Englishgrade10tg Unit2 150809130021 Lva1 App6891

10
Celebrating Diversity through

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

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

English - Teachers Guide
First Edition 2015
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in
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Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teachers Guide
Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango
Authors: Liza Almonte, Lerma Flandez, Angelou Hermosa, Nedia Lagustan, Liberty
Mangaluz, Elenita R. Miranda, Paul Anthony Mendoza, Lito Palomar, Grace
Annette Barradas-Soriano, and Karen Villanueva
Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson
S. Juan, Jennifer E. Lopez, Carlo Erba Manalo Pacinos, Dr. Sterling Plata,
Jeanette M. Romblon, Leilani T. Seires, and Dr. Roderick Tadeo
Language Editor: Dr. Ma. Antoinette Montealegre
Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador
Dionisio, and Ms. Anna Marie B. San Diego
Illustrators: Angielyn G. Barian, Eric S. De Guia, and Jayson M. Gaduena
Layout Artists: Camille Francesca Mondejar, Matthew Leysa, and Jerby S. Mariano
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 634-1072
E-mail Address: imcsetd@yahoo.com
ii
INTRODUCTION
This Teachers Guide is specially designed to provide you the roads to cooperative,
collaborative, and independent learning of the target themes, concepts, and
competencies that will develop your 21st century real life-based skills. This module
provides you with meaningful tasks to develop your skills for academic success and
the world of work. It is anchored on the general principles, goals, and objectives of the
K to 12 Basic Education program for Grade 10 that will enable you to become selfactualizing, productive and effective participant of the society and the world at large.
This learners material provides a variety of texts particularly world literary pieces
that are both relevant and meaningful to your life. It offers opportunities for you to
be engaged in varied, interesting, motivating, challenging, meaningful and worthwhile
tasks to further develop and improve your listening, speaking, viewing, vocabulary,
literary, grammar and reading skills. These tasks are generated as communicative and
real life-based activities anchored on the integration of literature and language skills.
Positively, this material will help deepen your understanding on how you can enrich,
enhance and lead a meaningful life.
There are four modules in this learning material. Each module builds around a particular
text for you to explore meaningfully through a variety of integrated, challenging, and
interesting tasks.
Module 1 : Overcoming Challenges
Module 2 : Establishing Solidarity
Module 3 : Reconciling with Nature
Module 4 : Rebuilding Our Societies
Each module consists of six lessons wherein each lesson is developed through the
following phases.
1. Your Journey - provides an overview of what you should understand in the
lesson. This includes clear directions and purpose of the lesson.
2. Your Objectives states the expectations in line with what you should
know, understand, and be able to do, produce, or perform to show there is
transfer of learning.
3. Your Initial Tasks activates your prior knowledge and prepares you for
higher level tasks.
iii
4. Your Text -presents the main reading or literary text and the activities/
tasks that leads you to acquire knowledge, make sense of, and construct
meaning out of the information and experiences contained therein.
5. Your Discovery Tasks includes activities that will expand, enrich, enhance,
and broaden your understanding of the target concepts and skills.
6. Your Final Task presents the real life- based product or performance task
as final output for the lesson that serves as evidence of understanding of
the target concepts and skills. This is an enabling task for the main real lifebased product or performance task covering the entire module.
7. My Treasure enables you to express your insights, learning, and
realization on the lesson. This part contains prompts and other organizers
that will help you sum up and synthesize what you have learned.
This learners material includes formal pre and post assessments in both written
response and multiple-choice formats.
We hope that through this material, you will be provided with meaningful learning
experiences and relevant competencies necessary for you to successfully meet the
demands of the 21st century.
iv
TABLE OF CONTENTS
MODULE 2: Establishing Solidarity
Lesson 1: Finding Common Ground
Lesson 2: Building Ties
Lesson 3: Being Sensitive To Others
Lesson 4: Empathizing With Others
Lesson 5: Accepting Individual Differences
Lesson 6: Embodying Solidarity
118
131
145
174
195
207
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December 2013
(Grade 10)
ENGLISH
K to 12 Curriculum Guide
Republic of the Philippines

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

and appropriate
language when
giving a toast or a
tribute to someone
and when
delivering welcome
and closing
remarks
EN10OL-IIIf-3.9:
Use the correct and
appropriate
language when
giving a toast or a
tribute to someone
EN10OL-IIId1.4:Use polite
expressions when
giving a roast
EN10OL-IIIc-5:
Employ the
appropriate
prosodic features of
speech
F
Oral Language and
Fluency
EN10G-IIIf-30:
Use structures of
modification
EN10G-IIIe-30:
Use structures of
modification
EN10G-IIId-31:Use
pronouns effectively
EN10G-IIIc-31:
Use pronouns
effectively
G
Grammar
Awareness
xxx
10
Week
EN10LC-IIIh-6.5:
Describe the
emotional appeal of a
listening text
EN10LC-IIIi-2.9:
listened to
EN10RC-IIIi-3.1.12:
Examining biases
EN10LC-IIIg-14.3:
songs, poems, plays,
etc.
EN10RC-IIIg-2.18:
Personal significance of
the selection to the
reader (readerresponse)
EN10RC-IIIh-23.1:
Identifying textual
details that affirm or
refute a claim
LC
Listening
Comprehension
RC
Reading
Comprehension
EN10VC-IIIi-28:
Disclose the
personal
significance of a
material viewed
EN10VC-IIIh-28:
Disclose the
personal
significance of a
material viewed
EN10VC-IIIg-10:
Evaluate the
information
contained in the
material viewed in
terms of accuracy
and effectiveness
VC
Viewing
Comprehension
EN10LT-IIIh2.3: Draw
similarities and
differences of the
featured
selections in
relation to the
theme
EN10LT-IIIi20: Evaluate
literature as a
source of wisdom
in expressing and
resolving
conflicts between
individuals or
groups and
nature
EN10LT-IIIg20: Evaluate
literature as a
source of wisdom
in expressing and
resolving
conflicts between
individuals or
groups and
nature
other factors
LT
Literature
EN10V-IIIi13.9: Give
expanded
definitions of
words
EN10V-IIIh13.9: Give
expanded
definitions of
words
EN10V-IIIg13.9: Give
expanded
definitions of
words
V
Vocabulary
Development
EN10WC-IIIi-14:
Compose an
independent
critique of a chosen
selection
EN10WC-IIIh14: Compose an
independent
selection
EN10WC-IIIg14: Compose an
independent
selection
WC
Writing and
Composition
EN10OL-IIIi1.10: Deliver
special speeches
like toast and roast
speeches, tributes,
welcome and
closing remarks,
speeches to
introduce guest
speakers/resource
persons etc.
effectively in varied
speech situations
and when
delivering welcome
and closing
remarks
EN10OL-IIIg1.10: Deliver
special speeches
like toast and roast
speeches, tributes,
welcome and
closing remarks,
speeches to
introduce guest
speakers/resource
persons etc.
effectively in varied
speech situations
EN10OL-IIIh3.11: Produce the
sounds of English
correctly and
effectively
F
Oral Language and
Fluency
EN10G-IIIi-30:
Use structures of
modification
EN10G-IIIh-30:
Use structures of
modification
EN10G-IIIg-30:
Use structures of
modification
G
Grammar
Awareness

FOURTH QUARTER
PROGRAM 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.
The learner competently presents a research report on a relevant socio-cultural issue.
Week
RC
Reading
Comprehension
xxxi
LC
Listening
Comprehension
VC
Viewing
Comprehension
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
EN10SS-IVb-1.7:
Get vital information
from various websites
on the internet
EN10LC-IVb-3.18:
Get different
EN10LC-IVb-16.1:
Distinguish the
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
V
Vocabulary
Development
LT
Literature
EN10LT-IVa2.2: Explain how

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

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

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

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

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

Strand/ Subject or
Specialization
SAMPLE
2.5
EN4
Sample: EN4G-If-2.5
CODE BOOK LEGEND
DOMAIN/ COMPONENT
S
SS
VC
V
WC
Study Strategies
Viewing Comprehension
Vocabulary Development
Writing and Composition
RC
Reading Comprehension
Spelling
PA
PWR
Phonological Awareness
Phonics and Word Recognition
OL
LC
Listening Comprehension
Oral Language
BPK
AK
CODE
Grammar
Fluency
Alphabet Knowledge
Teachers Guide
ENGLISH GRADE 10
Program Standard:
The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade Level Standard:
The learner demonstrates communicative competence through his/her
understanding of literature and other text types for a deeper appreciation of World
Literature, including Philippine Literature.
MODULE 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
Romanticism
and
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.
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.
Matrix of Essentials
No. of
Lesson
Sub Theme
Language/Grammar
Focused
Enabling Activities
Finding Common
Ground
Observe correct
grammar in making
definitions.
Present a news report
Building Ties
Observe correct
grammar in making
definitions.
Deliver an
extemporaneous
speech
Being Sensitive to
others
Observe correct
grammar in making
definitions.
Deliver an impromptu
speech
Empathizing with
others
Use words and

expressions that affirm
or negate.
Convey a personal
testimony
Accepting
Individual
Differences
Use words and

or negate.
Hold a debate
Embodying
Solidarity
Use words and

or negate.
Deliver an
argumentative speech
(Culminating Activity)
117
Module 2
Lesson 1
Sub-theme: Finding Common Ground
Reading/Literary
Text
Language/Grammar Focus
Enabling Tasks
(leading to
Culminating Task)
Inferno (Canto III)

Dante Alighieri
Translated by: John
Ciardi
Observe correct grammar in making

definitions.
Present a news
report
Instructional/Learning Plan
Phase of the
Lesson
Your Journey
This part of the
lesson is composed
of two paragraphs.
The first paragraph
provides a
short and vivid
introduction of the
lesson and the
discussion of the
subtheme which
is Discovering
Personal
Challenges. The
second paragraph
provides an
overview of the
lesson and asks
the enduring
question that sums
up the enduring
understanding one
should draw out of
this lesson.
Activities/Tasks
1. 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 Carell
3. 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 weeks lesson.
118
WIPS
Provision
Whole
Class
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
clarify
expectations
in terms
of what
students
should
know,
understand
and be
able to do
performance
standard
Tell the class to read the objectives for Lesson

1 for them to know what are expected of them
The 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 nonlinear texts and vice versa (EN10RCIIa-11)
explain illustrations from linear to nonlinear texts and vice versa (EN10RCIIb-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
(EN10WCIIa-13.1)
formulate claims of fact, policy and
value (EN10WC-IIb-13.2)
present a news report
Whole
Class
This part of the

lesson also informs
the learners of the
enabling
activity.
Your Initial Tasks
Task 1. What You See is What You Get
Pedagogy:
1. Instruct the class to work in pairs. Let
In presenting this
each pair observe the picture and list
part of the module,
down in their notebook the things they
the teacher should
see in the picture (two men, a pencil
be able to:
that serve as a bridge and two islands)
diagnose
2. Let them answer the question in Task 1.
and activate
3. Call a pair of students who would like to
prior
present their observation and discussion
knowledge;
of the picture to the rest of the class.
119
Pair Work
hook and
engage
learners
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 Expect

1. Present the photo of Kodaline to the
class. Tell the class that Kodaline is
an Irish Band and that theyre going
to listen to their popular song which is
included in Ireland Singles Top 100.
Whole
Class
http://slatethedisco.com/2013/02/in-conversationkodaline/
2. Write the title of the song Common

Ground on the board.
3. Let them do the activity on Task 2 A
4. Let them explain their ideas/concepts of
Common Ground.
Task 2B.
1. Bring MP3 or CD of the song Common
Ground by Kodaline
2. Play the song Common Ground by
Kodaline then let the students listen to
the song.
3. While theyre listening to the song, let
them check the words or phrases they
listed if it appeared in the song.
COMMON GROUND
by Kodaline
Its easy to win,
Its harder to lose
To admit that youre wrong
When youve got something to prove
You said it was easy
I tell you they are wrong.
So get busy learning,
are you already gone?
120
Individual
Whole
Class
All answers are

tentative and must
be written on their
notebooks
for
reference.
People will tell you

What you want to hear
But the people who know you well
Can make it all clear.
Life isnt easy,
You got to be strong.
So get busy learning,
Are you already gone?
And all will be forgotten
And we all fall apart,
Yeah all will be forgotten
But the common ground,
Its a good place to start.
Sure all will be forgotten,
Yeah we will all be forgotten, fall apart.
Individual
Pair Work
Individual
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 In

Instruct 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 theres
commonality, one will be more confident
to act on something)
121
Small
Group
Task 2D. Whats 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 Me
1. 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)
Whole
Class
Individual
Task 4. FYI
A. A Survey to Convey
1. 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 Prevention
1. 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.
122
Pair Work
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
under standing;
provide
feedback;
check
against
content
standard
(content to
content);
assess
students
skills
(checking
learners
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 youre going
to read and study a part of one of his
masterpieces - Divine Comedy which is
Canto III of The Inferno
Whole
Class
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 Alighieris
poem, the Divine Comedy, which chronicles
Dantes 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 Dantes
difficult language.
Individual
Whole
Class
You may check the website below.

http://www.gradesaver.com/divine-comedyi-inferno/studyguide/short-summary/
Task 5. Think Through

1. 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
123
Small
Group
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
7.) scourge
8.) retrogate
2. You may ask your students to use
the word in a sentence for more
understanding.
Task 6. Read and Imagine
1. 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
Whole
Class
Pair Work
Whole
Class
Task 7. A Sense Chart

Tell the students to complete the chart by listing
the details for each sense found in the LM.
Pair Work
A. Show Me Your Sense

1. Orient the students about the name of
the activity.
2. Divide the class into 4 groups
3. Have them perform the task given found
in the LM.
Task 8. Applying what you read
1. 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.
124
Small
Group
Whole
Class
or not. This
process is
important in
validating,
rethinking
and revising
their understanding.
Task 9. Making Definitions

1. Ask the students how they define terms.
2. Tell the class that youll 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
Task 10. Read to Write
Tasks
1. Ask the class to give their idea on
Pedagogy:
argumentative essay.
Remember that
2. Tell them that they are going to read a
your discovery
sample of argumentative essay.
tasks allow the
3. Have them answer the motive question
students to enrich
found in the LM (answers may vary)
learning by
4. Call a student to share his/her answer
contextualizing,
to the motive question with the rest of
localizing and
the class.
differentiating
5. Let them read the model argumentative
instruction.
essay.
Your main target
in this phase to
A. Reason Out
provide them the
Instruct the students to find a partner and
understanding of
work on the activity found in the LM.
content as applied
Answers:
to a variety of
1. It causes crashes.
context.
2. It causes injuries.
Here is where the
3. It causes fatalities.
teacher associates
(Explanation on these reasons should
the theme to the
come from the students)
personal experience
of the learner and
B. I Saw the Sign
should therefore
1. Ask the class what are the common
provide them
signage they see along the road.
the opportunity
2. You may ask the student to write his/her
to answer the
answer on the board.
essential questions
3. Tell them that signages are of great help
established at the
to motorists.
beginning of the
4. Instruct them to form a group consisting
lesson.
of five members.
5. Let them do the activity found in the LM.
125
Whole
Class
Individual
Pair Work
Whole
Class
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 Classify
1. 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 Say
1. Ask the class to answer the motive
question found in the LM.
2. Let them share the answer to the class.
Small
Group
Whole
Class
Individual
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 own
1. 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.
126
Pair Work
Whole
Class
Who
At the end of this
is/are
phase, just before
involved?
doing the final task,
How did it
What
the teacher may
happen?
happened?
provide a summative
test
(pen-andpaper or authentic
task) to sum up the
Why did it
When did it
content standards.
happen?
happen?
Remember that the
Where
phase
operates
did it
in
the
premise
happen?
that
performance
standards
are
4. Instruct them to do the activity found
done only if the
in the LM.
content standards
5. Tell them to write their output in manila
are addressed and
paper or cartolina to be presented in the
fully
understood.
class.
This
summative
test is recorded and Task 13. News Writing and Reporting
graded.
1. Ask the class who among them reads
Teachers should
newspapers.
bear in mind that
2. Make a follow up question by asking
this phase:
what catches their attention when they
read news.
serves as
3. Have them answer the motive question
enabling
found in the story.
task for the
4. Tell your students to look for a partner
main product/
and brainstorm the characteristics of a
performance at
good news story.
the end of each
5. Discuss with the class the elements of
module;
a news story.
includes tasks
that are essential A. News News News
for
learners
1. Ask your students to bring a newspaper
development;
printed the day before.
is based on real
2. Have them look for a partner and
life
situations
evaluate one news article from the
(if the teacher
newspaper if it contains the key
wishes to do
components of a good news story.
modifications or
3. Call few students to share with the class
improvisations).
their evaluation on the news article one
at a time.
127
Pair work
Whole
Class
Whole
Class
Pair Work
Whole
Class
Pair Work
Assessment:
4. Let them explain if the news article is

good news story.
GRASPS-based
assessment criteria B. Write a News
Orient 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 its 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.
Whole
Class
C. Report a News
Orient the class that the next activity is their
final output on the weeks 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 Polish
1. 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.
128
Whole
Class
4. You may provide them with a speaker

and microphone for them to be at ease
in the final performance.
Small
5. One member of the group may video Group and
record the rehearsal of their classmate. Individual
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
Whole
1. Present in your class the Oral News Class
Report Rubrics.
2. Remind them that they have to be
guided with the rubrics for them to have
a successful performance.
Individual
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.
129
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
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.
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.
Task 14. Express Yourself

1. Ask your class what are the qualities of Whole
a good speaker.
Class
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
Small Group
2. Let them do the intonation activities
for oral fluency found in the LM
3. Remind your class to be guided with the
rubrics
4. Give them time to practice first before the
performance
B. Its 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 group
3. Allow the members of the group to
give feedback of the individuals
performance.
Individual
and Small
Group
Commend your class for having successfully Whole

Class
completed their tasks for the weeks lesson.
Encourage them to accomplish the activity
found in the LM for them to remember and Individual
treasure.
130
Module 2
Lesson 2
Sub-theme: Building Ties
Reading/Literary
Text
Song of Roland
Language/Grammar
Focus

definitions
Enabling Tasks
(leading to
Culminating Task)
Deliver an
extemporaneous
speech
Instructional / Learning Plan

Phase of the
Lesson
Your Journey
This part of the
lesson is composed
of two paragraphs.
The first paragraph
provides a short and
vivid introduction of
the lesson and the
discussion of the
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.
Activities / Tasks
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 Melvilles quote (accept
varied tentative answers).
131
WIPS Provision
Whole Class
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
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 speakers
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 (EN10LTIIc-2.2)
use the correct sound of English
when delivering impromptu
and extemporaneous speech
(EN10OL-IIc-3.11)
observe correct grammar in
making definitions (EN10GIIb-29)
use patterns and techniques of
developing an argumentative
claim (EN10WC-IIc-13.3)
This part of the

lesson also informs
the learners of the
enabling activity.
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.
132
Individual
Your Initial Tasks
Invite the students to work on the prerequisites to check their background

Pedagogy:
knowledge, and to prepare them for
In presenting this the development of their skills on the
part of the module, target concepts through the following
the teacher should tasks/activities:
be able to:
Task 1. What do you Perceive?
diagnose and
activate prior
knowledge;
hook and
engage
learners
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.
Pair Work
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 Imagine
Orient 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.
133
Whole Class
Pair Work
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.
IMAGINE
by John Lennon
Imagine theres no heaven
Its easy if you try
No hell below us
Above us only 1.sky
Imagine all the people
Living for today...
Imagine theres no countries
It isnt hard to do
Nothing to kill or die for
And no religion too
Living life in 2.peace...
You may say Im a 3.dreamer
But Im not the only 4. one
I hope someday youll 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.hunger
A 8.brotherhood of man
Sharing all the 9. world...
You may say Im a 10.dreamer
But Im not the only 11.one
I hope someday youll join us
And the 12.world will live as 13.one
134
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.) Its 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 Lead
A. 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.
135
Individual
Small Group
Whole Class
Individual
Pair Work
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. TWOgether
1. 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.)
136
Small group
2. Let the students answer the

question in the activity.
C. My Point of View
1. 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:
137
Pair Work
Whole Class
Individual
Your Text
Lead the students to explore more,

process, illustrate, crystallize their
In this part of the knowledge
and get a deeper
module, the teachers understanding of the target concepts,
must be able to help language communication and literary
the students:
skills through engaging them in the
following varied, integrated and
make sense
interactive activities/tasks.
of information,
develop, reflect,
Task 4. My Hero
rethink, validate
,and revise
1. Have the class give the
understandings
qualities of a hero. Let them
of the lesson;
write their answer in the word
check for
web.
understanding;
provide
feedback;
check against
content standard
(content to
My Hero
content);
assess students
skills (checking
learners
learning
progress and
interest);
ask questions
Task 5. R2 Read Roland
to enable the
students to
1. Beforehand, assign your class
construct their
to research about epic.
own meanings/
2. Have them read the short
understandings
introduction on this task.
and
3. Ask your students to read
provide a variety
the comics of The Song of
of learning
Roland.
resources
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.
138
Pair Work
Small Group
Individual
Small Group
Assessment:
Task 6. Understanding The Song of

All the activities in this Roland
phase are formative A. Describe the Characters
in nature. Scores Let your class do the activity found in
must be recorded for the LM
instructional decision
not to grade the
Roland strong, courageous,
students.
and honorable. He is loved by
his king Charlemagne
Refer the students
King Charlemagne good

leader,
moderate,
great
answers
they
conqueror.
Stands
for
ideal
have
written
on
Christian king.
their notebooks to
Ganelon jealous, mean,

validate
whether
well-respected, clever. Stands
their
tentative
for selfishness and treason.
answers are correct
is
important
in B. Have the class look for a partner
validating, rethinking and answer the questions about the
and revising their epic The Song of Roland.
understanding.
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 vary
4. 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.
139
C. Readers 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
cause
effect
solution
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.
140
Whole Class
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.
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.
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
answers they
have written on
their notebooks to
validate whether
their tentative
answers are correct
or not.
141
Small Group
This process
is important in
and revising their
understanding.
At the end of this
phase, just before
the teacher may
provide a summative
test (pen-andpaper 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 Task
Pedagogy:
Final task is the
part of the module
that addresses
the performance
standard.
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.
Since this is the final

task of Lesson 2, the
task is referred to as
enabling task or
enabling activity.
Task 9.
A. Speak Out!
Ask the class what makes a good
speaker.
142
Whole Class
This enabling
activity forms a
scaffold to the
succeeding activities
to equip the
learners with skills
in performing the
culminating activity
or the performance
quarter.
Teachers should
bear in mind that
this phase:
serves
as
enabling task for
the main product/
performance at
the end of each
module;
includes
tasks
that are essential
for
learners
development;
is based on real
life
situations
(if the teacher
wishes to do
modifications or
improvisations)
Assessment:
GRASPS-based
assessment
criteria
My Treasure
This part of the
module sums up
all the essential
understandings one
must draw out of this
lesson.
(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.
Small Group
Individual
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 dont 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.
Whole Class
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.
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.
143
Whole class
It
is
important
that answers are
authentic inasmuch
as the word MY
implies that this
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)
144
Module 2
Lesson 3
Sub-theme: Being Sensitive to Others
Reading/Literary
Text
Enabling Tasks
(leading to
Culminating Task)
Petrarchan Poems:
Deliver
an
Laura, The White
impromptu speech
definitions
Doe, The Spring
in a club meeting
Phase of the
Lesson
Your Journey
This part of the
lesson is composed
of two paragraphs.
The first paragraph
the lesson and the
discussion of the
sub theme which
is Discovering
Personal
Challenges. The
second paragraph
of the lesson and
asks the enduring
question that sums
up the enduring
understanding one
should draw out of
this lesson.
Activities/Tasks
The theme being sensitive to

others means understanding human
beings 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 weeks lesson tells about one
mans 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.
145
WIPS
Provision
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 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.
146
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
learners 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 weeks 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.
Individual
Work
Whole Class
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: Its not right to put labels
on people. History has proven that most
women can perform the work of their male
counterparts.
147
Whole Class
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 others feelings.
148
Pair Group
Whole Class
Small Group
Dynamics
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, hes right and its natural. But if a
girl gets pregnant, malandi sya. When the
news spread of my pregnancy, people say,
shes on top of her game. People make
stories like shes 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, Ive never been happiest. And
being a single mom and parent give me
purpose. Sayang! I dont think so! Can you
whip it? I did!- Denise Laurel, shampoo
TV commercial.
Task 3. Bias Detectives
Continue 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 schools English reference
books/textbooks and allow them
to identify if they have any of the
forms of biases.
149
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 Text
In this part of the
module, the teachers
must be able to help
the students:
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 Everywhere

Start 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.
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);
1. Tell the class to identify the title

of the movie using the characters
and the description of the story line
as clue.
150
assess students
skills (checking
learners learning
progress and
interest);
ask questions
to enable the
students to
construct their
own meanings/
understandings
and
provide a variety
of learning
resources
Assessment:
All the activities

in this phase
are formative in
nature. Scores
must be recorded
for instructional
decision not
to grade the
students.
Refer the
students back
to the tentative
answers they
have written on
their notebooks to
validate whether
their tentative
answers are
correct or not.
This process
is important
in validating,
rethinking and
revising their
understanding.
Titanic
Whole Class
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 LM
See more at:
h t t p : / / w w w. m a t c h . c o m / m a g a z i n e /
article/12357/#sthash.GSRJcl6o.dpuf
5. Help your students to connect

this lesson to the previous topic in
detecting bias.
151
SGD
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 bows unbent
means: she is older and does
not have her original beauty.
The bow referred to is Cupid.
152
4. What remains unchanged is the

authors 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 cant 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, seasons bitter cold.
2. Ask the students to describe or
define the following terms: suavelysmoothly gracious manner; topaz
a yellow gem
Spring
1. Let
the
students
continue
answering questions about the
poem, Spring which was written
after Lauras 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 Lauras
death.
153
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.
154
TPS
(Individual, Pair
& Whole Class)
Teachers Note: Petrarchs poetry often

uses allegory, an extended metaphor in
which the lovers 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 poets inner state to a landscape.
Petrarchs 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.)
Whole Class
Here are some notes about Petrarchan

sonnet to supplement what the students
will give.
Individual
The Petrarchan sonnet is a fourteenline 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 sonnets meaning a
statement/response form; the octave
155
Whole Class
Group Work
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 Doe
Translated by Anna Maria Armi
A pure-white doe in an emerald glade
Appeared to me, with two antlers of gold,
Between two streams, under a laurels
shade,
At sunrise, in the seasons bitter cold.
a
b
Her sight was so suavely merciless

That I left work to follow her at leisure,
Like the miser who looking for his treasure
Sweetens with that delight his bitterness.
c
d
c
d
Around her lovely neck Do not touch me

Was written with topaz and diamond
stone,
My Caesars 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.
156
a
b
f
e
f
e
f
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 Fantasy
1. Ask your class to imagine how
Petrarchs 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 Petrarchs
description of Laura, draw her
image on a short bond paper with a
dedication addressed to Petrarch.
157
Group 2 Choose a song that best

describes the love that Petrarch
has for Laura.
Group 3 Compare and contrast
courtship during Petrarchs 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
allow the students
to enrich learning
by contextualizing,
localizing and
differentiating
instruction.
Your main target
in this phase to
provide them the
understanding of
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.
158
Whole Class
SGD
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:
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/42214ph-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.
All the activities in this

phase are formative
in nature and must not
be graded but must be
recorded as bases for
whether to proceed
to the next activity
Task 11. Agree or Disagree
or insert another
a c t i v i t y d e p e n d i n g Continue the listening task by reading at
on the needs of your least three short articles to the class.
learners.
1. Inform the class that the goal for
Refer the students
listening is to determine whether
the article is valid, accurate, reliable
answers they have
and with adequate information.
written
on
their
2. Tell the class to work on this task
notebooks to validate
individually by writing agree in the
whether their tentative
validity, accuracy of the article and
answers are correct
disagree if they think otherwise.
is
important
in
and revising their
understanding.
159
Whole Class
SGD
Article 1
At the end of this
phase, just before
the teacher may
provide a summative
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.
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 2
Philippines 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
groups 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
160
Whole Class
We can say that the article is valid, reliable,

accurate, and with adequate information.
Article 3
Individual
Made-to-order furniture is a great way

to tailor-fit your home. Sometimes you
have committed to a bold color scheme
that wasnt 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 cant find it in the
local showrooms. Dont 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 articles 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.
161
Pair Work
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.
Pair Work
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 articles content means citing the
authorized source of the information
found in the article. If it comes from a wellknown organization then the reliability of
an information becomes high.
162
Whole Class
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 activity
Possible Answer:
Pair Work
Republic Act 9710 ( Magna Carta

for Women) is an example of
parenthetical definition
Discrimination Against Women
is technically defined using the
website as source
Individual
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.
Pair Work
There are three ways to define

a term within a sentence.
Parenthetical, operational and
technical.
Whole class
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.
163
SGD
Task 14. Bring in the Source

Connect 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.
164
Whole Class
SGD
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 Bibliography
At 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);
165
- 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 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 Task
Pedagogy:
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.
166

final task of Lesson 3,
the task is referred to
as enabling task or
enabling activity.
Task 16. Bring in the Source

From 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
This enabling activity the following:
forms
a
scaffold
a. Decide on who will speak first.
to the succeeding
b. Give each speaker a minute to
activities to equip
share idea.
the learners with
c. While one is speaking, the rest of
skills in performing
the group has to listen.
theculminating activity
d. Observe how each one shares
or the performance
idea.
e. Write down your observation on
quarter.
the columns
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
Speakers
Is the Idea shared Is the voice

appropriate?
or manner
Why?
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 Bibliography
This time, watch another video which
presents an example of an impromptu
speech. As you view it, take note of the
167
SGD
technique used by the speaker in delivering

her impromptu speech.
http://www.youtube.com watch?v=Vp4gBmjsH74
July 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 Speed
Work 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.
168
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)
1.Organization
(20
points)
Ideas
may not
be focused
or
developed;
the main
purpose
is not
clear. The
introduction
is undeveloped.
169
Developing
(13- 16
points)
Advanced
Main
idea is
evident,
but
the
organizational
structure
many
need
to be
strengthened; .
Ideas
are
clearly
organized,
developed,
and
supported
to achieve
a purpose;
the
(1720 points)
Score
Emerging
(0- 12
points)
Develo-ping
Advanced
(13- 16
points)
(1720
points)
1.Organization
(20
points)
Ideas may
not be
focused or
developed;
the main
purpose
is not
clear. The
introduction
is undeveloped.
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
organizational
structure
many
need
to
be strengthened; . ;
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
understanding 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
Knowledge
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
appropriately
(20
points)
170
Score
Emerging
Developing
(13- 16
points)
Advanced
(1720 points)
. Few,
if any,
sources
are cited.
Citations
are
attributed
incorrectly.
Inaccurate,
generalized,
or inappropriate
supporting
material
may be
used.
Over
dependence
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
demonstrates full
knowledge
(more than
required) by
answering
all class
questions
with
explanations
and
elaboration.
Speaking
outline or
note cards
are used
for reference
only.
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
demonstrates
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.
(0- 12
points)
3.
Audience
Adaptation
(20
points)
171
Score
Emerging
(0- 12 points)
Developing
(13- 16
points)
Advanced
(1720 points)
Score
Some effort
to make
the material
relevant to
audience
needs and
interests.
4.
Language
Use
(Verbal
Effectiveness)
(20
points)
My Treasure
This part of the
module sums up
all
the
essential
understandings one
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.
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 codeswitch
(use a
different
language
form) when
appropriate.
Language
choices
are vivid
and
precise.
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
172
Individual
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 weeks
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.
173
Module 2
Lesson 4
Sub-theme: Empathizing With Others
Reading/Literary Text
From The Decameron:
Federigos Falcon
Translated by
Enabling Tasks
(leading to
Culminating Task)
Using words or expressions

that affirm or negate
Convey a personal
testimony
Phase of the
Lesson
Your Journey
This part of the
lesson is composed
of two paragraphs.
The first paragraph
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.
Activities/Tasks
Let your students understand that this
weeks 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.
174
WIPS
Provision
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 lessons objectives which will Whole Class

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 (EN10LTIIe-2.2)
determine tone, mood, technique,
and purpose of the author (EN10LTIIe-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 (EN10OLIIf-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.
175
Your Initial Tasks
Let your students desire positive results on

other related and appropriate activities like:
Whole Class
Pedagogy:
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
clarify expectations
and how learning
shall be assessed
by presenting the
enabling activity and
the rubrics.
Task 1. Great Names to Name

Begin this week with a simple quiz for
your students on naming worlds famous
personalities and how they have touched
the lives of many people.
1. Read for additional information
about these personalities so youll
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
Assessment:
All the activities
in this phase are
Scores must be
recorded to help
succeeding lessons
students.
176
Group Work
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 Whole Class
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
skins color, my race. (Allow for
other possible answers.)
What is violated by this signages

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.)
177
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 Pair Work
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
favorable to Germans.
most
Do you approve of it? Why?

I dont 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 peoples
biases? How did you react?
Do you think it is right to have
biases? Why?
178
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 Bias
1. 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 theres 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.
179
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.
180
Your Text
In this part of the
must be able to
help the students:
make sense
of information,
develop, reflect,
rethink, validate
,and revise
understandings
of the lesson;
check for
understanding;
provide
feedback;
check against
content standard
(content to
content);
assess students
skills (checking
learners
learning
progress and
interest);
ask questions
to enable the
students to
construct their
own meanings/
understandings;
and
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 Check
1. 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.
Whole Class
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 Tank
1. 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.
181
SGD
Small Group
Discussion
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) Alert
1. Draw out from the class Federigos
Falcons 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:
182
Small Group
Discussion
The theme of Federigos 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 Others
1. Inform the class that the theme of
Boccaccios 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 Decamerons 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.
183
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. Decamerons Federigos
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
Federicos 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 Decamerons
Federigos Falcon. You may also
ask your class to recall telenovelas
or movies with the same theme
and story structure with that of
Federigos Falcon.
184
Your Discovery
Tasks
Pedagogy:
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.
Remember that
allow the students
Task 8. Message Sent
to enrich learning
1. Begin this lesson by asking the class Whole Class
by contextualizing,
the purpose of the author in writing
localizing and
the Decameron.
differentiating
2. Ask: Do all authors have purpose
instruction.
for writing? Tell your class to explain
Your main target
their point.
in this phase to
3. Once done, inform them that they
provide them the
will read a commencement speech
understanding of
of Sec. Jesse Robredo.
4. Ask the class what they know of the
Secretary. Offer bits of information
Here is where the
that you have gathered about him.
teacher associates
5. While they read, tell the class to
the theme to the
answer the question: What is the
personal experience
purpose of the author in writing the
of the learner and
article?
should therefore
6. Remind the class to answer
provide them
questions about the text in LM.
the opportunity
Answers to these questions should
to answer the
lead to the purpose of the author:
essential questions
to persuade his audience to do
established at the
something not only for themselves
beginning of the
but for their country.
lesson.
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.
185
Assessment:
9. Process the answers of the students

and offer additional information like:
All the activities

a. When writing to inform, it is
in this phase are
the authors goal to enlighten
formative in nature
the reader with subjects that
and must not be
are typically real and factual.
graded but must be
Few opinions are expressed.
Examples
are
cookbooks,
textbooks, historical accounts,
whether to proceed
news and others.
b. When writing to entertain, ones
or insert another
goal may be to tell a story or
activity
depending
describe characters, places
on the needs of your
or events (real or imaginary).
learners.
Examples include plays, poems,
Refer the students
stories, jokes or even comic
strips.
answers
they
c. When writing to persuade, the
have
written
on
goal is to get the reader to agree
their notebooks to
with the writers opinion. It may
validate
whether
contain a lot of opinion but the
their
tentative
author may provide facts and
answers are correct
examples to support the opinion.
Examples
are
speeches,
is
important
in
editorial, columns, feature and
others.
and revising their
understanding.
Task 10. Purpose Galore!
At the end of this
1. Facilitate the discussion as students
phase, just before
recall the common purposes of
authors.
the teacher may
2. Tell the class to work with a partner
provide a summative
and answer the first three items on
test
(pen-andLM. Let the class determine the
paper or authentic
authors purpose in the first three
task) to sum up the
items.
content standards.
Answers:
Remember that the
a. to persuade because the
phase
operates
author gives out opinion
in
the
premise
b. to inform because it talks
that
performance
about factual procedures
standards are done
186
Pair Work
Individual
Work
Whole Class
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 Whole Class
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 authors 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 Negate
1. Continue with the lesson by drawing I n d i v i d u a l
the attention of the class to the lines Work
from Sec. Robredos speech.
2. Ask the class if they agree with what
he said.
187
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.
188
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. Dont 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 days 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.
189
Final Task
You are now in the final phase of the lesson.

This includes the enabling performance
Pedagogy:
task: conveying a personal testimony which
your students should be able to do at the end
Final task is the of the lesson. This is again in preparation
part of the module for the culminating task: presenting an
that
addresses argumentative speech.
the
performance
standard.
Task 13. Watch for Conventions
1. Recall the 12 Little Things We Can
final task of Lesson
Do For Our Country by Atty. Alex
4, the task is referred
Lacson.
to as enabling task
2. Ask the students their favorite
or enabling activity.
item from the list and allow them
This enabling activity
to explain. (Call on 1-3 students to
forms a scaffold
share their answer.)
to the succeeding
3. Tell the class to go to their respective
activities to equip the
groups and do Task in the LM.
4. After doing the task, ask the class
in performing the
the following questions: what have
you realized about your skills in
or the performance
delivering lines before an audience?;
What do you need to improve on if
quarter.
theres any? How would you rate
Teachers
should
yourself as a speaker?
5. Tell the class that they would know
phase:
more know more about delivering
serves as
lines/speeches by watching this
enabling
Toastmasters video taken from
task for the
Youtube.
main product/
6. Present the video: www.youtube.
performance at
com/watch?v=GefKPy5YYHI
the end of each
7. After the viewing, draw out from the
module;
class important insights which can
includes tasks
help them in delivering speeches.
that are essential
for learners
development;
190
Whole Class
is based on real Task 14. Speak For Keeps

life
situations
1. Allow your students to watch
(if the teacher
another video which presents an
wishes to do
example of a personal testimony.
modifications or
2. Tell the class to describe the
improvisations)
way the personal testimony is
conveyed, the language use,
Assessment:
content, ocassion and stage
presence of the speaker.
GRASPS-based
h t t p s : / / w w w. y o u t u b e . c o m /
assessment criteria
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.
191
Individual
Work
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.
192
2. Remind the students that they

will present their speech for twothree minutes to a group of NonGovernment 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
that answers are
authentic inasmuch
as the word MY
implies that this
where the students
develop a sense of
ownership.
This phase contains an activity that is

neither graded nor recorded. Its 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.
193
Individual
Work
5. Wrap up the week with Leo

Buscaglias 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!
Teacher
194
God
bless
you
Module 2
Lesson 5
Sub-theme: Accepting Individual Differences
Reading / Literary
Text
Language / Grammar
Focus
The Hunchback of
Words and expressions that affirm or
Notre Dame by Victor
negate
Hugo
Enabling Tasks
(leading to
Culminating Task)
Hold a Debate

Phase of the
lesson
Your Journey
This part of the
lesson is composed
of two paragraphs.
The first paragraph
the lesson and the
discussion of the
subtheme which
is Discovering
Personal
Challenges. The
second paragraph
provides an
overview of the
lesson and asks
the enduring
question that sums
up the enduring
understanding one
should draw out of
this lesson.
Activities/ Tasks
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)
195
WIPS
Provision
Whole
class
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
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

generalizations and
(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 (EN10RCIIg-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
(EN10SSIIg-1.6.5:)
demonstrate confidence and ease in
delivering a speech (EN10F-IIg3.7: )
Individual
work
unsupported
exaggeration
This part of the

lesson also informs Remind them that they are expected to hold
the learners of the a debate emphasizing on resolving conflicts
between and among individuals or groups at
enabling activity.
the end of the lesson.
Your Initial Tasks

Pedagogy:
In presenting this
part of the module,
the teacher should
be able to
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)
diagnose
and
activate
prior
knowledge;
196
Small
group
work
hook and
engage learners
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
Scores must be
recorded to help
succeeding lessons
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.
Pair
work
When we went to the hospital, my Mom was

jumpier than a Mexican jumping beans. But
when we saw that Grandma was awake,
Moms 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
197
Pair
work
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 students
skills (checking
learners
learning
progress and
interest);
ask questions
to enable the
students to
construct their
own meanings/
understandings
and
provide a variety
of learning
resources
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!
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 students 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)
198
Pair
work
Small
group
work
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 am
1. 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 Essence
1. 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 System
1. 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.)
199
Small
group
work
Pair
work
Group
work
Your Discovery
2. Allow them to countercheck their
Tasks
definition with a seatmate.
Pedagogy:
3. Point out to students how to define
Remember
that
terms in two ways.
4. Steer students to read the text carefully.
allow the students
5. Elicit their reactions on the quotation
to enrich learning
by Joseph Bruchac.
by contextualizing,
6. Pose the questions prior to the reading
localizing
and
of the text. (You may solicit their
differentiating
answers after they have read the text
instruction.
and after you have processed the
Your main target
activity.) (Answers may vary.)
in this phase to
7. Instruct students to read the text
provide them the
silently.
understanding
of
content as applied to Task 6. Dare to Answer
1. (Expected answer: Title of the StoryHere is where the
Hunchback of Notre Dame; Historyteacher associates
Middle Age; Culture-Notre Dame is
the theme to the
the political and cultural center of
personal experience
Paris; Themes-class difference, social
of the learner and
strife, and revolution; Environment and
should
therefore
other factors-churches as backdrop of
provide
them
the city, Notre Dame as the capital of
the
opportunity
Paris).
to
answer
the
2. (Possible answer: The cathedral
essential questions
inspired Hugo to write the novel.
established at the
He used the history of the church as
beginning of the
a backdrop for the novels action.
lesson.
Architecturally, it is a combination that
mirrors Quasimodos 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 Quasimodos deformities). (Accept
varied answers.)
200
Individual
work
Group
work
Individual
work
Assessment:
4. (Expected
answers:
Class
differences, physical looks, special
privileges of the Aristocrats and
the church). (Suggestions may be
varied.)
5. (Responses may vary.)
All the activities

in this phase are
formative in nature
and must not be
graded but must be
Ask the students to think of a particular
story in the Philippine literature that can be
compared with The Hunchback of Notre
whether to proceed
Dame. Tell them to discuss their similarities
and differences in terms of themes, history,
or insert another
and culture.
activity
depending
on the needs of your Task 7. From the story, we differ...,
learners.
1. Instruct students to form groups
Refer the students
of ten and discuss the questions
given.
answers
they
- For group 1 Accept varied
have
written
on
answers
their notebooks to
- For group 2 Answers may vary
validate
whether
their
tentative
answers are correct
2. Have the students write their
is
important
in
responses on a cartolina or manila
paper to be presented before
and revising their
the class for discussion. This will
understanding.
likewise serve as the groups output
At the end of this
Task 8. Lookout for the Outlook!
phase, just before
1. Instruct students to go over the
the teacher may
expressions enclosed in the box.
provide a summative
2. Read the expressions aloud in order
test (pen-and-paper
for the students to learn to read
or authentic task) to
properly. Let each of the students
sum up the content
read aloud these expressions
standards.
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.
201
Group
work
Individual
work
Remember
that Task 9. I Agree...She Doesnt
the phase operate
in
the
premise
1. Encourage students to speak out what
that
performance
they thought about the ideas presented
standards
are
in the text, The Hunchback of Notre
done only if the
Dame.
content
standards
2. Tell them to use the expressions of
are addressed and
negation and affirmation that they have
fully
understood.
learned in Task 8.
This
summative
3. Make them recall these special
expressions.
graded.
- Nos. 1-5 : Responses may vary.
Accept varied answers.
Task 10. My Motion...
1. Enhance the students 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 students performance.
Criteria
Total
a. use of negative
and affirmative
expressions
Individual
work
b. spontaneity
c. soundness of points
of arguments
d. ease of delivery
e. poise and gesture
Legend:
5 - Brilliant
4 - Very remarkable
3 - Remarkable
2 - Good
1 - Needs more practice
Task 11. The Explicits and Otherwise
1. Ask students to read the selection
enclosed in the box.
202
2. Explain what information is

Final Task
conveyed by the underlined
Pedagogy:
statements in the selection.
Final task is the
3. Discuss further on the keynotes
part of the module
enclosed in the box.
that addresses
4. You may provide examples taken
the performance
from other text.
standard.
5. Instruct students to read the
selection about John Kemp and
But since this is
identify the explicit and implicit
the final task of
information that can be found in the
Lesson 5, the task
text.
is referred to as
(Expected
answers:
Explicit
enabling task or
information - John Kemp was
enabling activity.
a disabled person; John Kemp
This enabling
was confident and truthful of his
activity forms a
limited abilities; John Kemp was an
scaffold to the
optimist. Implicit information - John
succeeding activities
Kemp succeeded in his career; His
parents had unconditional love
to equip the
for him; John Kemp studied hard;
John Kemp was very grateful to his
in performing the
parents).
or the performance
Task 12. The Legal Cite
1. Instruct the students to read on the
quarter.
important points on citation, APA style.
Teachers
should
(see Module 2, Lesson 5, Task 12)
2. Ask them to observe the use of in-text
phase:
citations and parenthetical citations.
serves as
3. Pose the questions (see Module 2,
enabling
Lesson 5, Task 12) then check their
task for the
responses. (Expected answers: We
main product/
use in-text citations when we refer
performance at
to, summarize, paraphrase or quote
the end of each
from another source. We use the
module;
parenthetical citations when we refer
includes tasks
to direct quotation).
that are essential
4. Guide the students as they answer the
for learners
activity on citation.
development;
(Expected answers: 1. Doanne and
Bell (1980); 2. Heimberg (1997); 3.
Litchman (1978); 4. Gatto,et al., (1987);
5. Webster (1983)
203
Group
Work
Task 13. Varying Groups

1. 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
Assessment:
their expected output for the activity is.
4. Take note that this is a differentiated
GRASPS-based
activity that you need to form the group
assessment criteria
according to the members talents and
skills. Each group must be formed
according to the students interests,
skills, and potentials.
based on real
life situations
(if the teacher
wishes to do
modifications or
improvisations)
Group
Work
Group
Work
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.
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.
204
Individual
work
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.
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 Wits
1. 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.
205
Individual
Work
Criteria
Did 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 4321My Treasure
This part of the
module sums up
all the essential
understandings one
that answers are
authentic inasmuch
as the word MY
implies that this
where the students
develop a sense of
ownership.
Excellent
Very good
Good
Fair
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.
206
Module 2
Lesson 6
Sub-theme: Embodying Solidarity
Reading / Literary
Text
Language / Grammar Focus
The Three
Musketeers by
Alexander Dumas
Words and expressions that affirm

or negate
Enabling Tasks
(leading to
Culminating Task)
Deliver an
argumentative
speech

Phase of the
Lesson
Activities/Tasks
Your Journey
This part of the
lesson is composed
of two paragraphs.
The first paragraph
the lesson and the
discussion of the
subtheme which
is Discovering
Personal
Challenges. The
second paragraph
of the lesson and
asks the enduring
question that sums
up the enduring
understanding one
should draw out of
this lesson.
WIPS
Provision
Whole
class or
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).
Your Objectives
This part of the
Allot sufficient time for the students to read
module provides the
the objectives for them to concentrate on the
competencies.
concepts, language and communication, and
literary skills.
207
Individual
work
Whole
class
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 (EN10FIIi-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
Task 1. Overdoing the Generals!

1. Have a short recap of the topic,
Pedagogy:
Unsupported Generalizations and
Exaggerations
In presenting this
2.
Read the statements clearly and read
part of the module,
it twice.
the teacher should
be able to:
diagnose and
activate prior
knowledge;
hook and
engage learners
interest;
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.
208
Individual
work
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
Scores must be
recorded to help
succeeding lessons
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.
Listening Text 2
1. There is no better machine on the market.
2. Erase your wrinkles; crows 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
(Expected
answers:
1.
Exaggeration
2.
Exaggeration 3. Unsupported generalization 4.
Unsupported generalization 5. Exaggeration)
Task 2. Solid during the Odds

1. 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-Sense
1. Guide the students in answering this
activity. Engage them to answer the
question: What do you hope to achieve
from this lesson?
209
Individual
work
Your Text
Task 4. I Mean...
1. Instruct the students to define the terms
In this part of the
used in the text. (You may allow them
to use the dictionary for reference.)
must be able to help
You may give this as an assignment.
the students:
(Possible answers: Operational definition:
make sense
1. Kings army/bodyguards of the king;
of information,
2. Having fine personal qualities or high
develop, reflect,
morals and ideals; 3. A person who keeps
rethink, validate
watch on others secretly; 4. A priest
,and revise
5. A nobleman of high rank. Technical
definition; 1. A foot soldier armed with a
understandings
musket 2. Aristocratic; 3. A person who
of the lesson;
secretly collects and reports information
check for
on the activities, movements and plans
understanding;
of an enemy or competitor; 4. A leading
provide
dignitary of the Roman Catholic church; 5.
feedback;
The prince or ruler of a small principality
check against
or duchy).
content standard
2. Check the students activity for
(content to
clarification of answers.
content);
3. Process this activity by posing the
assess students
questions stated in Module 2: Lesson
skills (checking
6, Task 4.
learners
(Expected answers: 1. Operational definition 2.
learning
Technical definition 3. Accept opinionated answer)
progress and
Task 5. From Cover to Cover
interest);
1. Instruct students to read the
ask questions
introduction to the story, The Three
to enable the
Musketeers.
students to
2. Seek their answers on the essential
construct their
question. (Accept varied answers)
own meanings/
3. Relate the question and their answers
understandings
to the theme of the story.
and
4. Instruct the students to read the story.
provide a variety
(The story may be pre-assigned for
of learning
reading)
resources
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.
210
Pair work
Individual
work
Small
group work
Small
group work
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.)
211
Individual
work
Pair work
Individual
work
6. Expected answers:
Dartagnan - (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 Dartagnan. (Resolution)
The three of them and Dartagnan decided
to take a stand and resist arrest from the
Cradinals 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 Dartagnan to retrieve the diamond
tags from the duke
Milady (Conflict) Dartagnan saw her
mark of a convict branded on her shoulders.
(Resolution) She decided to have some
poisoned wine delivered to Dartagnan 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).
212
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 statement
3. 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
allow the students
to enrich learning
by contextualizing,
localizing and
differentiating
instruction.
Task 10. The Team in Theme

To further enhance the students understanding
of the theme of the lesson; instruct students to
work on the following activities:
213
Your main target

in this phase to
provide them the
understanding of
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
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
Qualities
that hinder
of the
them from members of
being
the group
effective
musketeers
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.
214
Group
work
This process
is important in
and revising their
understanding.
At the end of this
phase, just before
the teacher may
provide a summative
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
graded.
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 6, the task
is referred to as
enabling task or
enabling activity.
Task 11. Weigh In!

1. Invite students to read and evaluate
Individual
the text with your help.
work
2. Process the questions afterwards.
Make sure that the students have a full
analysis of the text presented as you
and/or
go through the processing questions.
3. Make some notes on the board of their
most significant responses.
4. Have an in-depth discussion of Group work
the pointers enclosed in the box.
Remember! and The Techniques in
Argumentation. (See Module 2 Lesson
6 Task 11).
215
This enabling activity

forms a scaffold
to the succeeding
activities to equip the
in performing the
or the performance
quarter.
Teachers should
bear in mind that
this phase:
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)
serves as
enabling
task for the
main product/
performance at
the end of each
Task 12.
module;
1.
includes tasks
that are essential
for learners
2.
development;
is based on real
life situations
(if the teacher
wishes to do
3.
modifications or
improvisations)
Assessment:
GRASPS-based
assessment
criteria
Special Delivery!
Walk the students through in the
preparation of delivering their
speech.
Make sure that all pointers to
deliver an argumentative speech
have
been
comprehensively
discussed with students leaving
them with no gray areas.
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.
216
Individual
work
Individual
work
How to assess an argumentative speech

criteria
1. Use the expressions of

negation and affirmation
2. Spontaneity
3. Soundness of points of
arguments
4. Ease of delivery
5. Poise and gesture
Legend:
5
4
3
2
1
Brilliant
Very remarkable
Remarkable
Notable
Needs more practice
My Treasure
This part of the
module sums up Elicit the students reaction on the quote of
all the essential
Albert Einstein.Persuade them to reflect on
understandings one
it.
must draw out of this Invite them to summarize and think the
essential points that they enjoyed, that have
that answers are
made them realized worthy of emulation and
authentic inasmuch
practice.
as the word MY Have them write their responses in their
implies that this
journal to keep a record of all their essential
learnings.
where the students
develop a sense of
ownership.
217
Individual
work
POST TEST- MODULE 2

Directions: Tell whether the sentences below express unsupported generalization or
exaggerated expression.
1.
2.
3.
4.
5.
It takes a lifetime to forgive someone who had gravely wronged you.

Most teachers wear their hair in buns.
I will stand by you forever.
Dogs are the most domesticated of all animals.
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 Dantes Divine Comedy
A. Inferno
B. Purgatorio
C. Paradiso
D. Earth
8. It is one of the stories in Boccaccios Decameron
A. Of Men and Mice
B. Federigos Falcon
C. Anna Karenina
D. The Raven
9. Alexandre Dumas fictionalize his fathers 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. DArtagnan
218
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 authors 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.
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 forgottena 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, joyset it free!
--Helen Keller,The Story of My Life
17. From the story, we can say that Helen Keller is

A. blind
B. illiterate
C. ignorant
D. deaf
219
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 authors 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
Midway in our lifes journey, I went astray
from the straight road and woke to find myself
alone in a dark wood. How shall I say
What 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
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
220
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
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 fairand pure.
-Heine
26. The theme of the poem is
A. on a childs innocence
B. a fathers great love to a daughter
C. a blessing
D. a fathers 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
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
221
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.
222
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, in that place, at all times, above the earth,

On the earth, [was] an extended fog, and there the great Manito
was.
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
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.
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.
But an evil Manito made evil beings only, monsters,

He made the flies, he made the gnats.
223
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
.
224
POST-TEST IN GRADE 10 ENGLISH

Module 2
Levels of
Assessment
KNOWLEDGE
Skills to be
Assessed
Identifying
expressions of
unsupported
generalization
and
exaggerations
Identifying the
two sides of
debate
Identifying the
two aims of
debate
ITEM
Correct Answer
1-5.Tell whether
the sentences
express
unsupported
generalization or
exaggeration
1.exaggeration
2.unsupported
generalization
3.exaggeration
4.unsupported
generalization
5.unsupported
generalization
6-10. Questions on 6. C
noting details
7. A
8. B
9. C
10. A
Writing
Identifying
citations
Note details
about a story
read
11-12. Identify
the two sides of a
debate
11. A
12. C
13-14.Identify the
13. A
two aims of debate 14. D
program
15. This type
15.C
of citation uses
the authors last
name, the year of
publication and the
page number
16. One for all, all
for one
225
16. A
UNDERSTANDING
Reading and
Literature
Read closely
to get implicit
and explicit
information
Read to get
the authors
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 authors
purpose in
writing the text
was
17.A
18. B
19. A
20. B
21.A
21. The paragraph

implicitly stated
22. B
that
22. At the beginning
of the passage
the mood is
23. A
23. The last three
lines signify the
tone
24. A
24. From the

passage it
could be
implied that
25. At the end of
the passage..
25. B
26. B
26. The theme of

the poem
27.C
27. The values

implied are
28. D
28. The feelings

of the poet that
are implicitly
expressed
29. D
29.The text
30. D
implicitly stated
that
30. The statement,
Then you
226
31. The purpose

of the author in
writing the text
32. 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
31. A
32. B
33. A
34. B
35. A
36. At first, forever, 36.B

lost in space
37. He made them
all to
37. C
38. Anew spoke

the
38. D
39.He gave the first

39. E
mother
40. But an evil
227
40. F
PROCESS
Writing
41-44. Arrange the
Steps for
steps to deliver a
delivering a
speech
speech
Compose an
argumentative
essay employing
different
techniques
(e.g. analogy,
comparison and
contrast, definition
and analysis)
228
41. D
42. B
43. C
44.A
45-50
(6 pts)

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10

Celebrating Diversity through

This book was collaboratively developed and reviewed by

Celebrating Diversity through World Literature Grade 10

Republic of the Philippines

K to 12 BASIC EDUCATION CURRICULUM

PHILOSOPHY AND RATIONALE

1998. English Curriculum Framework. Australia

II. GUIDING PRINCIPLES

K to 12 BASIC EDUCATION CURRICULUM

K to 12 BASIC EDUCATION CURRICULUM

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

develops thinking and language through interactive learning;

NEEDS OF THE LEARNERS : THE CONTEXT

K to 12 BASIC EDUCATION CURRICULUM

Communicative competence is classified into the following competencies.

K to 12 BASIC EDUCATION CURRICULUM

K to 12 BASIC EDUCATION CURRICULUM

COMPONENT 1: Language Learning Process

K to 12 BASIC EDUCATION CURRICULUM

COMPONENT 2: Effective Language Use

K to 12 BASIC EDUCATION CURRICULUM

COMPONENT 3: Making Meaning through Language

K to 12 BASIC EDUCATION CURRICULUM

Book and Print Knowledge

Phonics and Word Recognition

Writing and Composition

Grammar Awareness & Structure

14. Study Strategies

13. Attitudes towards language, literacy and literature

12. Listening Comprehension

11. Reading Comprehension

10. Vocabulary Development

Integrated Language Arts Domains

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

K to 12 BASIC EDUCATION CURRICULUM

Attitude towards language, literacy and

Grammar awareness and structure

Writing and composition

Phonics and word recognition

Book and Print knowledge

K to 12 BASIC EDUCATION CURRICULUM

2. A holistic view of language

1. Proximity to actual language use and performance

COMPONENT 4: Holistic Assessment

Coherence with the Basic Education Program Goals

K to 12 BASIC EDUCATION CURRICULUM

3. An integrative view of learning

K to 12 BASIC EDUCATION CURRICULUM

Book and Print Knowledge

Phonic and Word Recognition

Use of Content and Prior

Comprehending Literary Text

Comprehending Informational Text

Reading Comprehension and Study Strategies

Grammar Awareness and Structure

Performance Standards at the end of Grade 3

Oral Languages in English

K to 12 BASIC EDUCATION CURRICULUM

KEY STAGE STANDARD

K to 12 BASIC EDUCATION CURRICULUM

GRADE LEVEL STANDARD

K to 12 BASIC EDUCATION CURRICULUM