English Grade 10 Tg - Unit 1 (1)

7/24/2019 English Grade 10 Tg - Unit 1 (1)

1/149

i

10

English

Teachers 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.


2/149

ii

Celebrating Diversity through World Literature Grade 10English - Teachers Guide

First Edition 2015

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC

Undersecretary: Dina S. Ocampo, PhD

Development Team of the Teachers Guide

Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango

Authors: Liza Almonte, Lerma Flandez, Angelou Hermosa, Nedia Lagustan, LibertyMangaluz, Elenita R. Miranda, Paul Anthony Mendoza, Lito Palomar, Grace

Annette Barradas-Soriano, and Karen Villanueva

Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson

S. Juan, Jennifer E. Lopez, Carlo Erba Manalo Pacinos, Dr. Sterling Plata,

Jeanette M. Romblon, Leilani T. Seires, and Dr. Roderick Tadeo

Language Editor: Dr. Ma. Antoinette Montealegre

Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador

Dionisio, and Ms. Anna Marie B. San Diego

Illustrators:Angielyn G. Barian, Eric S. De Guia, and Jayson M. Gaduena

Layout Artists: Camille Francesca Mondejar, Matthew Leysa, and Jerby S. Mariano

Printed in the Philippines by REX Book Store, Inc.

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Ofce Address: 5th Floor Mabini Bldg., DepEd Complex

Meralco Avenue, Pasig City

Philippines 1600

Telefax: (02) 634-1054 or 634-1072

E-mail Address: [email protected]

Republic Act 8293, section 176states that: No copyright shall subsist in any work

of the Government of the Philippines. However, prior approval of the government agency

or ofce wherein the work is created shall be necessary for exploitation of such work for

prot. Such agency or ofce may, among other things, impose as a condition the payment

of royalties.

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 Teachers Guide. Those who

have not entered in an agreement with FILCOLS must, if they wish to copy, contact thepublishers and authors directly.

Authors and publishers may email or contact FILCOLS at [email protected] or

(02) 439-2204, respectively.


3/149

iii

INTRODUCTION

This Teachers Guide is specially designed to provide you the roads to cooperative,

collaborative, and independent learning of the target themes, concepts, and

competencies that will develop your 21st century real life-based skills. This moduleprovides 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 learners material provides a variety of texts particularly world literary pieces

that are both relevant and meaningful to your life. It offers opportunities for you to

be engaged in varied, interesting, motivating, challenging, meaningful and worthwhile

tasks to further develop and improve your listening, speaking, viewing, vocabulary,

literary, grammar and reading skills. These tasks are generated as communicative and

real life-based activities anchored on the integration of literature and language skills.

Positively, this material will help deepen your understanding on how you can enrich,

enhance and lead a meaningful life.

There are four modules in this learning material. Each module builds around a particular

text for you to explore meaningfully through a variety of integrated, challenging, and

interesting tasks.

Module 1 : Overcoming Challenges

Module 2 : Establishing Solidarity

Module 3 : Reconciling with Nature

Module 4 : Rebuilding Our Societies

Each module consists of six lessons wherein each lesson is developed through the

following phases.

1. Your Journey- provides an overview of what you should understand in the

lesson. This includes clear directions and purpose of the lesson.

2. Your Objectives states the expectations in line with what you should

know, understand, and be able to do, produce, or perform to show there is

transfer of learning.

3. Your Initial Tasks activates your prior knowledge and prepares you for

higher level tasks.


4/149

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 Tasksincludes activities that will expand, enrich, enhance,

and broaden your understanding of the target concepts and skills.

6. Your Final Taskpresents the real life- based product or performance task

as nal 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 learners material includes formal pre and post assessments in both written

response and multiple-choice formats.

We hope that through this material, you will be provided with meaningful learning

experiences and relevant competencies necessary for you to successfully meet the

demands of the 21st century.


5/149

v

TABLE OF CONTENTS

MODULE 1: Overcoming Individual Challenges

Lesson 1:Discovering Personal Challenges 3

Lesson 2:Building Up Defenses 20Lesson 3: Capitalizing on Strengths and Weaknesses 35

Lesson 4:Dealing with Personal Challenges 52

Lesson 5: Winning Over Individual Challenges 69

Lesson 6:Turning Challenges to Opportunities 84


6/149

vi

RepublicofthePhilippines

De

partmentofEducation

DepEd

Complex,MeralcoAvenue

PasigCity

December2013

K

to12Cu

rriculum

Guide

EN

GLISH

(

Grade10)


7/149

vii

Kto12

BASICEDUCATIONCURRICULUM

THEFRAMEWORK


8/149


9/149


10/149

x

Kto12BASICEDUCATION

CURRICULUM

III.

NEEDSOFTHELEA

RNERS:THECONTEXT

Thegenerationbornafter

theyear1994until2004isreferredtoasGenerationZ.

Thisisthefirstgenerationtobebornwithcompletetechnology.T

heywere

bornwithPCs,mobilephones,gamingdevices,

MP3playersandtheubiquitousInternet.Theydonotknow

lifewithouttechnology.

Hence,

they

areoften

termedasdigitalnativesa

ndareextremelycomfortablewithtechnology.

Theycanemail,

textandusecomp

uterswithoutanyproblems.

Inaddition,

members

ofGenerationZcanunder

standandmasteradvancementintechnology.

Unfortunately,

thisrelianceontechnologyandgadgetshashadanegative

effecton

themembers.

Theyrather

stayindoorsandusetheirelectronicsth

anplayoutdoorsandbeactive.

Theyar

eleadingasedentarylifethatcanresult

inhealth

problemslateron.

Forthem,socialmediaplatformsareawaytocommunicatewith

theoutsideworld.

Theyarenotbothere

daboutprivacyandare

willingtoshareintimate

detailsaboutthemselvesw

ithcompletestrangers.

Theyhavevirtualfriendsandforthemh

angingoutwithfriendsmeanstalkingtothemo

verthece

llp

hones,

emailsandtextmessages.

However,atthesametime,

thisgenera

tionisconsideredtobecreativeandcollaborativeandwillhaveasignificantimpa

ctonthe

waycompaniesworkwhen

theyjointheworkforce.

MembersofGenerationZ

areadeptatmulti-tasking.

Theycante

xt,read,watch,

talkandeveneatsimultaneously.

However,thishasalsoledto

reduced

attentionspanleadingtow

hatpsychologistscalla

cquiredattention

deficitdisorder.Thisgenerationisunabletoanalyzecomplexdataandinformatio

nasthey

cannotfocusforverylong.

Whilewedontknow

muc

haboutGenZyet...weknow

alotabouttheenvironmenttheyaregrowingup

in.

Thishighlydiverseenvironmentwill

makethe

gradeschoolsofthenext

generationthemostdiverseever.Higherlevelsoftechnologywillmakesignific

antinroadsinacademicsallowingforcustomized

instruction,

dataminingof

studenthistoriestoenablediagnosticsan

dremediationoracceleratedachievementopportunities.

GenZkidswillgrow

upwithahighlysophisticatedmediaandcomputerenvironmentandwillbemoreInternetsavvyandexpertthantheirGenYforerunners.


11/149


12/149


13/149


14/149


15/149

xv

Kto12

BASICEDUCATION

CURRICULUM

suchastablesofcontents,

headings,

indexes,

forewords,andglossariesasaidsinlocatinginformation.

Theyassesstheusefulnessofinformationforparticularpurposes.

Theytreatinformationan

dideascriticallyandevaluateinformation

intermsofitsreliabilityandcurrency.

Th

eymakenotesandgraphicrepresentationsofinformation

andcombineinformation

fromd

ifferentsourcesintoacoherentwho

lebysummarizing,comparingandsynthesizing.

Learnersreflectonethicalconsiderationsintheuseofideasand

information.

Theyrecognizetheimportan

ceofattributing

sourcesofideasandinformation,andof

presentingorrepresentin

gideasandinformationinwayswhichare

notmisleading.

Theyusequotationandsourcingconventionsappropriately.

Theytakeintoaccount

thepossibleeffectsofandresponsestothepresentationofideasan

dinformation.

Languageisthemajorinstru

mentincommunication(oralandwritten

)andtheheartofwhichistheexchangeofmeaning.

Languagelearningshould

focusonguiding

studentsmakemeaningthroughlanguagefordifferentpurposesonarangeoftopicsandwithavarietyofaudie

nces.

Studentsmustbeabletoadapttovarioussituations

wherecommunicationdeman

dsgreatlyvary.

Theskills,grammaticalitems,structuresandvarioustypesoftextswillb

etaught,andrevisitedatincreasinglevels

ofdifficultyandsophistication.

Thisdesignallowsstudents

toprogressfromt

hefoundationalleveltohigherlevelsoflanguageuse.

TheLanguageArtsandMultiliteraciesCurriculum(

LAMC)iscomposedo

ffive(5)intricatelyintertwinedandintegratedsub-strands(listening,speaking,read

ing,writing,and

viewing)thatserveasbuildingblocksforunderstandingandcreationof

meaningandforeffectivecommunicationacrosscurricula(Matrix1).

Therevisedcurriculumr

e-orga

nizestheIntegratedLanguageArtsCurricu

luma

ccordingtothecontentstandardsthat

mustbemetbyallstudentsattheendofbasiceducation.

Thisisnotinconsistentwiththeproposed5sub-strandsoftheLanguageArtsandMultiliteraciesCurriculum(

LAMC)but

fleshesouttheareasthatchildrenneedto

learnandthat

teachersneedtoteachingrea

terdetail.

Below

isthematrixthatpresentsthespreadandalignmentofthelanguage

andliteracydomainswiththe5sub-strands.

COMPONENT3:MakingMeaningthroughLanguage


16/149

xvi

Kto12


AlignmentoftheLangu

ageandLiteracyDomainswiththe5

sub-strands

Integrated

LanguageArtsDomains

LISTENING

SPEAKING

READING

WRITING

VIEWING

1.

OralLanguage

2.

PhonologicalAwarenes

s

3.

BookandPrintKnowle

dge

4.

AlphabetKnowledge

5.

PhonicsandWordRecognition

6.

Fluency

7.

Spelling

8.

WritingandComposition

9.

GrammarAwareness&

Structure

10.

VocabularyDevelopme

nt

11.

ReadingComprehension

11.1

schema&priorknowledge

11.2

strategies

11.3

narrativetext

11.4

informationaltext

12.

ListeningComprehension

13.

Attitudestowardslangua

ge,

literacyandliterature

14.

StudyStrategies


17/149

xvii

Kto12


FunnellingofDomainsAcrossthe

K-12BasicEducationIntegratedLan

guageArtsCurriculum

Domains

K-3

4-6

7-10

11-12

Orallanguage

Phonologicalawareness

BookandPrintknowledge

Alphabetknowledge

Phonicsandwordrecognition

Fluency

Spelling

Writingandcomposition

Grammarawarenessandstructure

Vocabularydevelopment

Readingcomprehension

Listeningcomprehension

Attitudetowardslanguage,literacyand

literature

Studystrategies

Viewing


18/149

xviii

Kto12


Coherencew

iththeBasicEducationProgramGoal

s

1.

TheK-12languagesc

urriculume

nsuresthatprocessesandprod

uctsoflearningactivelyfosterandcontributetotheachievementofthebasiceducationprogram

goals.

2.

Competenciesarespiraledacrossthecurriculuma

ndyearlevels

.Upperlevelcourseswillfocusonwriting,

comprehensionandstudystrategies.

3.

Contentincludesprintandelectronictextsthatareage,context

andcultureappropriate.

Assessmentisanimportantaspectoflearningandteaching.

Itshouldbeeffectivelyusedtosupporttheholisticdevelopmentofourpupils.

Ourassessmentp

racticesshould

gobeyondsummativeevaluationandmovetowardsamoreholisticapproach.

Holisticassessmentreferstotheongoinggatheringofinformationondifferentfacetsofachildfromv

arioussource

s,withtheaimo

fprovidingqualitativeand

quantitative

feedbacktosupportandguidethechild'sdevelopment.Holisticassessm

entinformsourteachersoftheirteachingpracticesandguidesthemi

nthedesignan

ddeliveryof

studentlearning.

Itwillalsoe

nableparentstosupporttheirchildren'sde

velopmentandgrowth.

CharacteristicsofAssessm

ent

1.

Proximitytoactuallanguageuseandperformance

Assessmentprocedur

esshouldbebasedonactivitiesthathaveauthenticcommunicativefunctionrather

thanoneswithlittleornointrinsiccomm

unicativevalue.

Theseactivitiesarebasedonactualperformanceinauthenticsituationswhichthelearnerislikelytoencou

nterinhisorherdailylife.

2.

Aholisticview

ofla

nguage

Assessmentprocedur

esarebasedonthenotionthattheinterrelationshipsamongthevariousaspectsoflanguage,suchasphonology,grammar,

andvocabulary,

amongotherscannotbeignored.

Alsothefourskillsoflanguage-listening,speaking,reading,andwriting-areseentobepartsofastructurallyintegratedwhole.

Assessmentapproach

esshould

be

used

forcommunicationand

self-expression.

Assessmentalso

takesinto

accountthe

whole

learnerandh

isorhersocial,

academic,andphysic

alcontext.

COMPONENT4:Holis

ticAssessment


19/149

xix

Kto12


3.

Anintegrativeview

oflearning

Assessmentattempts

tocapturethelearnerstotalarrayofskillsandabilities.

Itmeasureslanguageproficiencyinthecontextofspecificsubjectma

tter.Assessment

proceduresare

base

dontheidea

thatvariousaspectsofalearnerslife,

bothacademicandpersonal,a

reintegraltothedevelopmentoflanguageproficiencyand

cannotbe

ignored.

These

dimensionsinclude

notonlyprocessessuch

asacquiring

and

integrating

knowledge,extending

and

refining

knowledge,and

using

knowledgemeaningfu

lly,

butalsoissuessuchasvaryingstudentattitudestowardslearning.

4.

Developmentalapp

ropriateness

Assessmentprocedures

setexpectations

thatare

appropriate

within

the

cognitive,social,and

academic

developmentofthe

learner.

This

characteristic

of

assessmentmakesit

particularlyvaluableforsecond

languagelearnerswhocomefrom

culturallydive

rsebackgroundsand

who

mayhaveaty

picaleducational

experiences.

5.

Multiplereferencin

g

Assessmententailsob

taininginformationaboutthelearnerfrom

numeroussourcesandthroughvariousm

eans.

Forstudents,assessmentsho

uldallow

themt

oseetheirownaccomplishmentsintermsthattheyunderstandand,consequently,allowsthemt

oassume

responsibilityfor

theirlearning.

Assessmentsh

ouldallow

parentstoshareintheeducationalprocess,andoffersthema

clearinsigh

tintowhattheirchildrenaredoinginschool.Forteachers,

theprimaryadvantageofassessmentisthatitprovidesdataontheirst

udentsandtheirclassroomf

oreducationaldecision-making.

Inaddition,

itreportsthesuccessofthe

curriculuma

ndprovidesteach

erswithaframeworkfororganizingstude

ntsworks.


20/149

xx

Kto12BASICEDUCATIONCURRICULUM

DefinitionsoftheContentStan

dardsfortheIntegratedLanguageA

rtsCurriculum

fortheKto12BasicEducationProgramo

ftheDepartmentof

Education

ContentStandards

PerformanceStandardsattheendofGrade3

OralLanguagesinEnglish

HavesufficientfacilityinEnglish

tounderstandspokendiscourseandtot

alkandinteractwithothersaboutperson

al

experiencesandtextlistenedto

orread

PhonologicalSkills

Beabletodemonstratephonologicalawarenessatthelevelsofthesyllab

leandthephoneme

BookandPrintKnowledge

Demonstrateanduseconceptsofprint,suchasdirectionality,spacing,punctuationandconfiguration

Alphabetknowledge

Recognize,nameandsoundout

allt

heupperandlowercaselettersofth

ealphabet.

PhonicandWordRecognition

Usesightwordrecognitionorph

onicanalysistoreadandunderstandwordsinEnglishthatcontaincomplexletter

combinations,affixesandcontra

ctions

Fluency

Readaloudgradeleveltextseffortlesslyandaccurately,withouthesitatio

nandwithproperexpression

Spelling

Spellw

ordswithtwoormoresy

llablesusingphonic,semantic,andmorphemicknowledge

Writing/Composition

Expresstheirideaseffectivelyin

formalandinformalcompositionstofulfilltheirownpurposesforwriting

Handwriting

Writelegiblyinmanuscriptorcu

rsivewriting

GrammarAwarenessandStru

cture

Demonstrategrammaticalaw

arenessbybeingabletoread,speakan

dwritecorrectly

Communicateeffectively,

in

oralandwrittenforms,usingthecorrect

grammaticalstructureofEnglish

Vocabulary

Acquire,study,anduseEnglishvocabularywordsappropriatelyinrelevan

tcontexts

ReadingComprehensiona

ndStudyStrategies

UseofContentandPrior

Knowledge

Activatepriorknowledgeconcep

tuallyrelatedtotextandestablishapurp

oseforreading

ComprehensionStrategies

Beself-awareastheydiscussan

danalyzetexttocreatenewmeaningsandmodifyoldknowledge

ComprehendingLiteraryText

Respondtoliterarytextthrough

theappreciationofliterarydevicesanda

nunderstandingofstorygrammar

ComprehendingInformationalText

Locateinformationfrom

expositorytextsandusethisinformationfordisc

ussionorwrittenproduction

Attitude

Demonstratealoveforreadingstoriesandconfidenceinperformingliteracy-relatedactivities/task

Viewing

Demonstratecriticalunderstandingandinterpretationofvisualmedia

StudyStrategies

Organize,processanduseinform

ationeffectively


21/149

xxi

Kto12

BASICEDUCATION

CURRICULUM

KEYSTAGESTANDARD

GRADE12-Studentsshouldbeableto

integratecommunicationandlanguagesk

illsforcreatingmeaning

usingoralandwrittentexts,variousgenres,anddiscursivecontextsforpersonalandprofessionalpurposes.


interpret,evaluateandrepresentinformationwithinandbetween

learningareatextsanddiscourses.

GRADE6-Studentshouldbeabletoco

nstructmeaningsandcommunicatethemu

singcreative,appropriate

andgrammaticallycorrectoralandwrittenlanguage.


demonstrateeagernesstoexploreandexp

erienceoralandwritten

textsandtocommunicatemeaningsandfeelingseffectively.


22/149


23/149


24/149


25/149


26/149

xxvi

Kto12BASICEDUCATIONCURRICULUM

Week

RC

Reading

Comprehension

LC

Listening

Comprehension

VC

Viewing

Comprehension

V

Vocabulary

Development

LT

Literature

WC

Writingand

Composition

F

OralLanguageand

Fluency

G

Grammar

Awareness

4

EN10SS-IId-1.5.2:

Scanforneeded

information

EN10LC-IId-

3.15:Evaluate

listeningtextsin

termsofaccuracy,

validity,adequacy,

andrelevance

EN10VC-IId-

26:Detectbiasand

prejudiceinthe

materialviewed

EN10V-IId-

13.9:Give

technicaland

operational

definitions

EN10LT-IId-

2.2:Explainhow

theelements

specifictoa

genrecontribute

tothethemeofa

particularliterary

selection

EN10LT-IId-

2.2.2:Explain

theliterary

devicesused

EN10SS-IId-

1.6.3:

Acknowledge

citationsby

preparinga

bibliography

EN10OL-IId-

3.11:Usethe

correctsoundof

Englishwhen

delivering

impromptuand

extemporaneous

speech

EN10G-IId-29:

Observecorrect

gra

mmarinmaking

definitions

5

EN10RC-IIe-7.3:

Readcloselytoget

the

authors

purpose

EN10LC-IIe-13.2:

Employanalytical

listeninginproblem

solving

EN10VC-IIe-26:

Detectbiasand

prejudiceinthe

materialviewed

EN10V-IIe-

13.9:Give

technicaland

operational

definitions

EN10LT-IIe-

2.2:Explainhow

theelements

specifictoa

genrecontribute

tothethemeofa

particularliterary

selection

EN10LT-IIe-

2.2.3:Determine

tone,mood,

technique,and

purposeofthe

author

EN10SS-IIe-

1.6.4:Usewriting

conventionsto

in

dicate

acknowledgement

ofresources

EN10OL-IIe-3.8:

Observethecorrect

stanceandproper

stagebehavioras

deemednecessary

EN10OL-IIe-

2.6.2:Establish

eyecontact

EN10G-IIe-28:Use

wordsand

exp

ressionsthat

affirmornegate

6

EN10RC-IIf-13.1:

Readcloselytoget

explicitlyand

implicitlystated

information

EN10LC-IIf-13.2:

Employanalytical

listeninginproblem

solving

EN10VC-IIf-26:

Detectbiasand

prejudiceinthe

materialviewed

EN10V-IIf-13.9:

Givetechnicaland

operational

definitions

EN10LT-IIf-

2.2:Explainhow

theelements

specifictoa

genrecontribute

tothethemeofa

particularliterary

selection

EN10LT-IIf-

2.2.3:Determine

tone,mood,

technique,and

purposeofthe

author

EN10SS-IIf-

1.6.6:Use

quotationmarksor

hanging

in

dentationsfor

directquotes

EN10OL-IIf-3.8:

Observethecorrect

stanceandproper

stagebehavioras

deemednecessary

EN10OL-IIf-

2.6.2:Establish

eyecontact

EN10G-IIf-28:Use

wordsand

exp

ressionsthat

affirmornegate


27/149

xxvii

Kto12


Week

RC

Reading

Comprehension

LC

Listening

Comprehension

VC

Viewing

Comprehension

V

Vocabulary

Development

LT

Literature

WC

Writingand

Composition

F

OralLanguageand

Fluency

G

Grammar

Awareness

7

EN10RC-IIg-13.1:

Readcloselytoget

explicitlyand

implicitlystated

information

EN10LC-IIg-13.3:

Detectbiasesand

prejudices

EN10VC-IIg-27:

Useprevious

experiencesas

scaffoldtothe

messageconveyed

byamaterial

viewed

EN10V-IIg-

13.9:Give

technicaland

operational

definitions

EN10LT-IIg-

2.3:Draw

similaritiesand

differencesofthe

featured

selectionsin

relationtothe

theme

E

N10SS-IIg-

1

.6.5:Usein-text

citations

EN10F-IIg-3.7:

Demonstrate

confidenceand

easeofdelivery

EN

10G-IIg-28:Use

wordsand

exp

ressionsthat

affirmornegate

8

EN10RC-IIh-2.22:

Evaluatetextcontent

,

elements,

features,

andpropertiesusing

asetofcriteria

EN010LC-IIh-15.3:

Determine

unsupported

generalizationsand

exaggerations

EN10VC-IIh-27:

Useprevious

experiencesas

scaffoldtothe

messageconveyed

byamaterial

viewed

EN10V-IIh-

13.9:Give

technicaland

operational

definitions

EN10LT-IIh-3:

Explainhowa

selectionmaybe

influencedby

culture,

history,

environment,or

otherfactors

E

N10WC-IIh-13:

C

omposean

a

rgumentative

e

ssay

EN10F-IIh-3.7:

Demonstrate

confidenceand

easeofdelivery

EN

10G-II-h-28:

Use

wordsand

exp

ressionsthat

affirmornegate

9

EN10RC-IIi-2.22:

Evaluatetextcontent

,

elements,

features,

andpropertiesusing

asetofcriteria.

EN010LC-IIi-15.3:

Determine

unsupported

generalizationsand

exaggerations

EN10VC-IIi-27:

Useprevious

experiencesas

scaffoldtothe

messageconveyed

byamaterial

viewed

EN10V-IIi-13.9:

Givetechnicaland

operational

definitions

EN10LT-IIi-19:

Evaluate

literatureasa

vehicleof

expressingand

resolving

conflictsbetween

andamong

individualsor

groups

E

N10WC-IIi-13:

C

omposean

a

rgumentative

e

ssay

EN10F-IIi-1.15:

Makeanddeliver

impromptuand

extemporaneous

speecheswithease

andconfidence

EN

10G-IIi-28:Use

wordsand

exp

ressionsthat

affirmornegate

10

CulminatingActivity


28/149


29/149


30/149

xxx

Kto12


Week

RC

Reading

Comprehension

LC

Listening

Comprehension

VC

Viewing

Comprehension

V

Vocabulary

Development

LT

Literature

WC

Writingand

Composition

F

OralLanguageand

Fluency

G

Grammar

Awareness

otherfactors

andwhen

deliveringwelcome

andclosing

remarks

7

EN10RC-IIIg-2.18:

Personalsignificanceof

theselectiontothe

reader(reader-

response)

EN10LC-IIIg-14.3:

Showappreciationfor

songs,poems,plays,

etc.

EN10VC-IIIg-10

:

Evaluatethe

information

containedinthe

materialviewedin

termsofaccuracy

andeffectiveness

EN10V-IIIg-

13.9:Give

expanded

definitionsof

words

EN10LT-IIIg-

20:Evaluate

literatureasa

sourceofwisdom

inexpressingand

resolving

conflictsbetween

individualsor

groupsand

nature

E

N10WC-IIIg-

1

4:Composean

in

dependent

critiqueofachosen

selection

EN10OL-IIIg-

1.10:Deliver

specialspeeches

liketoastandroast

speeches,tributes,

welcomeand

closingremarks,

speechesto

introduceguest

speakers/resource

personsetc.

effectivelyinvaried

speechsituations

EN

10G-IIIg-30:

Usestructuresof

mo

dification

8

EN10RC-IIIh-23.1:

Identifyingtextual

detailsthataffirm

or

refuteaclaim

EN10LC-IIIh-6.5:

Describethe

emotionalappealofa

listeningtext

EN10VC-IIIh-28

:

Disclosethe

personal

significanceofa

materialviewed

EN10V-IIIh-

13.9:Give

expanded

definitionsof

words

EN10LT-IIIh-

2.3:Draw

similaritiesand

differencesofthe

featured

selectionsin

relationtothe

theme

E

N10WC-IIIh-

1

4:Composean

in

dependent

critiqueofachosen

selection

EN10OL-IIIh-

3.11:Producethe

soundsofEnglish

correctlyand

effectively

EN

10G-IIIh-30:

Usestructuresof

mo

dification

9

EN10RC-IIIi-3.1.12:

Examiningbiases

EN10LC-IIIi-2.9:

Reactintelligentlyand

creativelytothetext

listenedto

EN10VC-IIIi-28:

Disclosethe

personal

significanceofa

materialviewed

EN10V-IIIi-

13.9:Give

expanded

definitionsof

words

EN10LT-IIIi-

20:Evaluate

literatureasa

sourceofwisdom

inexpressingand

resolving

conflictsbetween

individualsor

groupsand

nature

E

N10WC-IIIi-14:

C

omposean

in

dependent

critiqueofachosen

selection

EN10OL-IIIi-

1.10:Deliver

specialspeeches

liketoastandroast

speeches,tributes,

welcomeand

closingremarks,

speechesto

introduceguest

speakers/resource

personsetc.

effectivelyinvaried

speechsituations

EN

10G-IIIi-30:

Usestructuresof

mo

dification

10

CulminatingActivity


31/149


32/149


33/149

xxxiii

Kto12


Week

RC

Reading

Comprehension

LC

Listening

Comprehension

VC

Viewing

Comprehension

V

Vocabulary

Development

LT

Literature

WC

Writingand

Composition

F

OralLanguageand

Fluency

G

Grammar

Awareness

7

EN10RC-IVg-2.12:

Drawconclusionsfrom

thesetofdetails

EN10LC-IVg-16.2:

Reacttothefalsityor

soundnessofan

argument

EN10VC-IVg-15:

Compareand

contrastthe

contentsofthe

materialsviewed

withoutside

sourcesof

informationin

termsof

accessibilityand

effectiveness

EN10V-IVg-30:

Getfamiliarwith

technicalterms

usedinresearch

EN10LT-IVg-3:

Explainhowa

selectionmaybe

influencedby

culture,

history,

environment,or

otherfactors

E

N10SS-IVg-

1

.6.3:

A

cknowledge

sourcesby

p

reparinga

b

ibliography

E

N10SS-IVg-

1

.6.4:Usewriting

conventionsto

a

cknowledge

sources

EN10OL-IVg-

3.10:Use

appropriate

multimedia

resourcesthat

accompany

language

EN

10G-IVg-32:

Observethelanguage

ofresearch,

cam

paigns,and

adv

ocacies

8

EN10SS-IVh-1.8.1:

Pointoutrelationships

amongstatements

EN10LC-IVh-14.3:

Showappreciationfor

songs,poems,plays,

etc.

EN10LC-IVh-6.5:

Describethe

emotionalappealofa

listeningtext

EN10VC-IVh-29:

Appraisetheunity

ofplot,settingand

characterizationin

amaterialviewed

toachievethe

writerspurpose

EN10V-IVh-30:

Getfamiliarwith

technicalterms

usedinresearch

EN10-LT-IVh-

2.3:Draw

similaritiesand

differencesofthe

featured

selectionsin

relationtothe

theme

E

N10SS-IVh-2.3:

C

omposea

researchreporton

a

relevantsocial

is

sue

EN10F-IVh-1.16:

Deliverself-

composed

Campaign

Speecheson

Advocacies,Social

Issuesand

Concerns

EN

10G-IVh-32:

Observethelanguage

ofresearch,

cam

paigns,and

adv

ocacies

9

EN10RC-IVi-10.2:

Distinguishbetween

generalandspecific

statements

EN10LC-IVi-3.14:

Summarizeimportant

pointsdiscussedin

thetextlistenedto

EN10VC-IVi-6.1:

Evaluatehowthe

elementsthatmak

e

uprealityand

fantasyaffect

viewinghabit

EN10VC-IVi-

30:Assessones

viewingbehavior

EN10V-IVi-30:

Getfamiliarwith

technicalterms

usedinresearch

EN10LT-IVi-21:

Evaluate

literatureasan

instrumentto

expressand

resolveconflicts

within,

between,

andamong

societies

E

N10SS-IVi-2.3:

C

omposea

researchreporton

a

relevantsocial

is

sue

EN10F-IVi-1.16:

Deliverself-

composed

Campaign

Speecheson

Advocacies,Social

Issuesand

Concerns

EN

10G-IVi-32:

Observethelanguage

ofresearch,

cam

paigns,and

adv

ocacies

10

CulminatingActivity


34/149

xxxiv

Kto12B

ASICEDUCATIONCURRICULUM

CODEBOOKLEGEND

Sample:EN4G-If-2.5

LEGEND

SAMPLE

FirstEntry

LearningAreaand

Strand/Subjector

Specialization

English

EN4

GradeLevel

Gr

ade4

UppercaseLetter/s

Domain/Content/

Component/Topic

Grammar

G

-

RomanNumeral

*Zeroifnospecificquarter

Quarter

First

Quarter

I

LowercaseLetter/s

*Putahyphen(-)inbetwee

n

letterstoindicatemorethan

a

specificweek

Week

We

eksix

f

-

ArabicNumber

Competency

Composeclearand

coherentse

ntencesusing

appropriate

grammatical

structures

2.5

DOMAIN/COMPONENT

CODE

Alphab

etKnowledge

AK

Booka

ndPrintKnowledge

BPK

Fluenc

y

F

Gramm

ar

G

ListeningComprehension

LC

OralLanguage

OL

Phonic

sandWordRecognition

PWR

PhonologicalAwareness

PA

Readin

gComprehension

RC

Spellin

g

S

StudyStrategies

SS

Viewin

gComprehension

VC

VocabularyDevelopment

V

WritingandComposition

WC


35/149

1

Teachers Guide

ENGLISH GRADE 10

Program Standard:The learner demonstrates communicative competence through his/ her

understanding of literature and other texts types for a deeper appreciation ofPhilippine Culture and those of other countries.

Grade Level Standard:

The learner demonstrates communicative competence through his/her

understanding of literature and other text types for a deeper appreciation of World

Literature, including Philippine Literature.

MODULE 1

Description:

Module 1 with the theme, Overcoming Challenges, covers the period from the

Beginnings in Oral Tradition (Myths and Legends) to Classical Tradition. This is

especially designed to cater to learners special interests, talents, abilities, skills,

needs, qualities, attitudes hopes, dreams, challenges and values. It also guides

the students to compose a short but powerful persuasive textusing a variety of

techniques and devices.

This offers a full-blown exploration of the interrelated key concepts described in

six sub-themes that learners need to understand to pave way for the development

of their English language communication skills. They are carefully distributed andorganized in six lessons.

Though the activities may be contextualized, bear in mind that the competencies

that the students must meet are non-negotiable.

Theme:

Overcoming Challenges

Periods Covered:Beginnings of Oral Tradition (Myths

& Legend)

Classical Tradition

Content Standard:

The learner demonstrates understanding on how world literature and other text

types serve as ways of expressing and resolving personal conicts and also how

to use strategies in linking textual information, repairing, enhancing communication

public speaking, emphasis markers in persuasive texts, different forms of modals,

reexive and intensive pronouns.


36/149

2

Performance Standard

The learner composes a short but powerful persuasive textusing a variety of

techniques and devices.

Reminders to the Teacher:

The strategies for executing the lessons are merely suggestive, not prescriptive.

You are free to modify the procedures which are appropriate for your learners.

Bear in mind that the learning competencies are non-negotiable.

Matrix of Essentials

No. of

LessonSub Theme

Language/Grammar

Focus

Enabling

Activities

1Discovering Personal

Challenges

Using Reexive

Pronouns

Deliver a concise

oral report

2 Building Up DefensesUsing Intensive

Pronouns

Make a quality

brochure on

building defenses

3Capitalizing on

Strengths and

Weaknesses

Modals Expressing

Ability, Possibility, and

Probability

Present a catchy

ad campaign

4Dealing with Personal

Challenges

Special Expressions

Emphasizing a Point

Create an

impressive photo

essay

5Winning Over

Individual Challenges

Modals expressing

obligation, necessity

Participate in

a quick but

meaningful panel

discussion

6 Turning Challenges toOpportunities

Modals expressing

futurity, willingness

Compose a short

but powerful,

persuasive text(Culminating

Activity)


37/149

3

Module 1

Lesson 1

Sub-theme: Discovering Personal Challenges


Reading/Literary Text Language/Grammar Focus

Enabling

Tasks

(leading to

Culminating

Task)

ICARUS & DAEDALUS

by Nick PontikisReexive Pronoun

Oral Report

about Cyber

Bullying

Instructional/Learning Plan

Phase of the lesson Activities/TasksWIPS

Provision

Your Journey

This part of the lesson

is composed of two

paragraphs. The rst

paragraph provides a short

and vivid introduction of the

lesson and the discussion

of the sub theme which

is Discovering PersonalChallenges. The second

paragraph provides an

overview of the lesson

and the enduring question

that sums up the enduring

understanding one should

draw out of this lesson.

Invite the students to read the

Introduction (Module 1 Lesson 1)

for them to get an overview of where

they are headed to and to be aware of

the desired result; that is, for them to

demonstrate understanding of how to

deal with personal challenges.

Whole

class

Your Objectives

This part of the

module provides thecompetencies. Remember

that the objectives:

are taken from the

Curriculum Guide

(CG)

Allow the students to go over the

following objectives for them to focus

more on the target concepts, languagecommunication and literary skills:

determine the effect of textual

aids on the understanding of

the text.

get information from various

text types that can be used in

everyday life.

Individual

work


38/149

4

address the

enabling

knowledge

and skills to

be developedto achieve the

content and

performance

standard

clarify expectations

in terms of what

the students

should know,

understand and be

able to do


also informs the learners

of the enabling activity.

determine how connected

events contribute to the totality

of a material viewed.

differentiate formal from

informal denitions of words.

explain how the elements

specic to a selection build its

theme.

identify features of persuasive

texts.

identify factors of public

speaking

use reexive pronouns.

Remind them that the expected output

in this lesson is a quality Oral Report

about Cyber Bullyingand the criteriafor assessment will be verbal skills,

non-verbal skills and content of the

presentation.

Ask the students if they have questions

and/or clarications about the rubrics.

Ask the students if they are ready to

proceed to the next phase of the lesson

as part of assessment as learning.

Your Initial TasksPedagogy:

In presenting this part of

the module, the teacher

should be able to:

diagnose and

activate prior

knowledge;

hook and engage

learners interest;

ask questions;encourage

student questions;

welcome tentative

responses as

guide to further

exploration; and

Invite the students to work on the pre-

requisites to check their backgroundknowledge, and to prepare them for

the development of their target skills

through the following tasks/activities:

Task 1. Blocks that block

Explain to the students that each block

represents a saying or well-known

phrase.

Have them identify what is being asked

by each block.

Tell them to write their answers on their

notebooks.

Process the activity using the following

questions:

1. What is your overall impression

about the phrases above?

Small group

discussion


39/149

5

clarify the learners

expectations and

how learning shall

be assessed by

presenting theenabling activity

and the rubrics.

Assessment:

All the activities

in this phase

are diagnostic in

nature. Scores

must be recorded

to help the

teacher planthe succeeding

lessons and not to

grade the students.

All answers are

tentative and must

be written on their

notebooks for

reference.

2. How do they reect realities in

life?

Task 2. Youve Got a Friend

Ask the students to remember the time

when they were weak and low.Allow them to ll out the balloons with

their experiences in life that have to do

with their responses in Task 1.

Let them share their work with their

classmates.


questions:

1. What can you say about the

activity?

2. How did you feel when you haveto recall all those experiences?

3. Did you have fear in sharing

your experiences with the class?

Why?

Task 3. Watch and Learn!

Allow the students to watch the video

carefully and answer the following

questions for processing:

1. Who is the main character in the

story?

2. What is the story all about?3. What are the personal

challenges of the character are

highlighted in the video?

4. How would you compare

yourself to the character in the

video?

5. What insights have you gained

from the video?

Task 4. I think

Allow the students to use the table found

in the LM to jot down their answers tothe three questions.

Process the activity.

Ask them if they are ready to proceed to

the next phase of the lesson as part of

assessment as learning.

Small group

discussion

Small group

discussion

Small group

discussion


40/149

6

Your Text

In this part of the module,

the teachers must be able

to help the students:

make senseof information,

develop, reect,

rethink, validate,

and revise

understandings of

the lesson;

check for

understanding;

provide feedback;

check against

content standard(content tocontent),

assess students

skills (checking

learners learning

progress and

interest);

ask questions

for them to

construct their own

meanings and

provide a variety oflearning resources

Assessment:

All the activities

in this phase

are formative in

nature. Scores

must be recorded

for instructional

decision not tograde the students.

Task 5. Guide for Reading is

subdivided into different tasks.

Task 5.1 A Scheme for Schema

Let the students answer the questions

in each balloons found in the LM.

Ask them to take note of their answers

and be able to relate all of them to the

selection they are about to read.

Share inputs on the following:

Myth - a myth is an ancient story

created to explain natural events. Gods,

goddesses, and heroes are among

the characters in myths. In addition to

explaining events in nature, some myths

also present a lesson on how to live, or

serve as a warning to follow societysrules.

Daedalus and Icarus is a myth. It

discusses adventures and mistakes of

heroes or characters.

Before asking the students to read the

text, inform them to specically answer

the following questions:

How does Icarus get himself into

a difcult situation?

How did Icarus escape fromCrete?


questions:

1. What are some myths that you

have read?

2. Why are these stories called

myths?

Task 5.2 Anticipation-Reaction Guide

Ask the students to accomplish the

Story Anticipation-Reaction Guide found

in the LM using the following steps:1. Before reading read the

statements and check the

column that corresponds to

their answer of agreement or

disagreement.

Whole class

Whole class


41/149

7

Refer the students

back to the

tentative answers

they have written

on their notebooks

for them to validate

whether their

tentative answers

are correct or not.

This process is importantin validating, rethinking

and revising their

understanding.

2. After reading review their

answers and indicate in the last

column whether they were right

or wrong.

Task 6. Vocabulary SpinnerAsk the students to play the vocabulary

spinner by spinning the wheel and give

the synonym, antonym, and function of

each word use in a sentence or give the

denition of the following words:

comfortable

overlapping

plunged

hurtled

vengeful

Before reading the text, ask the

students to answer the following

guide question How would personal

challenges make you a better person?

Give students enough time to reect on

the question.

Provide the students with copies of

the text Daedalus and Icarus by Nick

Pontikis

Ask them to read the text. Let themdeal with the breakers (the questions

in the boxes) to enrich their reading

experience.

Task 7. Flight and Light

Ask the students to answer the

following comprehension questions on

their notebooks.

1. Who hired Daedalus?

2. What did Daedalus design to

hold the Minotaur?

3. What did Daedalus invent tohelp them escape from the

Labyrinth?

4. What did he warn Icarus not to

do?

5. What happened to Icarus?


42/149

8

Check their answers. Allow the students

to interact with each other.

Task 8. Whats Going On?


following interpretation questions on

their notebooks.

1. Why did Minos imprison

Daedalus in the Labyrinth?

2. Why did Minos think that if

Daedalus cant nd his way out,

so much the better?

3. Minos tells Icarus the plan is

dangerous. Why does he want

them to take this risk?

4. Why did Daedalus leave his

wings on the altar of Apollo?

Why wouldnt he want to yanymore?



Task 9. Digging Deeper


following evaluation questions on their

notebooks:

1. In a short paragraph, describe

how Daedalus planned to

escape from the island prison ofCrete.

2. Do you think Daedaluss plan

to escape will or will not work?

Explain your answer.

3. Could the events of Daedaluss

and Icaruss escape, from the

island prison of Crete, happen

in real life?

4. Which events of the myth could

have happened in real-life?

5. If you had access to building

resources and materials, how

would you design a ying

machine to help you escape

from the island prison of Crete?




43/149

9

Task 10. Fact or Not

Ask the students to tell whether the

statement is a fact or not. Draw WINGS

if the statement is a fact and SUN if

otherwise

1. Daedalus was an inventor.2. King Minos wanted to kill the

Minotaur.

3. It would be easy to nd your

way out of the Labyrinth.

4. Icarus designed his own wings.

5. The wings were made of

chicken feathers.


to interact with each other

Task 11. Agree or DisagreeTell the students to state whether they

agree or disagree and nd evidence

from the text as evidences to support

their claim.



Task 12. Image in my Mind

Tell the students that as they read the

story, there were mental images that

they could have imagined.

Group them into ve and ask each

group to illustrate the images formed in

their minds while they were reading the

story.

Group 1: The Labyrinth

Group 2: Icarian sea

Group 3: Minos shell

Group 4: Minotaur

Group 5: Icarus wings

Process the activity

Task 13. Time line

Ask the students to create a timeline of

what happened in each of the following:

1. The palace of Minos

2. In prison


44/149

10

3. Icarus in the sea

4. Sicily

Process their answers.

Task 14. Character Cycle

Have the students extract actions,dialogues and thoughts of Athene from

the text and create an impression about

the character.



Before doing Task 14, the teacher

should provide inputs on reexive

pronouns.

Task 15. Grammarian for a Day

Allow the students to do the followingactivities:

A. Scan the paragraphs below.

Underline all the pronouns used by

the author.

He was then tried at the Areiopagus,

which was the ancient Greek court, and

banished from his home city of Athens.

He ed to the island of Crete, where

he began to work at the court of King

Minos and Queen Pasiphae, in the

magnicent palace of Knossos.

It is said that Daedalus was the rst

to conceive masts and sails for ships

for the navy of Minos, helping Crete

become a naval power. The statues he

carved were so exquisite, they looked

as if they were alive. It is said that they

would have escaped were it not for the

chain that bound them to the palace

wall.

Daedelus also constructed awooden cow for the queen to hide and

to satisfy her amorous longings for a

white bull sent by Poseidon, and by

which she became pregnant with the

Minotaur.


45/149

11

When the dreadful Minotaur was

born, Daedalus built the Labyrinth to

contain the monstrous half-man, half-

bull. For years Minos demanded a

tribute of youths from Athens to feed

the creature as punishment for theaccidental killing of his son while he

was visiting Athens.

Eventually, the Athenian hero

Theseus came to Crete to attempt to

slay the Minotaur. Princess Ariadne,

daughter of king Minos and queen

Pasiphae, fell in love with Theseus and

asked Daedalus to help him.

Daedalus gave her a axen thread

for Theseus to tie to the door of the

Labyrinth as he entered, and by which

he could nd his way out after killing

the monster, simply by following the

thread back. Theseus succeeded, and

escaped Crete with Ariadne.

B. From the identied pronouns

above, ask them to pick at least

ve (5) of them and paraphrase the

statement by making the pronouns

reexive.

C. Using the following pronouns,

ask the students to construct their

own sentences by converting the

assigned pronouns into reexive

pronouns.




Your Discovery Tasks

Pedagogy:

Remember that the

discovery tasks allow the

students to enrich learning

by contextualizing,

localizing, and

differentiating instruction.

Task 16. Men Under Lens

Ask the students to do the following:A. Make a list of all the personal

challenges Icarus and Daedalus

needed to overcome in the text.

B. Pick out the personal challenges

of the two characters the students

have also undergone in their lives.

Individual

Work


46/149

12

Your main target in this

phase is to provide them

the understanding of

content as applied to a

variety of context.

Here is where the teacher

associates the theme

to the learners personal

experience and it should

therefore, provide them

the opportunity to answer

the essential questions

raised at the beginning of

the lesson.

Assessment:

All the activities in this

phase are formative in

nature and must not be

recorded but graded as

bases for instructional

decision whether to

proceed to the next activity

or facilitate 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 nal

task, the teacher may

provide a summative

test (pen-and-paper or

authentic task) to sum up

Processing the activity using the

following questions:

1. What do the similarities of your

personal challenges in life and

those of Daedalus and Icarus

tell? What new discoveries did

you nd?

2. How do you compare the

similarities of your personal

challenges in life and these of

Daedalus and Icarus?

Task 17. In your Own Words

Remind the learners that Daedalus

tried to make Icarus pay attention to his

instructions, but Icarus got excited and

didnt obey the rules.

Then ask them to do the following in 1

whole sheet of paper.

Write an essay about a safety

rule that you think is important

to people but often ignored by

them because it ruins their fun.

Try to convince your readers

that they really should obey this

safety rule.

Process the activity. Highlight thevalue of safety rules. Integrate risk

and disaster reduction management

concepts.

Task 18. Imprint in Print

Allow the students to look in todays

paper for a story about an engineering

solution to a problem. This could be

anything from coordinating trafc lights

to avoiding local ooding problems to

developing a new type of space craft.This is integrated in Science and

Technology by asking the students to

create a chart showing the problem,

the solution and what basic tools and

forces are involved.

Individual

Work

Individual

Work


47/149

13

Remember that the phase

operate in the premise that

performance standards

are done only if the content

standards are addressed

and fully understood. Thissummative test is recorded

and graded.

Process the activity. Emphasize the

value of careful planning.

Task 19. Design

Remind the learners that Daedalus is

an engineer and designed two verydifferent inventions in this story.

Ask the students to make a library/

internet research of careers in the eld

of engineering on the following aspects:

1. Types of engineering careers

2. How much each type earns

3. What qualications each type

would require.

Share your answer with the class. This

task could be given as an assignmentand discussed the next day.

Task 20. Dealing with Personal

Challenges

Introduce the personal challenges the

class have discovered from Icarus and

Daedalus.

Ask them how would they deal

with these challenges if they are to

encounter them.1. Abuse of power

2. Self Destruction

3. Foolishness

4. Lack of contentment

5. Aggressiveness

6. Hard headedness

7. Impetuousness

8. Hostility

9. Addiction

10. Boastfulness

11. Egocentricity12. Procrastination

13. Compulsiveness

14. Envy

Accept varied responses. Allow the

students to interact with each other.

Individual

work

Individual

work


48/149

14

Task 21. The Worry Sheet

Tell the students that the things that

worry us could be a great challenge.

Ask them about what worries them at

the moment and what they can do about

it.

Let them accomplish the chart found in

the LM.




value of positive thinking.

Task 22. Stress Tabs

Tell the students that stress is a

personal challenge. It drags them from

their studies and slows them down inaccomplishing a lot of things.

Use the chart found in the LM to identify

what causes their stress and their

effects to them.




value of stress management.

Task 23. Peer Pressure

Tell the students that peer pressureis another personal challenge to

overcome. Ask them about how they

would respond to a friend who forces

them to do things described in the LM.




value of positive thinking

Task 24. React to the Max,

Explain to the students that their instantreactions tell something about them.

Ask them how they would react in each

of the situations described in the LM.

Instruct them to copy the chart on their

notebooks and place their answers in

the balloon.


49/149

15





Task 25. Matter of Judgement

Relate to the students that weighing

between two or more decisions could

be a challenge.

Ask them: If you are a judge and is set

to free one from the following prisoners,

who would it be and why?

Ask them to check the entries in the

box of their choices and justify their

answer on their notebooks.

Task 26. The Great EightThe students will be grouped according

to their intelligences/abilities.

Ask each group to do any of the

following:

A. Across Thy Mind (ATM) [Logical-

Mathematical]

Make a survey within the group

on how disciplined the members

are using the following scale: Well

Disciplined, Moderate Disciplined,Not Disciplined.

Make a tally of your data according

to the scale

Construct a graph of the data.

Interpret your graph and make a

conclusion.

B. Youth Power [Verbal-Linguistic]

Imagine that you are SK ofcers

and your task is to write a barangay

ordinance that requires the youth

to participate in community serviceactivities.

C. A Tree for a Day[Naturalistic]

Picture yourself as a tree and you

would like to express how you

feel about the residents of your

Small Group


50/149

16

D. Goal Setting [Intrapersonal]

Make a list of your strengths and

weaknesses.

Set a plan of action that would

transform your weaknesses intostrengths and further improve your

strengths.

E. The Filipino Spirit is Water Proof!

[Visual-Spatial]

Draw an interpretation of the line

The Filipino Spirit is Water Proof!

which showing how the Filipinos

face calamities.

F. Strong U [Bodily-Kinesthetic]

Make a dance interpretation of the

song Stronger by Kelly Clarkson.G. Sing [Musical]

Sing a song with any of the following

themes:

Nature

Discipline

Patriotism

H. Maam, May I? [Interpersonal]

Interview your teacher about

how difcult their job is and how

personal discipline helps improve

their work.Accept varied responses. Allow the




Task 27. My Purpose

Ask the students to create their

Personal Mission Statement for them to

discover their purpose. In writing their

mission statements, let them begin by

completing the chart found in the LM.

Considering the answers to those

questions, ask the students to draft a

personal mission statement.

Individual

work

Small group


51/149

17

Present Republic Act No. 10627 or the

Anti-Bullying Act of 2013 found in the

LM and let them accomplish the chart

found in Module1.


Task 28. Bull and Bully

Ask the students about what they would

do to stop or at least to minimize the

case of bullying if they would be a

Group 1: A Senator for a Day?

Group 2: A School Janitor for a Day?

Group 3: A Teacher for a Day?

Group 4: A Parent for a Day?

Group 5: A Newscaster for a Day?

Accept varied responses. Allow the



value of empathy.




Provide a short summative test that

sums up the content standard andmust be recorded and graded as part

of assessment of learning

Final Task

Pedagogy:

Final task is the part of the

module that addresses the

performance standard.

Since this is the nal taskof Lesson 1, the task is

referred to as enabling

task or enabling activity.

This enabling activity

forms a scaffold to the

succeeding activities to

Emphasize to the learners that they have

been informed about their nal task for

this quarter a short but persuasive text.

A concise Oral Report on the Causes/

Effects of Cyber Bullying, would help

you prepare for such performance at

the end of the quarter

Present the rubrics. Ask them if there

are needed clarications.

Allow the students to craft their own

rubrics as part of assessment of

learning.

Individual

work


52/149

18

equip the learners with

skills in performing the

culminating activity or the

performance standard for

the rst 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 learnersdevelopment;

is based on real

life situations (if the

teacher wishes to

do modications or

improvisations)

Assessment:

GRASPS-based

assessment criteria

Allow the students to present their

outputs in the class.

Provide feedback.

My Treasure

This part of the module

sums up all the essential

understandings one

must draw out of this

lesson. It is importantthat answers are authentic

inasmuch as the word

MY implies that this part

of the lesson is where the

students develop a sense

of ownership.

Ask the students to read the lines

below:

Personal challenges help one become

a betterperson.Recognizing that thesechallenges are inevitable would help

one become better prepared for life.

Using the lines as stimulus, provide

them with enough time to revisit all the

activities they have done in the lessonbefore completing the open ended

questions.

Individual

work


53/149

19

Materials:

1. Instructional aids (photos, rubrics)

2. Technology Aids (computer, internet, television, movies DVD)

References:

Inspiration to Life. Motivational Video of a Young Boy: An Inspiration to Millions http://

thanasis.com/icarus02.html

Ofcial Gazette of the Republic of the Philippines

Imagine. http://www.youtube.com/watch?v=t_YXSHkAahE


54/149

20

Module 1

Lesson 2

Sub-theme: Building Up Defenses


Reading / Literary Text Language/Grammar Focus

Enabling Tasks

(leading to

Culminating Task)

THE GORGONS HEAD

from ancient Greece

by Anne Terry White

Intensive pronouns

Brochure

on Building

Defenses Against

Discrimination

Instructional/Learning Plan

Phase of the lesson Activities/TasksWIPS

Provision

Your Journey


is composed of two

paragraphs. The rst

paragraph provides a short

and vivid introduction of the

lesson and the discussion

of the subtheme which isBuilding Up Defenses.

The second paragraph

provides an overview of the

lesson and the enduring

question that sums up the

enduring understanding

one should draw out of this

lesson.

Invite the students to read the

introduction (Module 1 Lesson

2) for them to get an overview of

where they are headed to and to

be aware of the desired result;

that is, for them to demonstrate

understanding of how to deal with

personal challenges.

Whole class

Your Objectives

This part of themodule provides the

competencies. Remember

that the objectives:

are taken from the

Curriculum Guide

(CG)

Allow the students to go over thefollowing objectives for them to

focus more on the target concepts,

language communication and

literary skills:

determine the effect

of textual on the

understanding of the text;

Individual work


55/149

21

address the

enabling

knowledge

and skills to be

developed to

achieve the content

and performance

standard

clarify expectations

in terms of what the

students should

know, understand

and be able to do

This part of the

lesson also informs the

learners of the enablingactivity.

get information from

various text types that can

be used in everyday life;

determine how connected

events contribute to

the totality of a materialviewed;

explain how the elements

specic to a genre

contribute to a theme

of a particular literary

selection;

express appreciation for

sensory images used;

describe and interpret the

ethics of public speaking

week; and use intensive pronouns.

Remind them that the expected

output in this lesson is a quality

Brochure on Building Defenses

Against Discrimination and

the criteria for assessment will

organization, graphics, ideas and

conventions.

Ask the students if they have

questions and/or clarications

about the rubrics.

Ask the students if they are ready

to proceed to the next phase of

the lesson as part of assessment

of learning.

Your Initial Tasks

Pedagogy:

In presenting this part ofthe module, the teacher

should be able to:

diagnose and

activate prior

knowledge;

hook and engage

learners interest;

Task 1. What am I?

Ask the students to read each

statement closely, and identify

what is suggested by eachstatement:

1. I am a vitamin you need if

you have colds. What am

I?

2. I am what you hold on to

when its raining. What

am I?

Whole class


56/149

22

ask questions;

encourage

student questions;

welcome tentative

responses asguide to further

exploration; and

clarify the learners

expectations and

how learning shall

be assessed by

presenting the

enabling activity

and the rubrics.

Assessment:

All the activities

in this phase

are diagnostic in

nature. Scores

must be recorded

to help the

teacher plan the

succeeding lessons

and not to grade

the students since

teachers have

no inputs in this

phase.

All answers are

tentative and must

be written on their

notebooks for

reference.

3. I am a game you play in

a court and all you is to

shoot. What am I?

4. I am what you wear when

things get blur. What amI?

5. I once protected China

from invaders, now I am a

wonder for visitors. What

am I?

Put all your answers

together to come up with

the answer to this riddle.

What D is built for protection?

The rst one to give the

correct answer wins.

Use this activity to build schema

Task 2. Discrimination Check

Ask the students if they

have already experienced

discrimination at home, in school,

among your peers etc. Have

them prepare a list of all of theirresponses using the table (refer

to LM). Allow them to:

Share and compare their

lists with a partner.

Add items from others

lists to ones own list.

Use this activity to elicit prior

knowledge

Task 3. Mirror, Mirror

Allow the students to share

strategies on how they have

combated discrimination.

Ask them to pair up, and reect

on these questions:

Pair


57/149

23

- Who do you consider

as a person who inspires

you because he/she has

successfully combated

discrimination?

- What do you think are the

defences he/she has built

to overcome discrimination?

Write your answers in the

balloon.

Allow them to share answers

with their classmates.

Task 4. Reection

Let the students watch the video

or listen to the song reection

and answer the questions that

follow.

After listening, process the activity

by using the following questions:

1. What is the song all about?

2. What type of discrimination

has been underscored in

the song?

3. How is this discrimination

related to your life (if

theres any)?4. Pick out your favorite lines

from the song and explain

why.

Let them share their answers with

a partner.

Then ask them to sing the song

aloud.

Task 5. Enduring and Essential

Write the question on the board /or use charts for the said purpose:

How do I build the best defenses

against challenges to acquire the

best quality of life possible for

me?

Individual work


58/149

24

Ask them to keep this question in

mind as they work on the phases

of this lesson.

Allow them to list logical and

temporary answers to the

enduring question. Use the tablein found in the LM for this purpose.

Task 6. Learning Expectations

Ask the students to write their

targets on what they expect /

need / hope to learn in this lesson.

As they explore this

lesson, they can add /

answer the question and

consider how the tasks

will help them becomebetter prepared for life.

Ask the students if they are ready

to proceed to the next phase of

the lesson as part of assessment

as learning.

Your Text

In this part of the module,

the teachers must be able

to help the students:

make sense

of information,

develop, reect,

rethink, validate,

and revise

understandings of

the lesson;

check for

understanding;

provide feedback;

check against

content standard

(content to

content);

assess students

skills (checking

learners learning

progress and

interest);

Task 7. Guide for Reading

Allow the students to read the

succeeding text carefully.

Discuss the chart found in the LM

as the learners guide in reading

the text.

Highlight the author:

Anne Terry White (1896), whowas born in Russia, has worked

as a teacher, a social worker, and

a translator of Russian literature.

Amongst her most-loved tale is

the Gorgons Head

Provide inputs on oral tradition:

Whole class


59/149

25

ask questions for

them students to

construct their own

meanings and

provide a variety oflearning resources

Assessment:

All the activities

in this phase

are formative in

nature. Scores

must be recorded

for instructional

decision not tograde the students

since teachers

have to give inputs

in this phase.

Refer the students

back to the

tentative answers

they have written

on their notebooks

for them to validate

whether their

tentative answers

are correct or

not. This process

is important

in validating,

rethinking and

revising their

understanding.

It is the manner in which

information is passed from one

generation to the next in the

absence of writing or a recording

medium. In the days before near-universal literacy, bards would

sing or chant their peoples

stories.

They employed various

(mnemonic) techniques to aid in

their own memory and to help

their listeners keep track of the

story. This oral tradition was a

way to keep the history or culture

of the people alive, and since it

was a form of story-telling, it wasa popular entertainment.

As they read the Myth, ask

them to look for the heroic

qualities of Perseus and the

personal challenges he has

to overcome to acquire the

gorgons head.

Let them accomplish the Story

Anticipation Guide in the LM.

The teacher must also emphasize

the following:

1. Before reading, mark

whether the students

agree or disagree with the

statement.

2. After reading, ll in the

column with the page

number where they

found their answer in the

statement.

Then ask the following questions

for processing:

Where you correct? If not, what

did you learn?

Whole class


60/149

26

Task 8. My Mystery Word

Ask the students to unscramble

the letters to form the correct

word in each item found in the

LM. Then ask them to write the

word in the box.

Before reading the text, ask them

to reect on the question, How do

I build the best defenses against

challenges to acquire the best

quality of life possible for me?

Provide the learners with a copy

of the texts. Allow them to write

the questions and answers

on the breakers (questions

inside the boxes) to enrich their

understanding of the text.

Task 9. Dissecting the Text

Test the students comprehension

of the text by asking the following

questions:

1. What is dreadful oracle

that is delivered to King

Acrisius?

2. What adventure does

Polydectes suggest thatPerseus undertake?

3. List three perilous

encounters Perseus

experiences during his

adventure.

4. Explain how the oracle

given to King Acrisius is

fullled.

5. What is Polydectess true

motive in sending Perseus

to kill Medusa?

6. Medusa is beheaded by

Perseus, yet her head

continues to have power.

Explain how the evil

gorgons head is benecial

to Perseus.

Individual Work

Individual Work


61/149

27

7. What heroic

characteristics does

persues have?

8. What help does he get on

his quest?

9. How does Perseussquest enable him to

prove himself a hero?

Task 10. Visualizing the Text

Group the students into ve (5),

each of the group will be given a

specic task to work on.

Group 1:Create a timeline of

events in the story.

Group 2: Create a Venn Diagram

that compares the characteristicsof Perseus and Medusa.

Group 3:Create a diagram that

shows the challenges overcame

by Perseus in his quest to

acquire the gorgons head.

Group 4: Using the gorgons

head as a diagram, point out at

least ve utterances of Perseus

that strike your group the most.

Group 5:Create a diagram thatshows the relationship of all the

characters in the myth.

Process the activity using the

following questions:

1. How did you feel about

the activity?

2. What diagram is assigned

to you?

3. Do you nd diagramming

difcult? Why or why not?4. What help would these

textual aids provide?

Give the students time to respond

to the questions and interact with

their classmates.

Small Group


62/149

28

Before doing the next task, ask

the students to go back to their

Anticipation-Reaction Guide

found in the Your Text phase

Task 11. Act and CounteractLet the students examine all the

groups outputs from the previous

task. Let them note something

about the outputs of the other

groups. Remind them not to write

anything about their own groups

output.

Processing the activities using

the questions below.

1. What specic

characteristics does eachof the diagrams have you

noticed?

2. Are there notable

similarities or differences

among the diagrams?

3. How would these

diagrams help you in

understanding the text as

a whole?

Task 12. My Coat of ArmsRemind them that to be able to

kill the gorgon, Perseus built an

intelligent line of defenses.

Then ask the students to identify

what these defenses are using

the coat of arm diagram found in

the LM.


Task 13. Make Sense to Me

Have them pick out at least ten(10) sentences from the myth

The Gorgons Head that shows

sensory images.

Let them identify the senses to

which these statements appeal.

Individual Work


63/149

29


Task 14. Triple Treat

Present to the students

paragraphs lifted from The

Gorgons Head. Ask them to:

Task 14A. Circle all the pronouns

in the paragraph.

That was the last Perseus ever

used the horrible head. (1-2) He

gave it most willingly to Athene,

who kept it ever after.

(3) Now that the Polydectes was

dead, Danae yearned to go home

again and be reconciled to herfather. (4) So perseus made the

sherman Dictys King of island

and sailed with his mother and

Andromeda to Greece.

(5-6) But it happened that when

they came to Argos, King Acrisius

was away from home. (7) Games

were being held in Larissa,

and Perseus, hearing of them,

decided to go there and take

part. (8) And there at the game it

was that the oracle with Acrisius

had received at Delphi was

strangely fullled. (9) For when

it came Perseus turn to throw

the discus, (10-11) he threw it so

that it swerved to one side. (12) It

landed among the spectators and

killed an old man. That old man

was King Acrisius, who had gone

to such cruel lengths to avoid the

fate which the gods had ordained.

Task 14B. Paraphrase at least

ve (5) sentences by transforming

the circled pronouns into reexive

or intensive pronouns


64/149

30

IF APPLICABLE. Write R on

the blank before each item if

the pronoun is Reexive or I if

Intensive.

Task 14C. Using the previousexamples of Reexive and

Intensive pronouns, compare and

contrast the two.

Task 15. A Hero in Me

Let them read the stimulus A hero

saves the day. Saving people and

sav

English Grade 10 Tg - Unit 1 (1)

Documents

Transcript of English Grade 10 Tg - Unit 1 (1)