.
3. Ask them the benefits one can get from learning how to use these figures of speech: allegory and oxymoron.
4. Ask the class how the three poems are called.
5. Let the class give the characteristics of a Petrarchan sonnet before providing them with information about it. (This has to be pre-assigned so that students come to class with basic information about Petrarchan sonnet.)
Here are some notes about Petrarchan sonnet to supplement what the students will give.
The Petrarchan sonnet is a fourteen-line poem divided by the rhymes into two parts, an eight-line octave followed by a six-line sestet. The octave has only two rhyme-sounds and usually rhymes abbaabba; the sestet has either two or three rhyme-sounds combined in one of many different patterns. This division into two parts gives the sonnet’s meaning a statement/response form; the octave
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often takes a position that the sestet contradicts or modifies or develops in a different manner.Petrarch did not invent the sonnet, but his practice established it as the dominant lyric form in the Renaissance.Task 7. Sound the Sonnets
1. Continue with the lesson by telling your students to go through the poem “The White Doe” again.
2. Tell them that this time you will focus on the structure of the poem. Poems are said to have rhyme and rhythm.
3. Guide the students in finding out the rhyme scheme of this poem.
The White DoeTranslated by Anna Maria Armi
A pure-white doe in an emerald gladeAppeared to me, with two antlers of gold,Between two streams, under a laurel’s shade,At sunrise, in the season’s bitter cold.
Her sight was so suavely mercilessThat I left work to follow her at leisure,Like the miser who looking for his treasureSweetens with that delight his bitterness.
Around her lovely neck “Do not touch me”Was written with topaz and diamond stone,“My Caesar’s will has been to make me free.”Already toward noon had climbed the sun,My weary eyes were not sated to see,When I fell in the stream and she was gone.
ab
ab
cdcd
e
f
e
fe
f
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4. Discuss to the class the meaning
of octave in the sonnet White Doe and the sestet in the same sonnet.
5. Let the students highlight the idea behind the sudden changes in the final line of the three sonnets.
6. Discuss the effect of the change in the final line.
7. Let students share the insights they have gained about Petrarchan sonnet.
8. Wrap up the activity by allowing the students to identify the rhyme schemes of each sonnet.
Task 8. Distinct Sonnets
1. Facilitate the discussion on the characteristics of Shakespearean and Petrarchan Sonnet.
2. Let the class compare and contrast the two sonnets by doing the activity on the LM.
3. Give feedback to the answers of the students.
Task 9. Tickle your Fantasy1. Ask your class to imagine how
Petrarch’s Laura was like. 2. Tell them to form a group and work
on the task that you will assign to them.
3. Group the class according to their interest.
Group 1 – Based on Petrarch’s description of Laura, draw her image on a short bond paper with a dedication addressed to Petrarch.
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Group 2 – Choose a song that best describes the love that Petrarch has for Laura.Group 3 – Compare and contrast courtship during Petrarch’s time and the present.
Group 4- Pretend that you are Petrarch with undying love for Laura as you write a love letter to her.
Group 5 – Write a letter giving advice to people who have lost their loved ones.
4. Allow each group to present for two minutes.
After the presentation, draw insights from the class on the important learning they got from the discussion of the sonnets.
Your Discovery Tasks Pedagogy:Remember that your discovery tasks allow the students to enrich learning by contextualizing, localizing and differentiating instruction.Your main target in this phase to provide them the understanding of content as applied to a variety of context.
At this point of the lesson, the activities will help your students understand competencies to hone their listening, vocabulary, and writing skills. Your careful facilitation will help a lot in making them acquire important insights.
Task 10. Listen to a Point Be sure to set the mood of the class to prepare them for the listening activity by allowing them to sing a popular song related to the news that the class will listen to.
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Here is where the teacher associates the theme to the personal experience of the learner and should therefore provide them the opportunity to answer the essential questions established at the beginning of the lesson.Assessment:
All the activities in this 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 ac t iv i tydepend ing on the needs of your learners.
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.
1. Tell your class that they will listen
to a news report which you will read to them or you may record or download the report from http://www.rappler.com/move-ph/42214-ph-male-female-inequalities The news report is about male and female equalities in the country.
2. Before the class listens, tell them to take note of information that will help them decide whether the news report is valid, accurate, relevant and with adequate information
3. Present the questions that the class will answer before the start of the listening activity. This has to be done by group.
4. After the second time that the class listens, discuss the answers to the questions found in the LM.
Task 11. Agree or Disagree
Continue the listening task by reading at least three short articles to the class.
1. Inform the class that the goal for listening is to determine whether the article is valid, accurate, reliable and with adequate information.
2. Tell the class to work on this task individually by writing agree in the validity, accuracy of the article and disagree if they think otherwise.
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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 the content standards. Remember that the phase operates 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.
Article 1
Asia Business Council reported that there is a 100 million projected number of green jobs from green companies in the next 20 years. It goes on to enumerate the countries in Asia with the most favorable conditions for green businesses. The list includes the Philippines with geothermal energy as its area for environmental progress.
Possible Answers:
Valid – Agree
Reliable – Agree
Accurate – Disagree (It fails to mention when the survey was conducted.)
With adequate information – Disagree (More details are needed especially with the Philippines included in the list as having potential in green businesses.)
Article 2Philippines in top 5 mature markets for
software industry
The Philippines is now considered as one of the five mature locations for software services in the world, according to the Philippine Software Industry Association (PSIA) President, Nora Terrado during the group’s first general membership meeting for 2012 held recently in Makati City.
Terrado cited a report by consultative firm Everest Group that the Philippines is currently ranked with China, Brazil, India and Poland as mature locations for having more than 50 software services operators.
Source: Entrepreneur, July 2012
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We can say that the article is valid, reliable, accurate, and with adequate information.
Article 3
Made-to-order furniture is a great way to tailor-fit your home. Sometimes you have committed to a bold color scheme that wasn’t so popular when you checked out off-the-rack sofa options. Or maybe you are maximizing every square inch of your new condo and need a dining table of a certain size and shape. Perhaps you found that must-have conversation piece chair in a magazine but can’t find it in the local showrooms. Don’t fret – customized furniture may be the solution to your dilemma.
Source: Real Living, Aug. 2009
It may have adequate information but since no author or source of the comment is mentioned, the article’s validity, accuracy and reliability are doubtful.
3. Based on the reasons provided by your students in giving their answers to the article you read to them, facilitate the discussion on the characteristics of the following concepts: valid, reliable, accurate and adequate
Task 12. Read for Info
1. Provide more exercises on determining whether an article is valid, reliable, accurate and adequate (if necessary).
2. Tell your class to scan the given texts and an advertisement.
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3. Let them decide whether the
content of the article or ad is valid, accurate, relevant and with adequate information by ticking the column that corresponds to their answer.
4. Remind them to support their answer with proof from the given articles/ad found on the LM.
5. Draw out insights from the class by answering the following questions: What information did you get from the given articles and an ad? Do they give enough information on the topic? and What makes an article or an advertisement Adequate, Valid, Accurate, and Reliable?
6. Give feedback on the answers given by the students.
Task 13. Define those Words
Congratulate your class for coming this far in deciding whether an article has valid, accurate, reliable and adequate information.
1. Continue by asking them to define those terms.
2. Work with a partner in defining the key words in this task.
An article is valid when it is considered true by a majority of people. When an article contains an almost universal truth and proven to be true by a good number of people. Its validity is acceptable. Reliability of the article’s content means citing the authorized source of the information found in the article. If it comes from a well-known organization then the reliability of an information becomes high.
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We can say that what we read is accurate when it contains facts and information without bias or opinionated ideas.Adequate information means providing the right amount of data or details that article calls for.
3. Guide your students in answering the questions in the activityPossible Answer:
Republic Act 9710 ( Magna Carta for Women) is an example of parenthetical definition
“Discrimination Against Women” is technically defined using the website as source
http://www.chanrobles.com/republicacts/republicactno9710.php
As defined in Republic Act 7610, child abuse refers to the maltreatment, whether habitual or not, of the child is defined technically.
There are three ways to define a term within a sentence. Parenthetical, operational and technical.
4. Tell your students to give either operational or technical definition of the following terms and concepts: love, population, global warming, and government revenues.
5. Remind them that they may use the internet or their books for the technical definition. They need to include the source.
6. Allow for varied answers.7. Give Feedback on the answers
given by the students.
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Task 14. Bring in the SourceConnect the previous task to the present by asking the class why it is important to cite sources when writing articles or even when speaking about an important topic.
Say: Whether in speaking or in writing, you need to cite your source when presenting your argument. At the end of the quarter, you will be presenting an argumentative speech and it is important that you begin your argument with facts and support all your claims with accurate, reliable, valid and adequate facts. But how do you make attributions and recognize your source on paper?
1. Guide your class in working on the exercises found in the LM to help the students know more about citing sources.
2. Tell the class to go over Task 11 and copy the internet website found in the two items defined. Before the internet website address or the url, the students need to write first the topic and after the url write the date when the material was accessed.
3. Draw insights from the class by asking: Why is it important to acknowledge the source in your speech or on your paper?
4. Remind the class about the pointers in constructing simple bibliographic citation for different types of materials.
5. After discussing with them the pointers on constructing simple bibliographic citation, tell the class to work with a partner.
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6. Let the students analyze the
textbook or module issued to them by the school.
7. Tell them to choose a topic that can be found in the book they have chosen.
8. Then, guide the class in writing a bibliographic entry about their book.
9. Make them share their answer to the class and provide feedback. Show examples or point out the samples of an annotation from the LM.
Remind your class that their annotated bibliography sample should look like the sample APA annotation found in the LM.
Task 15. Write your BibliographyAt this point, prepare your students in writing their own bibliographic entries and annotation.
1. Tell the class to do the task in the LM
2. Guide your students in doing the following: Brainstorm on a topic that they feel strongly about. Here are some examples: - Why violence and sex on TV
shows is okay (or not); why free internet is a good idea (or bad);
- Why the work week should be shorter (or longer);
- Why all students should participate in extra curricular activities (or not);
- Why actors/actresses should be elected for public office (or not);
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- Why death penalty should be revived (or not)
- Or other topics that are important to you
3. Once they have chosen their main topic, tell them to give it a good title.
4. Remind them to do the following:- Make an outline of the sub topics
that they would be needing to argue their point.
- Research on those topics using the books they and the internet.
- Using ¼ index cards, tell the student to write down their annotations to support their topic or argument and on top of it, write the bibliography. Each subtopic should have at least two paragraph annotations that support it.
5. Ask the class how helpful this lesson is to them.
6. Remind them that they are gathering important, relevant, valid, adequate and accurate facts to help them in presenting an impromptu speech for this lesson. Tell how their bibliographical entry will be graded.
7. Provide feedback to your students.
Final TaskPedagogy:
Final task is the part of the module that addresses the performance standard.
This phase prepares your students for the final task for this lesson which is delivering an impromptu speech in a parliamentary procedure. Activities to help your students accomplish the final task are provided but you may add or modify the activities to better suit your learners.
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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 theculminating activity or the performance standard of 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
Task 16. Bring in the SourceFrom the list of topics given to you
for research on, which one are you most passionate about? Try talking about your passion in your group. Take turns doing the following:
a. Decide on who will speak first. b. Give each speaker a minute to
share idea.c. While one is speaking, the rest of
the group has to listen.d. Observe how each one shares
idea.e. Write down your observation on
the columnsSpeakers Is the Idea shared
appropriate? Why?
Is the voice or manner of speaking clear? Why?
1. Ask your class if they enjoyed their on the spot idea sharing and tell them that they will get to know more about delivering lines/speeches by watching a Toastmasters video taken from You Tube.
2. Remind them to take note of the important points on delivering on the spot or impromptu speeches before showing them the video
www.youtube.com/ watch?v=GefKPy5YYHI
https://www.youtube.com/ watch?v=ZSft2OeMmzQ
(Aug. 25, 2014)3. Provide feedback on the students’
answers.
Task 16. Write Your BibliographyThis time, watch another video which presents an example of an impromptu speech. As you view it, take note of the
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technique used by the speaker in delivering her impromptu speech.
http://www.youtube.com watch?v=Vp4gBmjsH74July 13, 2014
1. Show the video to the class and tell them to take note of the message of the speech and the way the speech is delivered.
2. Show the video again for the second time and present the questions the class will answer about it. Tell them to do it with a partner.
3. After the viewing, facilitate the discussion and allow the students to take turns answering the questions about the video/speech. (See the questions in the LM.
4. Process student answers and let them share their own ideas on how to deliver an impromptu speech.
5. Ask the class to define an impromptu speech and let them share instances when they are caught in an impromptu situation.
Task 17. Showcase your SpeedWork with your group and prepare for the task given here: You are the Vice President of “Everybody Happy” Club. You scheduled a meeting with your fellow officers to gather support on the anti-bullying campaign your club is advocating. You feel strongly about this advocacy since you want your school to be a safe and happy place for all the students.
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During the scheduled meeting, your Club President sent a message on your Facebook that he/she could not make it to the meeting. As the Vice President you need to take over the club meeting.
You need to lead your club in discussing the different ways to stop bullying in your school. You may give each officer two minutes to share his/her ideas about the issue and facilitate the crafting of a plan of action of your club to curb bullying.
Remind each of the members of the club to deliver their speech clearly, noting the correct use of the English Language and make sure to provide adequate and valid information citing the sources.
Your Club is counting on you.
You will be graded using this rubric adapted from www.marquette.edu/library/services/oral.doc
Emerging
(0- 12 points)
Develo-ping (13- 16 points)
Advanced
(17- 20 points)
Score
1.Organi- zation (20 points)
Ideas may not be focused or developed; the main purpose is not clear. The introduction is un-developed.
Main idea is evident, but the organi- zational structure many need to be strength- ened; .
Ideas are clearly organized, developed, and supported to achieve a purpose; the
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Emerging
(0- 12 points)
Develo-ping
(13- 16 points)
Advanced
(17- 20 points)
Score
1.Organi- zation (20 points)
Ideas may not be focused or developed; the main purpose is not clear. The introduction is un-developed. Main points are difficult to identify. Transitions may be needed. There is no conclusion or may not be clear the presentation has concluded. Conclusion does not tie back to the introduction. Audience cannot understand presentation because there is no sequence of information or may not be clear the presentation has concluded. Conclusion does not tie back to the introduction. Audience cannot understand presentation because there is no sequence of information.
Main idea is evident, but the organi- zational structure many need to be strength- ened; . ; ideas may not clearly deve-lop or always flow smoothly and the purpose is not clearly stated. The introduction may not be well developed. Main points are not clear. Transitions may be awkward. Supporting material may lack in development. The conclusion may need additional development. Audience has difficulty under-standing the presentation because the sequence of information is unclear.
Ideas are clearly organized, developed, and supported to achieve a purpose; the ; the purpose is clear. The introduction gets the attention of the audience and clearly states the specific purpose of the speech. Main points are clear and organized effectively. The conclusion is satisfying and relates back to introduction. (If the purpose of the presentation is to persuade, there is a clear action step identified and an overt call to action.)
2. Topic Know-ledge
(20 points)
Student does not have grasp of information; student cannot answer questions about the subject.
Student has a partial grasp of the information. Supporting material may lack in originality. Citations are generally introduced
Student has a clear grasp of information. Citations are introduced and attributed appro-priately
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Emerging
(0- 12 points)
Developing (13- 16 points)
Advanced (17- 20 points)
Score
. Few, if any, sources are cited. Citations are attributed incorrectly. Inaccurate, generalized, or in-appropriate supporting material may be used. Over depen-dence on notes may be observed.
and attributed appropriately. Student is at ease with expected answers to all questions but fails to elaborate. Over dependence on notes may be observed.
and accurately. Supporting material is original, logical and relevant. Student demon-strates full knowledge (more than required) by answering all class questions with explanations and elaboration. Speaking outline or note cards are used for reference only.
3. Audience Adap-tation (20 points)
The presenter is not able to keep the audience engaged. The verbal or nonverbal feedback from the audience may suggest a lack of interest or confusion. Topic selection does not relate to audience needs and interests.
The presenter is able to keep the audience engaged most of the time. When feedback indicates a need for idea clarification, the speaker makes an attempt to clarify or restate ideas. Generally, the speaker demon-strates audience awareness through nonverbal and verbal behaviors. Topic selection and examples are somewhat appropriate for the audience, occasion, or setting..
The presenter is able to effectively keep the audience engaged. Material is modified or clarified as needed given audience verbal and nonverbal feedback. Nonverbal behaviors are used to keep the audience engaged. Delivery style is modified as needed. Topic selection and examples are interesting and relevant for the audience and occasion.
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Emerging
(0- 12 points)
Developing (13- 16 points)
Advanced (17- 20 points)
Score
Some effort to make the material relevant to audience needs and interests.
4. Language Use
(Verbal Effective- ness) (20 points)
Language choices may be limited, peppered with slang or jargon, too complex, or too dull. Language is questionable or inappropriate for a particular audience, occasion, or setting. Some biased or unclear language may be used.
Language used is mostly respectful or inoffensive. Language is appropriate, but word choices are not particularly vivid or precise
Language is familiar to the audience, appropriate for the setting, and free of bias; the presenter may “code-switch” (use a different language form) when appropriate. Language choices are vivid and precise.
My TreasureThis part of the module 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.
You have now reached the last phase of the lesson. This part of the lesson allows the students to take ownership of their learning. The valuable insights they may have gained from the lesson is supposed to surface here. You may help your students by motivating them to accomplish this task not for grades but for expression of their learning which may be different from their classmates. It might help to remind them that you will not edit their thoughts.
1. Ask the class what it takes to develop a sensitive heart for people. Allow for varied answers.
2. Follow it up by telling the students to list down ways by which they can develop sensitivity for others and the
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benefits one could get from being a caring person.
Tips for developing a sensitive attitude
Benefits one gets from being sensitive to
others
3. Lastly, tell the class to do either of the two things listed here to cap their learning:a. Illustrate their most important
learning from this week’s lesson in their notebook; or
b. write down lyrics of the song that reflect their most important learning for the week.
Once done, call on as many volunteers that you could possibly accommodate for them to read to the class their “treasures” for them this lesson.
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Module 2
Lesson 4
Sub-theme: Empathizing With Others
Matrix of Essentials
Reading/Literary Text Language/Grammar FocusEnabling Tasks
(leading to Culminating Task)
From The Decameron: Federigo’s Falcon Translated by
Using words or expressions that affirm or negate
Convey a personal testimony
Instructional/Learning PlanPhase of the
Lesson Activities/Tasks WIPS Provision
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 asks the enduring question that sums up the enduring understanding one should draw out of this lesson.
Let your students understand that this week’s lesson will give your learners the chance to appreciate famous persons and their ideals that helped shape society as we know it now. All of these will culminate on the sharing of ideas by conveying a personal testimony.Finally, the encompassing theme, that is; concern for one another and a deep sense of empathy towards each other is hoped to be drawn out in the various tasks included in this lesson.
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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 students should know, understand and be able to do
This part of the lesson also informs the learners of the enabling activity.
Here are the lesson’s objectives which will guide you and your class in going through the different tasks provided in this lesson. Allow more time for you to read and to make the students be aware of the competencies they need to acquire. Please guide our students in discovering which competencies they still need to practice
• employ analytical listening in problem solving (EN10LC-IIe-13.2)
• detect bias and prejudice in the material viewed (EN10VC-IId)
• read closely to get explicitly and implicitly stated information. (EN10RC)
• give technical and operational definitions (EN10V-IIe-13.9)
• explain how the elements specific to a genre contribute to the theme of a particular literary selection (EN10LT-IIe-2.2)
• determine tone, mood, technique, and purpose of the author (EN10LT-IIe-2.2.3)
• use words or expressions that affirm or negate (EN10G-IIe-28)
• use writing conventions to indicate acknowledgment of resources (EN10SS-IIe-1.6.4)
• observe correct stance and proper stage behavior as deemed necessary. (EN10OL-IIf-3.8)
• establish eye contact (EN10OL-IIf-2.6.2)
Encourage the class to learn as much as they can so they will be ready to deliver a speech conveying their personal testimony at the end of this lesson.
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Your Initial Tasks
Pedagogy:
In presenting this part of the module, the teacher should be able to:•diagnose and activate prior knowledge;•hook and engage learner’s interest;•ask questions; encourage student questions; welcome tentative responses as guide to further exploration; and•clarify 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.
Let your students desire positive results on other related and appropriate activities like:
Task 1. Great Names to Name Begin this week with a simple quiz for your students on naming world’s famous personalities and how they have touched the lives of many people.
1. Read for additional information about these personalities so you’ll be ready to give more input to your students. Their lives are a great source of valuable insights. Suggested websites that feature them are provided for you here. There are also pictures of these personalities in the LM to help our students answer each item easily.
2. Let your students write their answers in their English notebook or you may also ask them to answer orally.a. Mother Teresa of Calcutta b. Nelson Mandela c. Hellen Keller d. Corazon C. Aquino
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All answers are tentative and must be written on their notebooks for reference.
3. Draw out from the class the
important contributions of these women and men to their country and to humanity. You may ask the class for other examples of great men and women.
4. Process students’ answers and give feedback.
Task 2. Bias Detectives 2 1. Facilitate the class in reading and
analyzing the signage found in LM to understand the bias in the message conveyed by each one.
2. Assign groups to answer questions about the given signage.Possible answers for the questions found in LM. Allow for varied answers for the class.• What is the message expressed
in this signage? It says that the facility should be
used only by “white” persons. People of other color/race are not allowed to use the said facility.
• As a person, how would you react to this announcement?
I would feel discriminated because the color of my skin. I would be angry as I feel I am looked down just because of my skin’s color, my race. (Allow for other possible answers.)
• What is violated by this signage’s message?I feel that my basic human right to live in a free society is violated. There is bias for white people and against other colored people. (Allow for other possible answers.)
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• How do you think could this be
avoided? Bias and discrimination should not have a place in our society anymore. All men are equal. No race is superior over the other. This can be avoided if we will all treat each other as brothers and sisters. (Allow for other possible answers.)
• Do these signages speak about bias?Yes. The first signage is biased for white people while the second signage is for the Germans.
• To what group of people is this announcement most favorable?This announcement is most favorable to Germans.
• Do you approve of it? Why?I don’t approve of any form of bias. When we start a culture of bias and discrimination we are also starting a culture of hate and division. This could in turn lead to a separatist movement or war.
3. Synthesize the answers from the different groups by asking the following questions:• What helped you in answering
the task? • Do you also have biases? What
are they?• Have you experienced fighting
for something or defending yourself against other people’s biases? How did you react?
• Do you think it is right to have biases? Why?
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4. Accept varied answers from your
learners to give you an idea about their knowledge and understanding of the biases that surround them. Current issues on the same topic may be used to further increase their awareness on it.
Task 3. Read for Bias1. Continue the discussion on
identifying bias. This time, ask the class to work with a partner.
2. Tell the class to read the following articles and rate the amount of bias in each of them.
3. Remind the class to use the rating scale found on LM and tell them to cite examples found in each article to support their answer.
Here are possible answers:
Article 1
Exaggerated language is used through words like sweltering and dizzying temperatures and some people are collapsing and even few are dying. (While the heat of summer 2014 was so extreme it is still too much to say that people are dying because of heat. There is not enough data to claim that the cause of death of some people is the high temperature).Unbalanced information is also important since there’s no mention of the temperature that causes the unbearable heat. The number of people collapsing and dying should have been provided to make the article more factual. It has elevated prejudice for the importance of water to human beings and prejudiced against the heat.
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There is no product endorsed in this article. My emotional response is (answers may vary).
4. Guide your students in answering the other items emphasizing that even in articles that we read there could be biases.
5. Highlight the common forms of bias like: a strong point of view that may or may not include criticism of other perspectives; and strong, even unnecessary language or use of words.
6. Draw out from the students the importance of knowing how to detect bias like in buying products, making a decision and choices, or even electing a public official.
7. Visit this website for more information on detecting bias in the web, media, articles and other forms http://www.cteonline.org/portal/ default/Curriculum/Viewer/Curriculum? action=2&view =viewer&cmobjid= 293645
8. Give feedback on the learners answers.
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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 for understanding; provide feedback; check against content standard (content to content);
• assess student’s skills (checking learner’s learning progress and interest);
• ask questions to enable the students to construct their own meanings/understandings; and
• provide a variety of learning resources
This phase includes the featured literary text for the lesson. Activities included here are intended to help learners understand better the suggested literary piece.
Task 4. Background Check1. Connect this phase to the previous
one by challenging the class to spot possible biases in the text.
2. Post this challenge so you could go back to it during the discussion.
3. Give enough time for the class to read the background information about the Decameron.
4. Show a timeline of events when the story was written.
5. Guide the class in answering the questions found on LM and accept for varied answers.
Note: There are questions after each paragraph within the story. Since the text is quite long, it might help to draw out important points after each meaningful event. But you may still raise those questions and discuss the answers after the class has read the whole text. Or you may preassign the selection and assign the class to answer the questions within it. (That will save you time for reading and will give you more time for the discussion).
Task 5. Think Tank1. Tell the class to go to their group.2. Instruct them to discuss their
answers to the questions about the story.
3. Provide each group a task sheet which contains the questions that they need to answer.
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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.
4. Remind them that they will
present their work and their designated reporter shall present it to the class via PowerPoint or manila paper. Questions are found in the LM.
5. Highlight the central theme of the story: magnanimity or noble generosity which is shown by Federigo when he gave up the only valuable possession he had, his falcon, to offer to Monna who visited him in his humble home. Monna has shown magnanimity too when she decided to give herself up in marriage to Federigo together with her immense fortune.
Task 6. TMT (Tone, Mood, Theme) Alert1. Draw out from the class Federigo’s
Falcon’s theme.2. Provide follow up questions that
would lead to the theme of the story as the central topic of a text.
3. Cite examples of known Philippine literature and their themes: “Biag ni Lamang,“ bravery, “Noli Me Tangere,“ patriotism and many more.
4. Ask the class to answer the question in the LM.
5. After a minute let the students take turns in sharing their answers.
6. Process students’ responses and highlight the correct answer given by the students. Supplement or validate the answer of the class. You might find this helpful:
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The theme of Federigo’s Falcon is magnanimity which means noble generosity. When Federigo gave up his only prized possession, his Falcon to offer to his guests he showed magnanimity of spirit and later in the story magnanimity was shown by Monna when she gave herself up and all her wealth to Federigo to repay his kindness.
7. Relate this theme to the lives of your learners. Ask: What are you willing to give to help others?
8. Connect their responses to the next activity.
9. Relate this theme to the lives of your learners. Ask: What are you willing to give to help others?
10. Connect their responses to the next activity.
Task 7. Like the Others1. Inform the class that the theme of
“Boccaccio’s Tales“ has become an inspiration to different authors.
2. Tell them to go through the synopsis or excerpts of the stories found in the LM and ask the students to write briefly Decameron’s similarities and differences with the other stories found in the LM.
3. Facilitate the pair work discussion.4. Let the students share their point of
view.5. Process the answers of the students
as soon as everyone in the class has shared their ideas.
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Here are some points that you might find helpful in validating your students’ views:
a. The Decameron is similar to the Canterbury tales in using the frame-tale to unify a series of stories dealing with different themes. Like the “Decameron”, the “Canterbury Tales” is told by different characters but instead of a group of young boys and girls, it was told by a group of pilgrims.
b. Likewise it is similar to the “Necklace” by Guy De Maupassant since both stories focus on a particular object or image. Decameron’s “Federigo’s Falcon” revolves around the falcon while “The Necklace” story centers around the necklace.
c. “Ibong Adarna”, a Filipino tale has the adarna bird as the central image of the story just like “Federico’s Falcon”. The theme magnanimity can also be found in the bravery and selflessness of the youngest son, Don Juan. He could have given up when his brothers failed to capture the mysterious bird, but he persisted and almost died in the process.
6. Assign the class to research on other stories similar to the Decameron’s “Federigo’s Falcon”. You may also ask your class to recall telenovelas or movies with the same theme and story structure with that of “Federigo’s Falcon”.
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Your Discovery Tasks
Pedagogy:
Remember that your discovery tasks allow the students to enrich learning by contextualizing, localizing and differentiating instruction. Your main target in this phase to provide them the understanding of content as applied to a variety of context.Here is where the teacher associates the theme to the personal experience of the learner and should therefore provide them the opportunity to answer the essential questions established at the beginning of the lesson.
This phase covers the other competencies included in this lesson. Activities included here are meant to provide a deepened understanding of the previous learnings. This will help your learners transition to the enabling task at the end of the lesson.
Task 8. Message Sent1. Begin this lesson by asking the class
the purpose of the author in writing the Decameron.
2. Ask: Do all authors have purpose for writing? Tell your class to explain their point.
3. Once done, inform them that they will read a commencement speech of Sec. Jesse Robredo.
4. Ask the class what they know of the Secretary. Offer bits of information that you have gathered about him.
5. While they read, tell the class to answer the question: What is the purpose of the author in writing the article?
6. Remind the class to answer questions about the text in LM. Answers to these questions should lead to the purpose of the author: to persuade his audience to do something not only for themselves but for their country.
7. Give other examples of short articles that inform, entertain, and persuade.
8. Ask the class to give the purpose for each article. Let them describe the characteristics of each article.
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Assessment:
All the activities in this 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.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.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 the content standards. Remember that the phase operates in the premise that performance standards are done
9. Process the answers of the students
and offer additional information like:a. When writing to inform, it is
the author’s goal to enlighten the reader with subjects that are typically real and factual. Few opinions are expressed. Examples are cookbooks, textbooks, historical accounts, news and others.
b. When writing to entertain, one’s goal may be to tell a story or describe characters, places or events (real or imaginary). Examples include plays, poems, stories, jokes or even comic strips.
c. When writing to persuade, the goal is to get the reader to agree with the writer’s opinion. It may contain a lot of opinion but the author may provide facts and examples to support the opinion. Examples are speeches, editorial, columns, feature and others.
Task 10. Purpose Galore!1. Facilitate the discussion as students
recall the common purposes of authors.
2. Tell the class to work with a partner and answer the first three items on LM. Let the class determine the author’s purpose in the first three items. Answers:a. to persuade – because the
author gives out opinionb. to inform – because it talks
about factual procedures
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only if the content standards are addressed and fully understood. This summative test is recorded and graded.
c. to entertain – because
it features funny and entertaining items (allow for varied reasons)
3. After this was done successfully by the students, tell them to continue answering numbers 4-8 in their notebook. This time they have to do it on their own.Answers:
a. to persuade – because it contains opinions and facts but meant to encourage people to do something.
b. to inform – Because the facts and information that could be presented by the article are meant to enlighten the readers
c. to persuade – Because the purpose of comparing the two policies is for the readers to take sides
d. to entertain – Because it is a literary piece that is a product of the author’s creativity and may not be real
e. to inform – a law or an ordinance is meant to provide appropriate details for the readers to understand and obey.
4. Synthesize the learning for the day. You may also include in their assignment clippings of articles for each purpose.
Task 11. To Affirm or To Negate1. Continue with the lesson by drawing
the attention of the class to the lines from Sec. Robredo’s speech.
2. Ask the class if they agree with what he said.
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3. Tell them to take turns sharing their
answers.4. Listen as they give their answers
and write on the board expressions of affirmation or negation that they would give.(one column for affirmation, one for negation).
5. Ask the questions in the think box to make them aware of the expressions of affirmation and negation.
6. Congratulate the class by coming up with some examples.
7. Give some more examples of expressions that affirm and negate which can also be found in the LM.
8. After discussing the expressions, provide dialogs that would call for the use of the said expressions.
9. Draw out insights from the class regarding the importance of using expressions that affirm or negate.
Task 12. To Affirm or To Negate for the Country
1. Proceed to the next task on expressions that affirm or negate.
2. Give a short background of the article they are about to read. It is written by Atty. Alexander Lacson and in his book, he enumerates those that according to him should be done by all Filipinos to help our country.
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3. Tell the class to read all the 12
suggestions and after reading ask the class what the purpose of Atty. Lacson is in writing the book.
4. Ask the class to give their answers orally on the first five items in the “12 Little Things…”
5. Remind the class to use the different expressions which you will post on the board.
6. Allow the students to comment on their classmates’ answers but remind them to do it properly. Take note of the turn-taking expressions.
7. Once all the first 5 items have been discussed, draw out insights from the class. Don’t forget to highlight important learning.
8. Prepare the class to work individually on the last 7 items.
9. Tell them to write their answers in their notebook. Give the students enough time to work on the task. Find out how much the students love their country as reflected in their answers.
10. Allow enough volunteers to share their answers to the class before saying that you absolutely agree with the answers they have given.
Culminate the day’s discussion by calling one or two students to share their own little ways of caring for their country. You may start by saying: As a teacher, one way to show my love for my country is to teach in the Philippine public school system, teach the Filipino children. Please tell them your reasons for choosing to teach where you are now.
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Final Task
Pedagogy:
Final task is the part of the module that addresses the performance standard.But since this is the final task of Lesson 4, 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 of 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;
You are now in the final phase of the lesson. This includes the enabling performance task: conveying a personal testimony which your students should be able to do at the end of the lesson. This is again in preparation for the culminating task: presenting an argumentative speech.
Task 13. Watch for Conventions1. Recall the 12 Little Things We Can
Do For Our Country by Atty. Alex Lacson.
2. Ask the students their favorite item from the list and allow them to explain. (Call on 1-3 students to share their answer.)
3. Tell the class to go to their respective groups and do Task in the LM.
4. After doing the task, ask the class the following questions: what have you realized about your skills in delivering lines before an audience?; What do you need to improve on if there’s any? How would you rate yourself as a speaker?
5. Tell the class that they would know more know more about delivering lines/speeches by watching this Toastmasters video taken from Youtube.
6. Present the video: www.youtube.com/watch?v=GefKPy5YYHI
7. After the viewing, draw out from the class important insights which can help them in delivering speeches.
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• is based on real
life situations (if the teacher wishes to do modifications or improvisations)
Assessment:
G R A S P S - b a s e d assessment criteria
Task 14. Speak For Keeps1. Allow your students to watch
another video which presents an example of a personal testimony.
2. Tell the class to describe the way the personal testimony is conveyed, the language use, content, ocassion and stage presence of the speaker.h t tps : / /www.you tube .com/watch?v=Q7dm7HVv3UA
A European Living the Filipino Dream at TedX Katipunan
(You may also tell them to surf the internet for other examples as part of their assignment.)
3. Facilitate the discussion of the questions found in the LM. Allow for varied answers.
4. Review the tips in delivering a good speech in the previous lesson and draw out from the students their own technique in conveying a personal testimony.www.toastmasters.org/mainmenucategories/ freeresources/needhelpgivingsp eech/tipstechniques /10tipsforpublicspeaking
5. Remind the class of the speech of Sec. Robredo. Ask the students what they think about the speech and whether it is easy to understand.
6. Process the students’ answers and add additional information when necessary.
You may say: The kind of speech we want our students to write is one that is conversational and uses a language that is easy to understand.
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Task 15. Try it Out 1. Tell the class that before they begin
their speech, they need to put their ideas in writing.
2. Present another personal testimony video to the class and tell them to take note of how the speaker begins, builds up and ends the topic.
3. After the viewing, allow for brainstorming and facilitate the brainstorming activity of the class focused on the: topic/title, content, (beginning, middle and ending)
4. Let each group report their brainstorming outputs.
5. Process students’ answers and draw out from them tips in writing personal testimony.
6. Give the class enough time to write their own personal testimony about the topic that they are passionate about.
7. Allow for volunteers to present their outputs.
Task 16. Speak Your Heart Out!Using the modified and improved personal testimony written by each student, they will take turns presenting their personal testimony to the class.
1. Tell the class that each of them will present a personal testimony about a topic that they are most passionate about and that they have personally experienced. Their testimony should also revolve around the topic of concern for people, country, or the environment.
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2. Remind the students that they will present their speech for two-three minutes to a group of Non-Government Organizations whose vision is a united world.
3. Allow the students to take turns presenting their speeches.
4. Remind them that they will be graded using the rubrics found in LM.
5. Congratulate all the students for coming up with good speeches.
6. Let the students highlight the importance of being able to speak well: we can show concern for others and stand up for them through the power of our words. (Draw out this insight from the learners).
7. Give feedback on the class presentation.
My Treasure
This part of the module 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.
This phase contains an activity that is neither graded nor recorded. It’s purpose is for the learners to bring home an insight, an important learning for the whole week. The answer of each learner is unique to his/her experience. As the teacher, it is your job to value their work and discover how else you could enhance the learning of your students
1. Tell the class to work on this phase individually.
2. Remind them that there is no one specific answer for the questions all they have to do is answer honestly the “My Treasure” part of the LM.
3. Tell them to write their answers in their journal. As soon as everybody is done writing their answers.
4. Call for volunteers to read their work.
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5. Wrap up the week with Leo Buscaglia’s quotation found at the beginning of Lesson 4.
“Too often, we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have a potential to turn a life around.”
HAPPY TEACHING! God bless you Teacher…
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Module 2 Lesson 5
Sub-theme: Accepting Individual Differences
Matrix of Essentials
Reading / Literary Text Language / Grammar Focus
Enabling Tasks (leading to
Culminating Task) The Hunchback of Notre Dame by Victor Hugo
Words and expressions that affirm or negate Hold a Debate
Instructional / Learning PlanPhase of the
lessonActivities/ Tasks WIPS
Provision
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.
Invite the students to ponder on the theme of the lesson and elicit their ideas about the uniqueness of every person guided by the following:
1. Engage students to read the introduction.
2. Have the students reflect on the theme of the lesson, Accepting individual differences
3. Motivate them to answer the essential questions: Why do I have to accept individual differences?; Why do people differ from one another? (Accept varied answers)
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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 students should know, understand and be able to do
This part of the lesson also informs the learners of the enabling activity.
Instruct students to read and ponder on the objectives of the lesson. Help them realize what they are expected to attain in the lesson through its objectives focusing on target concepts, literary skills, and language communication.
• identify and clarify unsupported generalizations and exaggeration (EN10LC-IIh-15.3:)
• use previous experiences as scaffold to the message conveyed by a material viewed (EN10VC-IIh-27:)
• read closely to get explicitly and implicitly stated information (EN10RC-IIg-13.1:)
• give technical and operational definitions of a term (EN10V-IIg-13.9:)
• explain how a selection maybe influenced by culture, history, environment, and other factors (EN10LT-IIh-3:)
• use words and expressions that affirm or negate (EN10G-IIg-28:)
• use in-text citations (EN10SS-IIg-1.6.5:)
• demonstrate confidence and ease in delivering a speech (EN10F-IIg3.7: )
Remind them that they are expected to hold a debate emphasizing on resolving conflicts between and among individuals or groups at the end of the lesson.
Individualwork
Your Initial Tasks
Pedagogy:
In presenting this part of the module, the teacher should be able to
• diagnose and activate prior knowledge;
Task 1. Exaggerating the Generals!
1. For your pre-listening activity, instruct the students to read the statements carefully.
2. Tell them to analyze and answer each question (Module 2: Lesson 5, Task 1)
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• hook and
engage learner’s interest;
• ask questions; encourage student questions; welcome tentative responses as guide to further exploration; and
• clarify 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.
(Possible answers: a. #1 (All); #3 (In general); Sentences #1and #3 convey the idea of generalization. No, they are not supported by facts and figures. b. #2 – relieves body aches and pains in seconds; #4- makes you the most unforgettable woman on earth; #5-misplaced millions of Filipino people. They are not possible to happen/they have not really happened.
3. Instruct students to read the key ideas inside the box. You may expand the idea to aid the students in understanding the key points.
4. Prepare the students to listen carefully to a text as a part of the while- listenng actively.
5. Tell the students to listen carefully to the text to be able to accomplish the chart with exaggerated words and more appropriate words. Read the text twice.
When we went to the hospital, my Mom was jumpier than a Mexican jumping beans. But when we saw that Grandma was awake, Mom’s face lit up like a light bulb. And when Grandma hugged me, my heart lit up like a volcano ready to erupt.(Possible answer: jumpier than a Mexican jumping beans – very nervous; lit up like a light bulb-relieved; lit up like a volcano ready to erupt-was overjoyed) (Accept varied responses for appropriate words)
6. Give them time to share their answers with the class.
7. Process this activity. 8. Instruct the class to listen to another
text to accomplish the chart. Read the text twice
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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 for understanding; provide feedback; check against content standard (content to content);
• assess student’s skills (checking learner’s learning progress and interest);
• ask questions to enable the students to construct their own meanings/understandings and
• provide a variety of learning resources
9. Remind students to give emphasis on the words that signal generalization statements (Tip: See Module 2: Lesson 5, Task 1)
Possible answers: 1. all Christians- most Christians/some Christians; 2. best basketball player in the world-best basketball player in the team; 3. all men-some men; 4. women are weaker- women are not weak; 5. perfect hair in 3 days!-makes hair perfect with continuous use). (Responses may vary for supporting statement).
Task 2. People are People
1. Instruct the class to study the picture. (Module 2: Lesson 5, Task
2. Process the questions and allow them to share their responses with the class. (Responses may vary)
3. Have the student’s describe and write what is depicted in the picture.
(Possible answer: The picture tells us that people engage in different activities that were influenced by their varied personalities, motives, interests, and needs). (Accept varied answers)
Pair work
Small group work
1. All Christians follow Christian teachings.
2. I am the best basketball player in the world.
3. All men are strong.
4. Women should stay at home because they are
weaker than men.
5. This shampoo will make your hair perfect in just
three days!
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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.
Task 3. I am what I am1. Tell the students to look closely at the
picture again.2. Ask them the questions given (Module
2: Lesson 5, Task 2) and process their answers. (Responses may vary)
3. Solicit their ideas as to what is being conveyed by the picture. (Possible answer: The picture conveys individuality and uniqueness in people)
Task 4. Essential Essence1. Encourage students to dwell on
their understanding of the theme of the lesson, “Accepting Individual Differences”. Coax them to reflect and come up with five remarkable words based on their expectations of the lesson. (Responses may vary).
2. Direct students to write down their expectations in a short paragraph. (Responses vary).
3. Lead the students to delve more and attain a deeper understanding through the varied activities in this phase of the lesson, accepting individual differences.
Task 5. The Oper-Tech System1. Assist students to define the words
used in the story, “The Hunchback of Notre Dame” both operationally and technically.(Possible answers: 1. a dome-shaped structure of the Catholic church - a church; a house for worship; 2. a crooked posture - a person with a hump on his back; 3. Monarch, royal blood – ruler; 4. A place of refuge and protection – haven, bode; 5. A formal conference for the discussion of public affairs - a legislative body). (Answers may vary.)
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Your Discovery Tasks Pedagogy:Remember that your discovery tasks allow the students to enrich learning by contextualizing, localizing and d i f f e r e n t i a t i n g instruction. Your main target in this phase to provide them the understanding of content as applied to a variety of context.Here is where the teacher associates the theme to the personal experience of the learner and should therefore provide them the opportunity to answer the essential questions established at the beginning of the lesson.
2. Allow them to countercheck their
definition with a seatmate.3. Point out to students how to define
terms in two ways.4. Steer students to read the text carefully.5. Elicit their reactions on the quotation
by Joseph Bruchac.6. Pose the questions prior to the reading
of the text. (You may solicit their answers after they have read the text and after you have processed the activity.) (Answers may vary.)
7. Instruct students to read the text silently.
Task 6. Dare to Answer1. (Expected answer: Title of the Story-
Hunchback of Notre Dame; History- Middle Age; Culture-Notre Dame is the political and cultural center of Paris; Themes-class difference, social strife, and revolution; Environment and other factors-churches as backdrop of the city, Notre Dame as the capital of Paris).
2. (Possible answer: The cathedral inspired Hugo to write the novel. He used the history of the church as a backdrop for the novel’s action. Architecturally, it is a combination that mirrors Quasimodo’s own deformities). (Responses may vary).
3. (Possible answer: The novel could not be as resounding as it is for Hugo is not an American./ There is no structure in America as mystifying as the Notre Dame that can be related to Quasimodo’s deformities). (Accept varied answers.)
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Assessment:
All the activities in this 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.
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.
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 the content standards.
4. (Expected answers: Class differences, physical looks, special privileges of the Aristocrats and the church). (Suggestions may be varied.)
5. (Responses may vary.) Ask the students to think of a particular story in the Philippine literature that can be compared with “The Hunchback of Notre Dame.” Tell them to discuss their similarities and differences in terms of themes, history, and culture.
Task 7. From the story, we differ...,
1. Instruct students to form groups of ten and discuss the questions given.- For group 1 – Accept varied answers- For group 2 – Answers may vary- For group 3 – Answers may vary- For group 4 – Answers may vary- For group 5 – Answers may vary
2. Have the students write their responses on a cartolina or manila paper to be presented before the class for discussion. This will likewise serve as the group’s output
Task 8. Lookout for the Outlook!
1. Instruct students to go over the expressions enclosed in the box.
2. Read the expressions aloud in order for the students to learn to read properly. Let each of the students read aloud these expressions using the tone of affirmation and negation.
3. Provide students with examples on the correct use of these expressions.
4. Ask them to give their own examples.
Group work
Individual
work
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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.
Task 9. I Agree...She Doesn’t
1. Encourage students to speak out what they thought about the ideas presented in the text, “The Hunchback of Notre Dame”.
2. Tell them to use the expressions of negation and affirmation that they have learned in Task 8.
3. Make them recall these special expressions.
- Nos. 1-5 : Responses may vary. Accept varied answers.
Task 10. My Motion...
1. Enhance the student’s skill on speaking spontaneously by guiding them through this activity.
2. Walk them through the activity step by step and remind them to use the expressions of negation and affirmation.
3. You may use the rubric herewith to assess the student’s performance. Criteria 5 4 3 2 1 Total
a. use of negative and affirmative expressionsb. spontaneityc. soundness of points of argumentsd. ease of deliverye. poise and gesture
Legend:5 - Brilliant4 - Very remarkable3 - Remarkable2 - Good1 - Needs more practice
Task 11. The Explicits and Otherwise1. Ask students to read the selection
enclosed in the box.
Individual work
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Final TaskPedagogy:Final task is the part of the module that addresses the performance standard.But since this is the final task of Lesson 5, 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 of 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;
2. Explain what information is conveyed by the underlined statements in the selection.
3. Discuss further on the keynotes enclosed in the box.
4. You may provide examples taken from other text.
5. Instruct students to read the selection about John Kemp and identify the explicit and implicit information that can be found in the text.(Expected answers: Explicit information - John Kemp was a disabled person; John Kemp was confident and truthful of his limited abilities; John Kemp was an optimist. Implicit information - John Kemp succeeded in his career; His parents had unconditional love for him; John Kemp studied hard; John Kemp was very grateful to his parents).
Task 12. The Legal Cite1. Instruct the students to read on the
important points on citation, APA style. (see Module 2, Lesson 5, Task 12)
2. Ask them to observe the use of in-text citations and parenthetical citations.
3. Pose the questions (see Module 2, Lesson 5, Task 12) then check their responses. (Expected answers: We use in-text citations when we refer to, summarize, paraphrase or quote from another source. We use the parenthetical citations when we refer to direct quotation).
4. Guide the students as they answer the activity on citation.(Expected answers: 1. Doanne and Bell (1980); 2. Heimberg (1997); 3. Litchman (1978); 4. Gatto,et al., (1987); 5. Webster (1983)
Group Work
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• based on real
life situations (if the teacher wishes to do modifications or improvisations)
Assessment:
G R A S P S - b a s e d assessment criteria
Task 13. Varying Groups1. Have the students get involved in the
challenging and real-life tasks in this phase of the module.
2. Make each task a rewarding experience for every student to enable them to live life meaningfully and accept differences in every individual.
3. Make it a point that students know what their expected output for the activity is.
4. Take note that this is a differentiated activity that you need to form the group according to the members’ talents and skills. Each group must be formed according to the students interests, skills, and potentials.
Activity Scheme:
Group A The Survey!• Tell students to gather responses
considering various categories based on the essential question, “How do you deal with differences?” Remind them to share their findings with the class.
• Give comments and suggestions.Group B The Net!
• Encourage students to make use of technology and direct them to gather pictures depicting the diversity of people. Remind them that they must share their findings with the class.Give comments and suggestions.
Group C The Search!• Instruct students to look for an advocate
of peace and understanding. Remind them to talk about their findings with the class.
• Give comments and suggestions.Group D The Display
• Engage students to an exhibit of the class depicting the differences among individuals. Tell them to be ready to talk about the differences to a visitor.
• Give comments and suggestions.
Group Work
GroupWork
Individual work
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Group E The Song• Tap the students’ talent in singing.
Instruct them to compose a song in line with the theme of the lesson. Tell them to be ready to sing their composition before the class.
• Give comments and suggestions. Remind them again that they are expected to deliver an argumentative speech at the end of the module and that this debate would be a great help for them to realize the culminating activity.
Task 14. The Battle of Wits1. Tell the students to read the goals of
debate. Emphasize the objective of the activity e.g. to enhance their intellectual abilities and social or communicative skills.
2. Lead the students to read the helpful tips to help them participate competently in a class debate.
3. Instruct them to study the diagram of the Oxford-Oregon Debate Format.
4. Enable them to develop confidence and ease as they carry on with the task.
5. Provide the students with a copy of the rubrics to guide them during the debate.
6. Let the students be guided by these criteria as they analyze, evaluate, and critique a debate.
7. Use the rubrics herewith to assess the performance of the students.
IndividualWork
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My Treasure
This part of the module 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.
Criteria 5 4 3 2 1Did the speaker have a clear goal or argument?Did the speaker support the argument with convincing facts?Did the speaker use sound logic in developing their argument?Did the speaker use voice, facial expression, gestures, and posture effectively?Did the speaker hold the audience interest?
5 - Excellent4 - Very good3 - Good2 - Fair1 - Needs improvement
1. Engage the students to summarize and reflect on the essential parts of the lesson by answering the questions in the LM.
2. Allow them time to think about the lesson and keep a record of their responses in a journal. Tell them that they may post/blog/tweet their responses in their FB account (Closed group).
3. Give them ample time to record their reflective writings.
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Module 2Lesson 6
Sub-theme: Embodying Solidarity
Matrix of Essentials
Reading / Literary Text Language / Grammar Focus
Enabling Tasks (leading to
Culminating Task) The Three Musketeers by Alexander Dumas
Words and expressions that affirm or negate
Deliver an argumentative speech
Instructional / Learning PlanPhase of the
Lesson Activities/Tasks WIPS Provision
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.
Engage the students to read the introduction (Your Journey). Explain to them the overview of the lesson and let them be aware of the desired results to embody solidarity. Emphasize that they will have the capacity to embody solidarity amidst the differences among people as they go through the concepts, literary and communication skills in this lesson. Persuade them to answer the essential question: How do we embody solidarity in a world where people and things differ? (Accept varied tentative answers).
Whole class or
Individual work
Your ObjectivesThis part of the module provides the competencies.
Allot sufficient time for the students to read the objectives for them to concentrate on the concepts, language and communication, and literary skills.
Whole class
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Remember that the objectives:• address the
enabling knowledge and skills to develop/achieve the desired content and performance standard
• clarify expectations 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.
• Identify unsupported generalizations and exaggerations(EN10LC-IIh-15.3: )
• Use previous experiences as a scaffold to the message conveyed by a material viewed (EN10VC-IIh-27:)
• Give technical and operational definitions (EN10V-IIi-13.9:)
• Evaluate text content, elements, features, and properties using a set of criteria (EN10RC-IIi-2.22:)
• Evaluate literature as a vehicle of expressing and resolving conflicts between and among individuals or groups (EN10LT-IIi-19:)
• Use words or expressions that affirm or negate (EN10G-IIi-28:)
• Write an argumentative essay (EN10W-IIi-13:)
• Deliver an argumentative speech emphasizing how to resolve conflicts among individuals or groups (EN10F-IIi-1.5:)
Remind them that they are expected to deliver proficiently an argumentative speech emphasizing how to resolve conflicts as their culminating activity for Module 2.
Your Initial Tasks
Pedagogy:
In presenting this part of the module, the teacher should be able to:
• diagnose and activate prior knowledge;
• hook and engage learner’s interest;
Task 1. Overdoing the Generals!1. Have a short recap of the topic,
Unsupported Generalizations and Exaggerations
2. Read the statements clearly and read it twice.
Individual work
Listening Text 1
1. This slimming tablet will make you lose 50
lbs. in a month. Try it!
2. All Filipinos love movies!
3. Since Velvety-Skin-So-Soft is good for you,
it will be good for your baby too!
4. Bet on this! Sweepstakes will make you an
instant millionaire.
5. I will marry you in all the churches.
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• ask questions;
encourage student questions; welcome tentative responses as guide to further exploration; and
• clarify 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.
Instruct students to identify exaggerated statements and unsupported generalizations(Expected answers: 1.you lose 50 lbs. in a month 2. All Filipinos 3. Good for your baby too! 4. Make you an instant millionaire! 5. All the churches on the land)(For supporting statements: Accept varied answers)
3. Go over the Remember! part. Have the students restate the pointers on how they can distinguish unsupported generalizations and exaggerations.
4. Read the second text in the box aloud and twice; then instruct students to do as directed.
(Expected answers: 1. Exaggeration 2. Exaggeration 3. Unsupported generalization 4. Unsupported generalization 5. Exaggeration)
Task 2. Solid during the Odds1. Instruct students to watch the video
intently.(htpps://www.youtube.com/watch?=aQVLd7al7cE)Note: In case technology is not available, you may post pictures of aftermath of calamities
2. Process the questions (see LM pages 2-3) (Accept varied responses).
Task 3. Making E-Sense1. Guide the students in answering this
activity. Engage them to answer the question: What do you hope to achieve from this lesson?
Individual work
Listening Text 2
1. There is no better machine on the market.
2. Erase your wrinkles; crow’s feet and laugh
lines, almost instantly.
3. All men have bad tempers.
4. What people wear determines their
character.
5. Earn up to Php30, 000 monthly working at
home
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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 for understanding; provide feedback; check against content standard (content to content);
• assess student’s skills (checking learner’s learning progress and interest);
• ask questions to enable the students to construct their own meanings/understandings and
• provide a variety of learning resources
Task 4. I Mean...1. Instruct the students to define the terms
used in the text. (You may allow them to use the dictionary for reference.) You may give this as an assignment.(Possible answers: Operational definition: 1. King’s army/bodyguards of the king; 2. Having fine personal qualities or high morals and ideals; 3. A person who keeps watch on others secretly; 4. A priest 5. A nobleman of high rank. Technical definition; 1. A foot soldier armed with a musket 2. Aristocratic; 3. A person who secretly collects and reports information on the activities, movements and plans of an enemy or competitor; 4. A leading dignitary of the Roman Catholic church; 5. The prince or ruler of a small principality or duchy).
2. Check the students’ activity for clarification of answers.
3. Process this activity by posing the questions stated in Module 2: Lesson 6, Task 4.
(Expected answers: 1. Operational definition 2. Technical definition 3. Accept opinionated answer)Task 5. From Cover to Cover
1. Instruct students to read the introduction to the story, The Three Musketeers.
2. Seek their answers on the essential question. (Accept varied answers)
3. Relate the question and their answers to the theme of the story.
4. Instruct the students to read the story. (The story may be pre-assigned for reading)
Task 6. Time for a Check Up!
1. Instruct the leader of the group to facilitate discussion within the group to come up with a consolidated answer. Assign each group a particular question to answer.
Pair work
Individualwork
Small group work
Small group work
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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.
Expected answers:
1. Each individual should act for the benefit of the group, and the group should act for the benefit of each individual. “United we stand, divided we fall.”
2. Possible answer: In the middle ages in France, the vast majority of the population between 80-90 percent were peasants. They were made increasingly dependents of nobles, churches, and large landowners.
3. Possible answer:The brave and gallant heroes were generous to those who needed help, chivalrous to women, and above all loyal to each other as their famous motto proclaims: “All for one, one for all.” Their adventures may sometimes appear far-fetched, but the musketeers believed in their own abilities so strongly and carried off their deeds with style.(Answers may vary.)
4. Expected answer: They believed that not one of them should be left behind. That they could accomplish their mission better if they were together. (Answers may vary for the follow up question.)
5. The brave musketeers were willing to sacrifice their lives for the good of the Queen (or the King). They were quite serious (and quite impressed with their own valor and seriousness). They operated and abided by the deeds of chivalry and heroism. (Accept varied answer for the follow- up question.)
Individual work
Pair work
Individual work
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6. Expected answers:
D’artagnan - (Conflict) – His impulsive nature got him into trouble; he was beaten and he lost the letter of invitation. (Resolution) – Treville wrote a new letter of introduction for him.
Athos, Porthos, and Aramis (Conflict) – They set out to duel with D’artagnan. (Resolution) The three of them and D’artagnan decided to take a stand and resist arrest from the Cradinal’s guards.
Cardinal – (Conflict) – He discovered that the queen gave the diamond tags to Buckingham (Resolution)- He demanded that the queen wears the 12 diamond tags to the ball.
Queen (Conflict) – She was terrified when she learned that her husband ordered her to wear the diamond tags which she gave to the duke (Resolution) Her linen maid, Constance requested D’artagnan to retrieve the diamond tags from the duke
Milady (Conflict) – D’artagnan saw her mark of a convict branded on her shoulders. (Resolution) – She decided to have some poisoned wine delivered to D’artagnan for him to die.
7. Expected answer: The world Dumas portrayed in the “Three Musketeers” resembles the modern corporate world, where princes of business, with personal ties of friendship, vie among one another and pursue their personal ambitions, with no regard for their subjects/employees.
Task 7 Literary Value
1. Present the characteristics of a great literature to your students (see Module 2 Lesson 6; Task 7).
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2. Instruct them to go over the story
“The Three Musketeers” and analyze whether it has these characteristics.
3. Reiterate that they may use another set of criteria or standards for the literary work.
Task 8. Whip it! 1. Have the students read thoroughly the
selection, “The Plague”.2. Instruct students to evaluate the
selection by answering the questions in Module 2: Lesson 6, Task 8.
3. Then tell them to write an evaluation of “The Three Musketeers” by answering the same set of questions and applying the criteria stated in Task 7 (Accept varied answers).
Task 9. Agree or Disagree?1. Let the students read the statements
taken from the selection, “The Plague”.2. Ask them whether they agree or
disagree with the statement3. Make them go over the rules on
expressing negation and affirmation in Lesson 5 to help them in answering this activity. (Answers may vary.)
Your Discovery Tasks
Pedagogy:
Remember that your discovery tasks allow the students to enrich learning by contextualizing, localizing and differentiating instruction.
Task 10. The Team in ThemeTo further enhance the students’ understanding of the theme of the lesson; instruct students to work on the following activities:
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Your main target in this phase to provide them the understanding of content as applied to a variety of context.
Here is where the teacher associates the theme to the personal experience of the learner and should therefore provide them the opportunity to answer the essential questions established at the beginning of the lesson.
Assessment:
All the activities in this 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.
Refer the students back to the tentative answers they have written on their notebooks to validate whether their tentative answers are correct or not.
Group Work: The word chart
The Three Musketeers
Musketeers Qualities that help
them to do their job
well
Qualities that hinder them from
being effective
musketeers
Qualities of the
members of the group
D’ Artagnan
Athos
Porthos
Aramis
4. Have the students work in group.5. Prepare a task card for each group
and allow them to work independently in groups. (Refer to the task in Module 2: Lesson 6, Task 10).
6. You may assign these tasks ahead of time to give ample preparation for their presentation before the class.
7. Make the activity engaging and enjoyable to the class.
8. See to it that oral language skills are tapped to prepare them for the culminating activity at the end of this module.
9. Process the activity thoroughly as the group take turns in the presentation of their output.
10. Give comments and suggestions.
Groupwork
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This process is important in validating, rethinking and revising their understanding.
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 the content standards. 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.
Final TaskPedagogy:Final task is the part of the module that addresses the performance standard.But since this is the final task of Lesson 6, the task is referred to as “enabling task” or “enabling activity.
Task 11. Weigh In!1. Invite students to read and evaluate
the text with your help.2. Process the questions afterwards.
Make sure that the students have a full analysis of the text presented as you go through the processing questions.
3. Make some notes on the board of their most significant responses.
4. Have an in-depth discussion of the pointers enclosed in the box. Remember! and The Techniques in Argumentation. (See Module 2 Lesson 6 Task 11).
Individual work
and/or
Group work
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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 of 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
5. If possible, provide them with more examples on the techniques of argumentation then you may solicit their own examples to check their understanding.
6. Walk the students through in their composition of an argumentative essay with emphasis on resolution of conflicts among individuals or groups.
7. Make them revisit the process of writing that they learned from Module 1 (Culminating Activity) to enable them to accomplish their own argumentative essay.
8. Tell them that their essay is a sure way for them to accomplish their biggest task at the end of this module. (Argumentative Speech)
Task 12. Special Delivery!1. Walk the students through in the
preparation of delivering their speech.
2. Make sure that all pointers to deliver an argumentative speech have been comprehensively discussed with students leaving them with no gray areas.
3. Help the students clarify the steps for planning and drafting their speech. (If possible they can use the argumentative essay that they have accomplished in Task 11 subject to some more revisions and polishing).
4. Have an in-depth discussion on how to deliver an argumentative speech. (see Module 2, Lesson 6 Task 12)
5. Guide them in the delivery of their speech.
6. Use the following rubrics as guide in the assessment of their performance.
Individualwork
Individual work
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How to assess an argumentative speech
criteria 5 4 3 2 1
1. Use the expressions of negation and affirmation2. Spontaneity3. Soundness of points of arguments4. Ease of delivery5. Poise and gesture
Legend:
5 - Brilliant4 - Very remarkable3 - Remarkable2 - Notable1 - Needs more practice
My Treasure
This part of the module 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.
• Elicit the students’ reaction on the quote of Albert Einstein.Persuade them to reflect on it.
• Invite them to summarize and think the essential points that they enjoyed, that have made them realized worthy of emulation and practice.
• Have them write their responses in their journal to keep a record of all their essential learnings.
Individual work
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POST TEST- MODULE 2
Directions: Tell whether the sentences below express unsupported generalization or exaggerated expression.
1. It takes a lifetime to forgive someone who had gravely wronged you.2. Most teachers wear their hair in buns.3. I will stand by you forever.4. Dogs are the most domesticated of all animals.5. Generally speaking, men are emotionally susceptible.
Choose the correct answer from the given choices
6. He wrote the famous novel, “The Hunchback of Notre Dame” A. Alexander Dumas B. Dante Alighieri C. Victor Hugo D. Edgar Allan Poe
7. It is the first part of Dante’s “Divine Comedy” A. Inferno B. Purgatorio C. Paradiso D. Earth
8. It is one of the stories in Boccaccio’s “Decameron” A. Of Men and Mice B. Federigo’s Falcon C. Anna Karenina D. The Raven
9. Alexandre Dumas fictionalize his father’s real life exploits in his famous novel A. The Prince B. Paper Towns C. The Three Musketeers D. Sense and Sensibility
10. He is the tragic hero of the novel, “The Hunchback of Notre Dame” A. Quasimodo B. Federigo C. Macbeth D. D’Artagnan
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11-12. These are the two sides in the Oxford-Oregon debate A. Affirmative B. Proposition C. Negative D. Rebuttal
13-14. These are the two aims of a debate program A. To enhance students’ social/communicative skills B. To enhance students’ locational skills C. To enhance students’ writing skills D. To enhance students’ intellectual skills
15. This type of citation uses the author’s last name and the year of publication A. parenthetical citation B. LMA citation C. in-text citation D. paragraph-number citation
16. “One for all, all for one” motto embodies the friendship of four gentlemen in this novel A. The Three Musketeers B. Decameron C. The Analects D. The Pearl
Directions: Read closely the story in the box and write the letter of the most appropriate answer to complete each of the following numbered items.
17. From the story, we can say that Helen Keller is A. blind B. illiterate C. ignorant D. deaf
As the cool stream gushed over one hand, she (my teacher) spelled into the other hand the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten—a thrill of returning thought; and somehow the mystery of language was revealed to me. I knew then that “w-a-t-e-r” meant the wonderful cool something that was flowing over my hand. That living word awakened my soul and gave it light, hope, joy—set it free! --Helen Keller,”The Story of My Life”
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18. The paragraph implicitly stated that A. Helen Keller had the best tutor B. Helen Keller was very eager to learn C. Helen Keller was mentally challenged D. Helen Keller was rich
19. As the story was narrated, the author felt A. happy B. proud C. annoyed D. irritated
20. The author’s purpose in writing the text was A. To inform people about her life B. To inspire people about her life C. To boast off her knowledge D. To persuade people to get a tutor
21. The paragraph implicitly stated that Helen Keller was A. an intelligent young girl B. a daughter of a rich man C. a girl with disability D. a good writer
22. At the beginning of the passage the mood is A. quiet B. regretful C. eerie D. energetic
23. The last three lines signify the tone of the author as A. fearful B. bold C. wonder D. awe
Midway in our life’s journey, I went astray from the straight road and woke to find myself alone in a dark wood. How shall I sayWhat wood that was! I never saw so drear, So rank, so arduous a wilderness! Its very memory gives a shape to fear. - “The Inferno”, Canto 1 by Alighieri
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24. From the passage, it could be implied that A. The speaker had not been a good man in his lifetime B. The speaker was in a deep dark forest C. The speaker was into a great adventure D. The speaker was lost
25. At the end of the passage the evident mood is A. tranquil B. fearsome C. eerie D. gross
26. The theme of the poem is A. on a child’s innocence B. a father’s great love to a daughter C. a blessing D. a father’s prayer
27. The values implied are A. being loving and caring B. being prayerful and peaceful C. being affectionate and prayerful D. being nonsense and callous
28. The feelings of the poet that are implicitly expressed A. tender and loving B. caring and gentle C. blissful and peaceful D. all of the above
Child, you are like a flower So sweet and pure and fair;
I look at you and sadness
Comes on me, like a prayer.
I must lay my hands on your forehead
And pray God to be sure
To keep you forever and always
So sweet and fair—and pure.
-Heine
“Then you will have the artesian well here right away”, he said. He ordered the area commander to get pipes and pumps from the armed forces supply depot, and demanded they should be brought to the spot immediately. He asked the army to bring in bulldozer, troops and trainees for labor and also organize the civilians
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29. The text implicitly stated that President Ramon Magsaysay was ________ A. a man of disguise B. a man of principle C. a man of values D. a man of action
30. The statement, “Then you will have the artesian well here right away” as directly stated in the text is a/an A. explicit information B. implicit information C. general information D. first hand information
31. The purpose of the author in writing the text is _____ A. to inform B. to entertain C. to persuade D. to expose
Directions: Here is a comic strip. Be able to determine the bias reflected in it. Then, answer the questions that follow.
32. To whom is the bias directed in this comic strip? A. boys B. girls C. both boys and girls D. adult girls
33. What is the meaning reflected in this comic strip? A. It assumes that all girls have difficulty with Math. B. It assumes that some girls have difficulty with Math. C. It assumes that only girls who are studying have difficulty in Math. D. It assumes that boys and girl have difficulty with Math.
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34. When you are asked to define the weight of an object in terms of the numbers that appears when that object is placed on a weighing scale, you are actually defining the term _______ A. Operationally B. Technically C. Lexically D. Contextually
Directions: The lines below were taken from the narrative poem, The Walam Olum by Delaware Indian. Choose the graphical representation that best explains the text.
35-40.
At first, forever, lost in space, everywhere, the great Manito was.He made the extended land and the sky.He made the sun, the moon, and the stars.
He made them all to move evenly,Then the wind blew violently, and it cleared, and the water flowed off far and strong.And groups of islands grew newly, and there remained
He gave the first mother, the mother of beings.He gave the fish, he gave the turtles, he gave the beasts, he gave the birds.
Anew spoke the great Manito, a manito to manitos.To beings, mortals, souls and all,And ever after he was a manito to men, and their grandfather.
At first, in that place, at all times, above the earth,On the earth, [was] an extended fog, and there the great Manito was.
But an evil Manito made evil beings only, monsters,He made the flies, he made the gnats.
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41-44. Arrange the steps to deliver a speech A. Use visual aids B. Maintain eye contact C. Incorporate gestures and facial expressions D. Use your voice effectively
45-50. Compose an argumentative essay .
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POST-TEST IN GRADE 10 ENGLISHModule 2
Levels of Assessment
Skills to be Assessed ITEM Correct Answer
KNOWLEDGE • Identifying expressions of unsupported generalization and exaggerations
• Identifying the two sides of debate
• Identifying the two aims of debate
Writing
• Identifying citations
• Note details about a story read
1-5.Tell whether the sentences express unsupported generalization or exaggeration
6-10. Questions on noting details
11-12. Identify the two sides of a debate
13-14.Identify the two aims of debate program
15. This type of citation uses the author’s last name, the year of publication and the page number
16. “One for all, all for one”…
1.exaggeration2.unsupported generalization3.exaggeration4.unsupported generalization5.unsupported generalization6. C7. A8. B9. C10. A
11. A12. C
13. A14. D
15.C
16. A
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UNDERSTANDING Reading and
Literature
•Read closely to get implicit and explicit information
•Read to get the author’s purpose
•Determine the tone, mood, technique and purpose of the author
•Present information using tables, graphs, and maps
•Detect bias and prejudice in the material viewed
•Understand technical and operational definition
•Read to identify the theme
17. From the story, we can say that…
18. The paragraph implicitly stated that…
19. As the story was narrated, the author felt
20. The author’s purpose in writing the text was…
21. The paragraph implicitly stated that…
22. At the beginning of the passage the mood is
23. The last three lines signify the tone…
24. From the passage it could be implied that…
25. At the end of the passage..
26. The theme of the poem
27. The values implied are…
28. The feelings of the poet that are implicitly expressed
29.The text implicitly stated that
30. The statement, “Then you
17.A
18. B
19. A
20. B
21.A
22. B
23. A
24. A
25. B
26. B
27.C
28. D
29. D
30. D
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31. The purpose of the author in writing the text32. To whom is the bias directed to in this comic strip?33.What is the meaning reflected in this comic strip?34 When you are asked to define the weight of an object in terms of the numbers that appears when that object is placed on a weighing scale, you are actually defining the term ________.35. At first, in that place…
36. At first, forever, lost in space…
37. He made them all to
38. Anew spoke the…
39.He gave the first mother
40. But an evil…
31. A
32. B
33. A
34. B
35. A
36.B
37. C
38. D
39. E
40. F
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PROCESS WritingSteps for delivering a speechCompose an argumentative essay employing different techniques (e.g. analogy, comparison and contrast, definition and analysis)
41-44. Arrange the steps to deliver a speech
41. D42. B43. C44.A
45-50(6 pts)
