Et Ubd G10

Unit 1
Lesson 1: Politics
Period: 5 Meetings
Stage 1 – Desired Results
Established Goals
From Dep.Ed
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.
EN10LC-Ia-11.1- Get information that can be used in everyday life from news reports, speeches, informative talks, panel
discussions, etc.
EN10VC-Ia- Determine how connected events contribute to the totality of a material viewed.
EN10V-Ia- 13.9- Differentiate formal from informal definitions of words.
EN10LT-Ia-14.2- Explain how the elements specific to a selection build its theme.
EN10WC-Ia- 12.1- Identify features of persuasive texts.
EN10OL-Ia- 3.14- Identify the factors of public speaking.
EN10G-Ia- 27- Use reflexive and intensive pronouns.
Essential Questions Desired Understandings

Students will understand that…
 What is a biography?  Biography is a type of prose that narrates significant
 What is a primary research? aspects in a person’s life.
 Why are biographies important?  Primary research is a type of research that you
collect yourself.
 Biographies help us learn about the life of an
important person. They can be used to identify
external and internal influences on a person’s life
and the relationships between the causes and
effects of an event or action that took place.
Key Knowledge and Skills

Students will know… Students will be able to…
 How to be objective in a biography.  Identify and evaluate objectivity in a biography.

 How to assess the skills of a leader.  Assess the necessary skills of a leader.
 How to create a blog post.  Create a blog post arguing for solutions.
 How to analyze a biography.  Analyze a biography.
 How to develop action plans.  Revise passages for clarity.
 How to summarize information using charts.  Develop an action plan for a project.
 Summarize information using charts.
Stage 2 – Determine Acceptable Evidence
Evidences of Learning
Performance Task: Other Evidences
Moral Politics Engagement Activities:

Venn Diagram Comparison
Goal: To identify the qualities of a good political leader. Point of Reflection
Role: Panelists
Audience: Peers and teacher
Situation: Students will come up with a list of the qualities

of a good leader.
Product/performance and Purpose: A panel discussion to

come up with a list of the qualities of a good political
leader.
Standard Criteria for Success: A good and well-presented

panel discussion.
Use the rubrics on panel discussion to assess this

performance task.
Student Self-Assessment and Reflection
1. Reflect on how government officials and employees serve the people.

2. Reflect on why people still run for office despite the fact that running for office in the government is too
difficult.
3. Self-assess the performance task Moral Politics.
Stage 3 – Plan Learning Experiences
WHERETO
What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the
desired understandings?
First Meeting (Directed Reading Activity)

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Politics.
b. Inform the students that they are going to read an essay about a peculiar leader.
c. On the board, list down the essential questions that they should be able to answer at the end of the
week and discuss the performance tasks that they should anticipate (W).
2. Unlocking of Difficult Words
a. Begin the reading activity with Important Words. Allot 5 minutes for them to finish the activity.
b. Afterwards, ask some to share what they have written.
3. Knowledge Activation
a. Explain to the students that even though ancient civilizations were ruled mostly by men, some women
ruled with them.
b. Tell them that some women were given independent power while others shared leadership roles with a
husband, brother, son, or other male relatives.
c. Tell them that in Ancient Rome, women rulers were given the title Augusta.
d. Explain further that in Europe, women rulers were called queens.
e. Tell them to watch the video that you will play.
f. Ask them to accomplish two activities after watching.
g. Allot 10 minutes for activity 1 and 2.
h. Let them look at the illustration. Let them describe what they can see in the drawing.
4. Motive and Motivation Questions
a. Introduce the essay “Cleopatra, A Queen” after the whole class has talked about their observations on
the illustration.
b. Motivation Question: What are the roles of women within your barangay council? Compare these
responsibilities with the women who hold power in the executive, judicial, and legislative branches of
the Philippine government. How do the two roles differ? In what way are they common?
c. Motive Question: Let's find out the writer's attitude toward the subject.
5. During Reading
a. Give the students 10 minutes to read the essay silently.
b. Let them summarize the key events of Cleopatra’s reign.
c. Ask them to answer the comprehension questions.
6. After Reading
Discuss the answers to comprehension questions with the students. Then, ask them to accomplish the
engagement activities.
Venn Diagram. Compare and contrast a female and a male political leader.
Female Leader Male Leader
Point of Reflection. What are the different qualities that a good leader should have?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Second Meeting (Literary Analysis)

Part 1: Literary Analysis
7. Proceed to the discussion on: Biography. Discuss that a biography is a type of prose that narrates significant
aspects in a person’s life.
8. Reiterate to the students that it is often used as a tribute to an important figure or person in a specific industry
or in the general notion of society.
9. Tell the students that biographers try to remain objective by keeping their facts straight although they are
challenged in gaining readership interest by using a personal creative writing style.
10. Let them read the kinds of reading materials that bank on straight facts.
11. Let the students proceed to Activity 1.
12. Instruct them to write F if the underlined phrases present an objective perspective or information and O if
otherwise.
13. Ask the students to do Activity 2.
14. Give the students time to discuss their answers. (E, R)
15. Afterwards, let the students answer these questions:
a. Who is the best political leader for you?
b. Why should women be given equal opportunity in politics?
c. What can you do to change the face of politics in life?
Third Meeting(Responding to Literature and Skills Development)

Oral Communication
16. Once the students are done answering the question (either oral or written output), proceed to doing the activity
Moral Politics for the performance task.
17. Divide the class into four groups. Let the class prepare for a panel discussion that will talk about the traits of a
good political leader.
18. Explain to them that they need to justify why they prefer those qualities.
19. Let them present it in front of the class.
20. Ask them to make a list of what they have chosen as the best qualities.
21. Let them present their panel discussion in front of the class. Use the rubrics on panel discussion to assess this
task.
Research and Writing
22. Ask the students about their stand on the political issues.
23. Tell them to choose one issue which they deem most relevant today.
24. Instruct them to suggest specific solutions which they can do in order to resolve such problems.
25. Let them write a blog following the form of an argumentative essay to support their contention.
26. Ask them to make sure to use credible information taken from the library or the Internet. Remind them to cite
sources carefully. (E, R, E-2)
Fourth Meeting (Skills Development and Grammar review)

27. Tell the students that reading biographies may be tedious since these are not as plot-driven as other forms of
writing, but they provide three good benefits.
28. Explain to them that biographies help us learn about the life of an important person.
29. Discuss that these too can be used to identify external and internal influences on a person’s life. (H)
30. Tell them that we begin to see that every word the writer wrote has been chosen deliberately. (E)
31. Explain that these also help us identify the relationships between the causes and effects of an event or action
that took place.
32. Let the students practice reading the biography on the book.
33. Instruct them to note their answers in their reading journal.
34. Introduce the Grammar Review. Discuss the ways on how to avoid wordiness using the guided discussion in the
book. (E, R)
35. Let them read the common mistakes committed by both experienced and novice writers.
36. After the discussion, guide the students in answering Grammar Workout A. (E)
37. Let them answer Activity B independently.
38. To check students’ understanding of the lesson, let them check each other’s work.(H,T)
Fifth Meeting(Collaborative Task and Writing Task)

39. Ask the students to proceed to the Collaborative Task.
40. Ask the students to form a group of five members.
41. Let them brainstorm on the current issues in school.
42. Tell them to choose one major problem that they would like to solve as a group.
43. Tell them to write an action plan that suggests the goals of their project, the specific actions that their group will
take, and the desired results of the project.(R)
44. Let them present the plan in class to involve other members in their project. Use the rubrics on reporting to
assess this task.
45. For the Writing Topic, explain to the students that a primary research refers to any type of research that they
collect themselves.
46. Let them read the examples on the book.
47. Explain that a good researcher knows how to use both primary and secondary sources in writing and to integrate
them in a cohesive fashion.
48. Proceed to Guided Reading.
49. Instruct them to do individual activities A and B.
Before Reading
Important Words
Underline Word Synonyms of the underlined word Use of the underlined

word in the sentence
derangements dementia, madness, disruption, disturbance disruption, disturbance,

upheaval
revenues earnings, gains, income, profit, funds, money money, finances
conspicuous prominent, well-known, outstanding, prominent, remarkable,

distinguished, extravagant, fancy notable
scruples hesitation, reluctance, misgiving doubt, hesitation
conspirators conniver, schemer conniver, schemer

Knowledge Activation
Ask students to name some powerful women that immediately comes to their mind. Lead them to think back to
history (specifically ancient civilizations). Who are the most prominent women in history? What do they know of these
women?
Activity 1
Before letting the students listen to or watch the video clip, ask them what they know about Cleopatra. You may
write their answers on the board. The listening piece/video clip for this activity can be accessed at:
• https://www.youtube.com/watch?v=OlQIZrwTF7U
Answer Key:
Cleopatra was born at the beginning of 69 B.C. or at the end of 70 B.C. in Egypt.
Cleopatra, although known as Egypt’s greatest Queen, had not even the smallest drop of
Egyptian blood. She and her entire family, which consisted of several siblings, was what was
called Macedonian Greek; Greek in customs, tradition, and language. She also spoke several
other tongues besides her own, including Arabic and Egyptian. Egyptian being a language that
her predecessors, including her father who was king of Egypt, didn’t even bother to learn. And
she could also read hieroglyphs.
At the age of seventeen, Cleopatra became co-regent or co-ruler of Egypt with her ten-
year-old brother Ptolemy and following his death after a massive civil war she married her
younger brother Ptolemy XIV who was only six years old. This meant that, Cleopatra, the eldest
of the two, was the supreme ruler.
Cleopatra turned out to be very good at politics and was able to bring prosperity and
peaceful times to a country which had become poverty-stricken and torn apart by war. But it
was only the beginning.
Cleopatra met Julius Caesar when she was twenty-one years old. Caesar was charmed
by the youthful and intelligent woman and took her to Rome with him. And thus began the
most famous affair in history. One historian states that contrary to popular view, Cleopatra
only allied with him because of shared political views rather than romantic love. Nevertheless,
a year or two later she bore him a son names Cesarion, though Ceasar never publicly
acknowledged him as his son much to Cleopatra’s dismay.
A few years later, Caesar was assassinated and Cleopatra left Rome and returned to
Egypt once more. In order to have full power of the throne and have sole control of Egypt,
Cleopatra murdered her brother who had been ruling in her absence and appointed Cesarion,
her son, to the throne.
In 41 B.C., one of Caesar’s most famous generals, Marc Antony, whom Cleopatra had
met a few years before, summoned her to meet him in Tarsus. Thus began Cleopatra’s
second love affair. However, historians do say that her interest in Marc Antony was not
purely political as it had been with Caesar, but was born of a true romantic interest in him. It
is shown in records of the time that the two lovers returned to Egypt and were married in the
Egyptian tradition and had three children, two sons and a daughter, by their union. It seems
that Cleopatra had finally found her happiness, but sadly, it wasn’t to last.
On September 2, a few years after they were married, Cleopatra and Marc Antony
combined armies to take on the forces of Rome that were controlled by Octavian, a ruthless
Roman general whom over time had become Cleopatra’s worst enemy.
Facing defeat, it has been said that until recently in an act of incredible cowardice,
Cleopatra turned and fled the battle. However, according to records recently uncovered it is
now said amongst historians that her escaping was a part of a planned maneuver rather than
cowardice on her part. Marc Antony, seeing Cleopatra escape, decided to abandon his fleet
and follow her as she made her return to Egypt. There they lived in relative safety for nearly a
year.
However, as previously mentioned, Octavian was ruthless and pursued Marc

Antony to Egypt where Antony’s troops deserted him after Octavian’s appearance. Marc
Antony found himself in a hopeless situation and he chose to take his own life. Cleopatra
became a virtual prisoner of Octavian and he planned to parade her around Rome to make
sure everyone knew how great of a general he truly was. Cleopatra had other plans.
Just eleven days after Marc Antony’s death, Cleopatra herself committed suicide in
her chambers in Rome virtually ruining Octavian’s plans. In the end, it was she who had the
last word.
Though legend suggests that Cleopatra ended her life through the bite of an
Egyptian asp, some historians aren't so sure. There are some who debate that she could
have taken some kind of poison, possibly, to end her life. As for her children by Marc Antony,
no one truly knows what became of them. Yet another enticing mystery in the life of one of
the most extraordinary women in history. Activity 2
Activity 2
The video for this activity can be accessed through this link:
• http://video.nationalgeographic.com/video/cleopatra
The transcript of the video is as follows:
Her name is synonymous with beauty, power, intrigue and ultimately tragedy. In 69 BC Cleopatra was born into Egypt’s
Ptolemaic dynasty, a dynasty in decline and under the protection of Rome. At the age of 18 she assumed the throne along with
her younger brother as husband, Ptolemy XIII, according to Egyptian royal custom. But these royal siblings were hostile to each
other and Cleopatra was soon forced from power. Down but not out, Cleopatra waited for the right opportunity to prove her
political cunning.
That opportunity came when Julius Caesar, the newly minted victor in Rome’s civil war, arrived in Alexandria, Egypt, in
pursuit of a renegade Roman general. As legend has it, Cleopatra smuggled herself into his inner sanctum rolled up inside a rug.
Caesar was captivated and they soon fell in love. He took arms against Cleopatra’s rivals, and restored her to the throne. Shortly
after she gave birth to a boy, Caesarion, whom she claimed was Caesar’s son.
Egypt was a vastly wealthy country and Cleopatra sought to keep it independent of Rome. Her affair with Caesar kept the
Romans from taking direct Roman control of Egypt, but his assassination made her status, and that of her country uncertain.
Searching for allies among Rome’s new leaders, she was delighted when Marc Antony, one of Caesar’s heir-apparents, sent for
her. Marc Anthony fell head over heels for the Egyptian queen--and her riches. Together they set up court in Alexandria, an
arrangement that elevated Cleopatra from “protected” sovereign to a fully independent monarch.
Cleopatra and Antony shared a legendary love matched by their insatiable appetite for empire. They eventually married and
became the power couple of Eastern Mediterranean. Antony tried to bring some Roman territories under her domain. And he
declared Cleopatra’s son Caesarion to be the son and the rightful heir to Julius Ceasar. That infuriated Mark Anthony’s Roman
rival, Octavian, who went to war against them. Antony and Cleopatra were quickly defeated at the Battle of Actium in 31 BC.
Legend tells us that Cleopatra spread false rumors of her death. Consumed by grief over her death, Antony stabbed
himself. But word came she was still alive, and Antony’s followers carried him to Cleopatra where he died in her arms. After 22
years as queen, Cleopatra’s fortunes were fast unraveling. She tried in vain to make peace with Octavian. Rather than be
humiliated by the Romans in defeat, she took hold of an asp, permitting it to inflict a poisonous –and mortal-- wound. With her
death, the fate of the Ptolemaic dynasty was sealed, and Egypt fell firmly into Roman hands.
Although her ambitions were never realized, Cleopatra has achieved immortality through her personal story of love and
tragedy.
Oral Interaction
For this activity, let the students think of powerful women in politics. Let them start from somewhere familiar
like the barangay council or the local government and help them move towards national government, specifically the
executive, judicial, and legislative branches.
Let the students think of the roles that these women leaders play. How are these women common? How are
they different?
Literary Selection
Cleopatra, A Queen
Go back to the students' previous answers on what they know about Cleopatra. Tell them to keep those in mind.
Also, remind the students that as they read, they should try to identify the writer's attitude towards the subject and
whether that attitude is similar to or different from their own.
Some questions for critical thinking:
Analyze the significance of the woman in the illustration. What role in society do you think does she play? What
other images can you see? What do these images represent? Do you agree with the representations shown in the
illustration? What do you think makes a successful biography?
Understanding Literature
Comprehension Questions
Allot 15-20 minutes for this activity. After they finish answering the questions individually, ask them to answer
the questions aloud. Call on 2-3 students to answer a certain question. Encourage them to give their answers in
complete sentences.
Literary Analysis
To discuss biography, ask students questions about what they have read. Ask them what details of Cleopatra's
life were included in the reading selection. Write their answers on the board. Afterwards, refer to the students' answers
and explain that those are elements of a biography. Explain what a biography is. You may refer to the two listening texts
(Cleopatra's biography from YouTube and from National Geographic). Ask the students what differences they observed
in the two selections. Help them realize that the clip from YouTube is more objective than the one from National
Geographic.
Responding to Literature
Oral Communication
Divide the class into small groups. In each group, let the members take a position regarding Cleopatra's actions
(affair, murder, extravagant lifestyle). Let each member share whether they agree or disagree with Cleopatra's actions.
Also tell the students to analyze the reasons behind Cleopatra's decisions.
For this activity, tell the students to think back on the previous activity where they shared their position
(agreement or disagreement) regarding Cleopatra's actions. Let each student choose one issue that they think is most
relevant to today's society. Each student should write a blog detailing the solutions to their chosen issue.
Skills Development: Reading Biographies

Ask students why they think it is important to read biographies. Write some of their answers on the board. Ask
students what biographies they have already read and which ones they liked the most.
Some resources that may help your discussion can be accessed at:
 http://www.home-school.com/Articles/the-benefits-of-reading-biographies.php
 http://blog.kevineikenberry.com/leadership/five-reasons-to-read-more-biographies/
 http://www.relevantmagazine.com/culture/books/8-biographies-everyone-should-read
Grammar Review: Avoiding Wordiness

Discuss the importance of writing concisely. You may write some sample sentences on the board and ask your
students if there are some words that they can revise or eliminate from the sentence.
Some resources that may help your discussion can be accessed at:
 https://owl.english.purdue.edu/exercises/6/9/24
Grammar Workout
A. These are just some of the possible answers. Be sure to check each student's answer to see if they are acceptable.
1. Some Roman government leaders in Caesar's administration conspired to plot his murder.
2. The life of Cleopatra is widely-known, but there are few in-depth studies of her significant contributions
to the ancient world.
3. Cleopatra murdered her brother to keep her power as pharaoh.
4. As Caesar's influence in Rome weakened, conspirators plotted their sinister plans.
5. There are countless ways to research about great political leaders.
6. It is unusual to find a credible biographer.
7. War occurs when people disagree on ideas.
8. More tragic events occurred in Egypt after Caesar's death. Cleopatra committed suicide, and the people
are left to be conquered by Octavian.
9. According to the biographer Jacob Abbott, the Romans consider Cleopatra and Caesar's relationship to
be most controversial.
10. The end of Egyptian royalty made the people aware that under Octavius's rule, changes to religion will
be made.
B. Let the students revise the paragraph individually, or you may answer the activity as a class by calling on one student
to read a sentence and revise it for wordiness.
Note: The revised versions are highlighted below. These are only suggested answers. There are many ways to revise the
sentences.
A small number of young people like reading biographies regularly.
Few young people like reading biographies regularly.
As assumed, these readers are not themselves biographers, nor would these readers really ever enjoy reading about someone
directly irrelevant in their lives, nor would most of them actually enjoy trying to solve the problems encountered by the subject of
the biography.
These readers are not biographers themselves. They do not enjoy reading about someone they do not know nor trying to solve the
problems of the biography's subject.
They are probably enticed to read biographies because of this reason: they have found a way to live vicariously in the exciting life
of a government leader or rebel, a celebrity, an artist or a religious icon which results to escapism from the monotonous, boring
routine of dull everyday existence.
They are probably enticed to read biographies so that they can escape the monotony of everyday existence and instead live an exciting
life as a government leader, rebel, celebrity, artist, or a religious icon.
To such people, the conflict in the biography seems realistic fantasy. It is realistic because the people in the biography are, as a
general rule, real people. The people mentioned are not just made-up images from the head of the writer.
To these readers, the story seems realistic fantasy. It is realistic because the people in the biography are real people whom the writer did
not just make up.
It is also realistic because the character who is the hero or heroine goes through the same issues in life and solves these problems
not usually by haphazard methods but by exercising a remarkable degree of logic and reason.
It is also realistic because the character goes through issues in life which are solved through logic and reason.
It is entirely and totally essential that readers who enjoy biographies have an admiration for the human faculty of logic.
It is important that readers who enjoy biographies also admire logic.

But biographies are also fantasies. The people who read such books of literature play a role. It is a role in which they suspend
certain connections in their lives.
Biographies are also fantasies. People who read biographies play a role in which they suspend certain connections in their lives.
One of these connections that they suspend is the relationship of the people involved with the subject. If the reader stops to feel
affinity for each and every person that is related to the subject, that person will never enjoy reading biographies.
The reader must feel connected to the other people involved with the subject. The reader will not enjoy biographies if he or she stops
feeling a connection to the other people in the story.
The devoted reader of biographies keeps uppermost in mind at all times the goal of arriving through logic and observation at the
final solution to the conflicts and challenges offered in the narrative. It is a fact of life and changes.
The devoted reader always keeps in mind the goal of arriving at the narrative's conclusion using logic and observation.
Biographies hopefully help the reader to hide from the extreme cases of tragedies of actual life and death in the real world.
Biographies help the reader escape from the problems in the real world.
Collaborative Task
Divide the class into groups with at least five members each. Instruct the students to make a list of current
issues in your school such as school policies, security, weak student leadership, and many others. Each group must pick
one issue from their list. They will write an action plan that would address their chosen issue. Each group would share
their action plans with the rest of the class. Allow other students to make comments and suggestions for each action
plan presented.
Writing Topic: Doing Research

Discuss the differences between primary and secondary research. Afterwards, let the students read the sample
essay. Your discussion of the sample essay should be guided by the marginal notes.
Individual Activity
This is the same activity as the Collaborative Task, but this time, the students will accomplish it individually. To
help them start, let them fill out the chart and tables provided in the book.
Unit 1
Lesson 2: Hospitality
Period: 5 Meetings
Established Goals
From Dep.Ed
EN10RC-Ib-2.15.2- Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
EN10LC-Ib-4-Determine the implicit and explicit signals, verbal as well as non-verbal used by the speaker to highlight
significant points.
EN10VC-Ib- Determine how connected events contribute to the totality of a material viewed.
EN10V-Ib- 13.9- Differentiate formal from informal definitions of words.
EN10LT-Ib-14.2- Explain how the elements specific to a selection builds its theme.
EN10WC-Ib- 12.1- Identify features of persuasive texts.
EN10OL-Ib-3.15-Describe and interpret the ethics of public speaking.
EN10G-Ib- 27- Use reflexive and intensive pronouns.

 Why is local color used by creative writers?  Creative writers use local color to strengthen the
 How can writers immerse the readers within the image of the setting because the latter helps the
context of the setting? reader be immersed within the context of the
 What is a hypothesis? setting.
 What is this-cohesion?  To help the readers be immersed within the context
of the setting, writers use details that are unique to
a particular place.
 A hypothesis is a scientific or intelligent guess
formulated prior to conducting research or
experimentation.
 This-cohesion is a transitional device used as a
means of achieving cohesion in between sentences
within a paragraph.

 The uses of local color in a short story  Asses the use of local color in a short story.
 How to justify reasons for a verdict  Justify reasons for a verdict.
 How to construct arguments for a parliamentary  Construct arguments for a parliamentary debate.
debate  Hypothesize what happens next from a given
 The proper use of this and these passage.
 How to gather relevant information from print and  Identify the proper use of this and these.
digital sources.  Defend one’s arguments by participating in an
American Parliamentary Debate.
 Recognize and use this and these correctly in
sentences.
 Gather relevant information from multiple
authoritative print and digital sources.
The Verdict Engagement Activities:

Collage making
Goal: Come up with a verdict for a case presented. Point of Reflection
Role: Judges and the person accused of murder
Situation: Students will perform a skit presenting a court

scenario.
Product/Performance and Purpose: Skit presentation to

present modified dialogues.
Standard Criteria for Success: A good skit with good

dialogue.
Use the rubrics on skit presentationor dialogues to assess

this performance.
1. Reflect on how hospitable the Filipinos are.

2. Reflect on the reasons why people should always be hospitable.
3. Self-assess the performance task The Verdict.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Hospitality.
b. Inform the students that they are going to read a story that talks about having to receive a visitor.
c. List on the board the essential questions they should be able to answer at the end of the week and
discuss the performance tasks they should anticipate (W).
a. Tell the students that in Hebrew tradition, hospitality is highly esteemed as a religious practice.
b. Explain to them that this spiritual bond between host and guest began with Abraham when he
entertained his guests and gave them boundless acts of kindness, and Abraham is considered a
prominent figure in Judaism.
c. Tell them that one of the days when the Jews are given the chance to practice the custom is during the
Passover, an eight-day festival commemorating the Jewish liberation from slavery in Ancient Egypt.
d. Tell them to do Activity 1.
e. Instruct them to watch and listen to the music video and write the answers on the boxes on the book.
f. Let them accomplish the second activity.
a. Introduce the story “The Passover Guest” after the whole class has talked about their observations on
the illustration.
b. Motivation Question: “What is your concept of slavery? Do you agree with the position presented on the
book? Where do you find this system still practiced today?
c. Motive Question: Let's find out how significant is the visit in the story.
5. During Reading
a. Give the students 10 minutes to read the story silently.
b. Tell them to complete the table on the book by writing the author’s descriptions of each character and
the events that happened to them.
c. Let them cite lines found in the text.
d. While reading the story, ask them to answer the comprehension questions.
6. After Reading
Discuss the answers to the comprehension questions with the students. Then, ask them to accomplish the
Collage Making. Ask the students to make a collage of the pictures that show Filipinos' hospitality.
Point of Reflection. How important is it to be nice to guests?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. Proceed to the discussion on local color. Explain to the students that creative writers use local color to
strengthen the image of the setting.
8. Tell them that this literary device helps the reader be immersed within the context of the setting.
9. Explain to them that to achieve this, writers use details that are unique to a particular place.
10. Tell them that the unique details may be in the form of slang, everyday language, local customs and traditions,
or figures of speech which originated in the region.(E, R)
11. Let them answer the questions for the next activity.
12. Ask them to read their answers and ask the classmates for feedbacks.
a. How do you welcome guests at home?
b. What would you do if you have an unwanted guest?
c. What would you do if you have an unexpected guest?

Oral Communication
14. Once the students finish answering the question (either oral or written output), proceed to doing the activity for
Oral Communication for the performance task The Verdict.
15. Ask the students to form five groups.
16. Instruct the groups to discuss the response of the narrator in the end and the events that led to the tragic fate of
his parents’ death.
17. Tell them to imagine that they are a group of judges who are about to try the guest who is now brought to court
as a murder suspect.
18. Ask them to proceed to perform a skit presenting their verdict in the end. They will use props and others to
better present their skits. Use the rubrics on skit presentation to assess this task.
19. Let them work with the same group.
20. Instruct them to prepare an argument for a parliamentary debate with other groups in the class.
21. Tell the students to use the Philippine Constitution on Human Rights and Criminal Code as basis for their
argument.
22. Tell them to avoid incorporating moralistic terms of any religion to maintain equality.
23. Let them remember to maintain formality since they are deciding on the fair and just trial for the victims and the
humane and right punishment of the criminal.(E, R, E-2)

24. Proceed to the discussion on hypothesizing.
25. Discuss that hypothesis is a scientific or intelligent guess formulated prior to conducting research or
experimentation.
26. Explain to the students that in the area of literature, this term is used as an alternative to predicting texts.
27. Tell them that this step serves as a pre-analysis to the story elements and literary devices implied on the
prose.(H)
28. Ask them to read the steps that they have to follow. (E)
29. Let the students proceed to the activity.
30. Introduce the Grammar Review. Discuss this-cohesion using the guided discussion in the book. (E, R)
31. Explain to the students that this-cohesion is a transitional device used as a means of achieving cohesion in
between sentences within a paragraph.(E)
32. Let them answer Activity A independently.
33. To check students’ understanding of the lesson, let them complete the blanks with this or these and an
appropriate word from the list of words.(H,T)

35. Let them form a group of five members.
36. Let them imagine that they are a team of legal researchers working for a congressman who is writing a bill that
discredits euthanasia as punishment for murderers.
37. Instruct them to think of valid and credible reasons why you should support such a bill.
38. Tell them to present their premise to the class. (R)
39. Instruct them to use their knowledge of the American Parliamentary Debate when arguing their position.
40. For the Writing Topic, explain to the students that doing research on a particular topic requires gathering
sufficient information related to what you want to talk about.
41. Tell them that in order to effectively choose the right materials, they must be knowledgeable of a wide variety
of sources.
42. Explain to them that print sources are said to be the most reliable materials since they are subject to stages of
review and editing before they are published.
44. Ask them to do Individual Activity.
45. Tell them to look for print sources related to their chosen topic.
46. Let them look for at least 5 reference works, 10 books, and 5 periodicals which they can use for their research
paper.
47. Tell them to make sure to check if they are reliable sources with updated information.
Before Reading
Important Words
Answer Key:
1. E
2. D
3. B
4. F
5. A
6. C
7. H
8. I
9. J
10. G
Before letting the students watch the video, explain to them that the Passover is a Jewish tradition that
celebrates the liberation of the Jews from slavery. The video for the listening activity in Activity 1 can be accessed at:
 http://www.youtube.com/watch?v=BRWNrk7FxG4
Some major points that students should be able to get from the video are:
The Jews were enslaved.

Moses asked the Pharaoh to free his people but the Pharaoh would not.
The city was plagued, but still the Pharaoh would not let Moses' people go.
At last, all the first born children in the city died, including the Pharaoh's son.
Because of this last plague, Moses and his people were able to go.
For Activity 2, the narrative you will read to the students can be accessed at:
• http://www.chabad.org/holidays/passover/pesach_cdo/aid/871715/jewish/What-Is-Passover.htm
You may choose to read only the first three paragraphs of the narrative.
Oral Interaction
Let the students pair up with their seatmate. Instruct them to discuss what they think slavery means. Explain
that some people view slavery as a system of treating people as property so that the slaves can strengthen the profits of
slave owners. Ask the students whether they agree with this position. If yes, ask them to think of a situation where this
system of slavery is still practiced. Be guided by the questions and prompts provided in the book.
Literary Selection
The Passover Guest

Critical Viewing. Before letting the students read the literary selection, direct their attention towards the illustration.
Tell them to note everything they see in the picture. You may call on students to recite and write their answers on the
board. Afterwards, let the students make connections among the items in the illustration (the list on the board will help
them do so). Ask the students how these objects are valued in present society, and what they imply about the socio-
economic status of a person. Relate their answers to the story by asking the students how they think the illustration is
related to the story.
During Reading. While the students are reading the text, they should fill out the graphic organizer in the book with
descriptions of each character. Remind the students to cite lines from the text to support their descriptions.
Let the students answer the comprehension questions individually. You have the option to create an enrichment
activity for the last question. You may pair or group the students and instruct them to write a letter addressed to the
narrator to offer him advice or comfort.
Literary Analysis
Discuss the use of local color in literature. Ask students if they can cite examples of local color used in Philippine
literature. Some resources that may help your discussion can be accessed at:
http://www.britannica.com/EBchecked/topic/345547/local-colour
Oral Communication
Divide the class into groups. Explain to the groups that they will play the role of a jury who decides whether a
person is guilty. Each group should give a verdict and explain how and why they came up with that verdict. Each group
should also explain why they think their decision is just and fair.

For this activity, the students will work with the same groups as they did in the previous activity. The groups will
join a debate against other groups. Remind the students to use the Philippine Constitution of Human Rights and the
Criminal Code to support the verdicts they reached in the previous activity.
Skills Development: Hypothesizing

Ask students to define a hypothesis. Then, explain what this term means in the context of literature. Explain
each step in hypothesizing. You may illustrate the skill by using the literary selection and reading it aloud to the
students. As you read, follow the steps in hypothesizing, think aloud, and say the answers so that students will know
how hypothesizing is done.
For the activity, let the students go back to the literary text. They are to write on the box lines that reflect
foreshadowing. Beside each box, students should write how the foreshadowing will unfold. An example is provided for
basis.
Grammar Review: This-cohesion
Discuss this-cohesion and its importance in transitioning sentences within a paragraph. Also point out the
situations in which this-cohesion is applied.
Grammar Workout
Answer Key:
A.
1. The Passover is a special religious festival celebrated by the Hebrews. _This festival_ is celebrated for eight
days.
2. The Passover guest is mysteriously described to Reb Yoneh. _This guest_ is a catalyst for a tragedy about
to happen to the Yonehs.
3. In the story “The Passover Guest”, the author used local color as a literary device to strengthen the image of
the setting. _This literary device_ brings the reader into an immersion in the context.
4. Each character responded with great curiosity over the strangeness of the guest. This stranger reacted with
an unassuming air of amity.
5. In the story “The Passover Guest”, the narrator was saddened not by the death of his parents but more on
the loss of his dreams. In this situation, the writer seems to emphasize the tragedy of betrayal over murder.
B.
1. One of the significant turn of events in “The Passover Guest” includes the guest’s explanation of the
Levites singing in his hometown’s synagogue. This event foreshadows the betrayal of the guest in the end.
2. When the guest was introduced to Reb Yoneh, the covenant between guest and host became established.
This fact became a crucial element in the tragedy bound to happen.
3. In the story, the characters played significant roles in developing the plot. These elements were balanced
by Sholom Rabinovitch when he made sure that none overrode the other.
4. While the narrator dreamt about the mystical land of the guest, the guest began committing a terrible crime.
This foreshadowing in the narrator’s dream brought much suspense to the next event.
5. When the boy woke up and found his parents dead, he cried for the guest’s betrayal of stealing his dreams
of the mystical land. This character exemplified the story’s tragedy.
Collaborative Task
Divide the class into groups with five members each. Each group should research and form arguments against
euthanasia. Since the groups should pretend to be a legal team working for a lawmaker, the arguments and supports
should have scientific and legal bases.
Writing Topic: Print Sources: Exploring Types, Relevance, and Credibility
Discuss the different types of print sources. Also make sure that students understand that it is important to
choose the best material for research. This means that they should carefully examine their sources for relevance and
credibility.
Individual Activity
At this point, all students should already have their approved topics and five preliminary sources (done in Lesson
1). In this activity, the students will find additional sources to their preliminary sources. They are expected to find at
least 5 reference works, 10 books, and 5 periodicals or journals. Always remind the students that their sources should be
credible and updated.
Unit 1
Lesson 3: Transformation
Period: 5 Meetings
Established Goals
From Dep.Ed
EN10RC-Ic-2.15.2- Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
EN10LC-Ic-4-Determine the implicit and explicit signals, verbal as well as non-verbal, used by the speaker to highlight
significant points.
EN10VC-Ic- Determine how connected events contribute to the totality of a material viewed.
EN10V-Ic- 13.9- Differentiate formal from informal definitions of words.
EN10LT-Ic-14.2- Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
EN10WC-Ic-12.2- Formulate a statement of opinion or assertion.
EN10OL-Ic-3.16- Describe the techniques in effective public speaking.
EN10G-Ic-26- Using words and expressions that emphasize a point.

 What does character analysis mean?  Analyzing a character means carefully studying a
 How can a reader fully understand a character? character’s personality.
 What are compound adjectives?  The reader must take note of the actions, thoughts,
 What are used to form a single-word adjective? feelings of characters and the responses and
reactions of other characters.
 Compound adjectives are two or more words that
modify a noun.
 Hyphens are used to form a single-word adjective.

 How to analyze characters  Describe and analyze a character using a cluster
 How to compare and contrast fictional and real-life map.
person  Create a PowerPoint presentation of a character
 The standards of beauty through time analysis
 how to connect personal experiences and the  Compare and contrast a fictional and real-life
experiences of the characters in a story. person
 How to identify compound adjectives.  Create a blog comparing and contrasting standards
 The importance of kindness of beauty through time.
 How to organize information from multimedia  Make connections between one’s experience and
resources. those of a character.
 Identify and use compound adjectives.
 Analyze the relationship of two characters in a
movie.
 Create a blog about the importance of kindness.
 Organize information from multimedia resources.
Alike or Unlike Engagement Activities:

Time Line
Goal: Identify a public figure who is similar to Idalie Point of Reflection
Role: Pantomimers
Situation: The students will present the similarities and

differences between the lead character and a chosen
public figure
Product/Performance and Purpose: A pantomime to show

the similarities and differences between the character and
a public figure
Standard Criteria for Success: Well-presented pantomime.
Use the rubrics on pantomime to assess this performance.
1. Reflect on how people transform depending on the circumstances in life.

2. Reflect on the way people change through different stages in their life.
3. Self-assess the performance task Alike or Unlike.
WHERE TO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Transformation.
b. Inform the students that they are going to read an essay that talks about how events transform one’s
life greatly.
a. Discuss to the students that the late 1700s saw an increase in slave population in southern America.
b. Tell them that the establishment of numerous sugar and cotton plantations in the area, along with the
United States’ acquisition of Louisiana, was used as a justification for rampant black slavery despite
Abraham Lincoln’s Emancipation Proclamation in 1863.
c. Let them listen to the mini-documentary entitled “Life in Old Louisiana” and discuss the answers to the
questions with a partner.
d. Let them work in pairs to discuss the other factors that contributed to the prevalence of slavery in the
West.
e. Inquire as to what they can see in the drawing.
f. Tell them to describe the character in the illustration.
g. Ask them to discuss their observations.
a. Introduce the story “La Grande Demoiselle” after the whole class has talked about their observations on
the illustration.
b. Motivation Question: What are some decisions that you regret making or not making in the past? What
considerations did you make to arrive at such decisions?
c. Motive Question: Let's find out what decisions the main character ends up regretting.
5. During Reading
b. Tell them to compare the character of Idalie des Islets before and after the day when their plantation
was seized.
c. Let them paraphrase passages which describe la grande demoiselle and write these in the chart on the
book.
6. After Reading
Time Line. Ask the students to make a timeline of their transformation from childhood to adolescence.
Point of Reflection. What can nurture a person? What are the contributing factors to a person's
development?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on character analysis. Explain to the students that analyzing a character means
carefully studying a character’s personality.
8. Reiterate to the students that the reader has to be able to accurately identify whether the character is a
protagonist, an antagonist, or a foil.
9. Tell them that to fully understand a character, the reader must also take note of the actions, thoughts, feelings,
and responses/reactions of that character.
10. Explain to them that the most essential part of character analysis could be tracing a character’s development
through the story.
11. Ask the students to do Activity A and B.
a. What are the reasons behind one’s development?
b. What can hamper one’s transformation?
c. What should you do to become a better person?

Oral Communication
14. Once the students are done answering the question (either oral or written output), proceed to doing the activity
Alike or Unlike.
15. Divide the class into groups of four.
16. Tell the students to reflect on our present society and select a public figure who has parallelisms with Idalie.
17. Tell them to discuss the questions on the book.
18. Ask them to prepare a group pantomime showing the similarities and differences of Idalie and their chosen
public figure.
19. Ask one member to explain their presentation and to evaluate the society’s value judgment.
Use the rubrics on group pantomime to assess this task.
20. Instruct the students to look for readings and other relevant literature that will give them an idea about the
standards of beauty during the period discussed in the reading selection.
21. Tell them to be sure to identify specific qualities that made women beautiful at that time.(E, R, E-2)
22. Let them write a blog that compares and contrasts the standards of beauty then and now.
23. Let them post it on any internet site and print screen a copy.
24. Ask them to present it to the class. Use the rubrics on reporting to asses this task.

25. Tell the students that being able to identify with fictional characters can be helpful in building self-identities. (H)
26. Explain to them that research shows that the more children read, the more aware they become of what and
who they want to be when they grow up.
27. Tell them that it also polishes their understanding of social realities which helps them see things from different
points of view and develop an open mind.
28. Ask the students to choose a fictional character.
29. Ask the students to do the activity on the book.
30. Introduce the Grammar Review. Discuss compound adjectives using the guided discussion on the book.
31. Explain to them that compound adjectives are two or more words that modify a noun.
32. Tell them that hyphens are often used to form a single-word adjective.
33. Let them study the following examples on the book.
34. After the discussion, let the students answer Grammar Workout A with your guide. (E)
36. To check students’ understanding of the lesson, let them come up with examples of compound adjectives and
use them in a sentence.(H,T)

38. Ask the students to watch the movie Cold Mountain.
39. Let them form a group of five and focus on the relationship between Ada and Ruby and the roles they occupied
during the American Civil War.
40. Let them select a person from the school community whom they think needs help in a particular area.
41. Tell them to make an action plan and perform an act of kindness for the person you chose. (R)
42. Let them document their good deed in the form of an online blog. Use the rubrics on blog writing to assess this
activity.
43. For the Writing Topic, explain that in this age where modern technology continues to develop, media sources
are among their options when it comes to doing research.
44. Tell them to remember that data found in multimedia materials abound and must be part of their research
experience.
45. Tell them to read two of the most common media sources which they can explore.
46. Lead the students to the Guided Reading.
47. Proceed to the Individual Activity to check the students’ knowledge about the topic.
Before Reading
Important Words
Answer Key:
Word Possible Answers
perfervid intense, passionate, enthusiastic

philanthropic good, altruistic, generous, compassionate, kind
sine qua non demand, requirement, necessity, necessary
comportment manners, conduct, courtesy, poise
modiste dressmaker
epistolary written in the form of letters, a series of letters
carte blanche power, authority, control, command, dominance
The listening selection for Activity 1 is a documentary about slavery entitled "Life in Old Louisiana." The video
can be accessed through this link:
 http://www.youtube.com/watch?v=HhT5iLSRYiw
After watching the video, let the students pair up. Each pair will discuss the documentary that they have just
watched. They are expected to answer the questions in the book. Instruct them to write their answers on a piece of
paper.
For Activity 2, you can list your students' answers on the board. Make sure to discuss the similarities and
differences among their answers. You can also discuss the question further and provide your own answers.
Oral Interaction
Activate the students' prior knowledge about regrets and decisions by sharing your own story (if any) or another
person's anecdotes that talk about regretting a past decision. Ask students if they (or someone they know) have regrets
about decisions. Let them share the story in class.
Literary Selection
La Grande Demoiselle by Grace Elizabeth King
Let the students answer the comprehension questions individually. Afterwards, discuss the questions and
answers as a class. For the last question, you have the option to assign the students to actually write a reflection paper
on the topic that they chose.
Literary Analysis
For Activity A, you may divide the class in groups and provide them with graphic organizers (you can create the graphic
organizer yourself or just provide a template which the students may copy to create their own organizer). A sample
graphic organizer you can use may look like:
Adjective 1 • Reason:
For Activity B, let the students accomplish the cluster map individually.
For Activity C, have each group conduct the PowerPoint presentation in class and make them elaborate on their
answers.
Oral Communication
Divide the class into groups of four. Explain how the character Idalie is so well-known that whatever she did was
being talked about. Task each group to think of a Filipino public figure who is similar to Idalie. Remind the students that
the public figure they choose can be of any gender. Make sure that each group's answer is different from the rest.
Each group should discuss the following guide questions:
1. How are they alike?

2. How does the society view them?
3. What are they both glorified for?
4. Based on your answers, how would you evaluate our society’s value judgments?
After their discussion, the groups should share their answers to their classmates.

This activity should be done individually. Each student is expected to write a blog post comparing the standards
of beauty during the American Civil War period and the present time.
Skills Development: Identifying with a Character

This activity should be done individually. Let each student think of a literary character that they can most relate
to. The students should use the graphic organizer in the book (they can also recreate the graphic organizer on a sheet of
paper or on a cartolina).
Guide the students with these questions:
1. How would you describe the character’s personality?

2. How are you and the character alike in terms of your:
• Background?
• Decisions in life?
• Perspectives? Values? Beliefs?
• Social behavior?
• Ambitions?
Grammar Review: Compound Adjectives

List on the board some examples of compound adjectives. Then, ask your students to read the words aloud.
Afterwards, ask them what they notice about the adjectives. What is common among all of them? Students are
expected to answer along the lines of: The adjectives are made up of two or more words. Some words are connected by
hyphens.
Proceed to discussing compound adjectives.
Grammar Workout
Answer Key:
A. Write C if the underlined compound adjective in each sentence is used correctly. If not, write the correct form on the
blank before the number.
1. part-time
2. C
3. C
4. dimly lit
5. C
6. single income
7. trouble-free
8. seemingly dazed
9. C
10. deeply entrenched
B. The following passages are taken from John M. Macy’s essay entitled “American Literature.” Change the italicized
words so they become compound adjectives. You may need to revise the sentences for them to fit your compound
adjectives.
1.
American literature is a branch of English literature as truly written as are English books in Scotland or South
Africa.
Our literature lies almost entirely in the nineteenth century when ideas and western world books were freely
interchanged ...
In literature, nationality is language-determined rather than blood or geography determined
Polish-born Mr. Joseph Conrad is already an English classic.
... our tree-inhabiting forebears with prehensile toes ...
2.
Of self-respecting and dignified provincialism, such as Professor Royce so eloquently advocates ...
Our poets desert the domestic landscape tow write Elizabethan-inspired dramas and sonnets about Mont
Blanc.
A Wisconsin-bred poet may write very beautifully about nightingales ...
3.
are not guilty (no change)
... and reveal their provinciality by self-conscious internationalism.
... Poe was spiritually cosmopolitan

... written in long ago days (no change)
Collaborative Task
Assign the students to watch the movie Cold Mountain. If possible, watch the movie in class. Tell the students
that as they watch, they should note the relationship between the characters Ada and Ruby. Afterwards, divide the class
into groups of five and have them discuss the characters Ada and Ruby.
With the same group, the students will pick or find a person from their school whom they think needs help (in
studies, relationships, or work). Let the students plan an act of kindness for the person they chose. It can be as simple as
helping a classmate study lessons, or sharing their lunch with a school staff. The act of kindness can be done as a group.
Afterwards, the students will write about their experience individually.
Writing Topic: Media Sources

The students of today are familiar with using modern technology for research. However, students need to learn
how to filter credible and relevant audio and video resources. Guide the students in understanding how to assess media
sources.
The documentary mentioned in the book can be accessed at:
 Full video: http://www.youtube.com/watch?v=s7IC7DwapBo&list=PL11D6AE08C3DA86B1

 Part 1: http://www.youtube.com/watch?v=s7IC7DwapBo
 Part 2: http://www.youtube.com/watch?v=Ud0OjUeJVmc
 Part 3: http://www.youtube.com/watch?v=hRXNxYY8Gx8
 Part 4: http://www.youtube.com/watch?v=VksmntbgRfg
Individual Activity
For this activity, the students will find more sources for their research topic, but this time, they will focus on
finding media sources. Instruct the students to find at least five resources. The table in the book will help them filter
their resources.
Unit 1
Lesson4: Leadership
Period: 5 Meetings
Established Goals
From Dep.Ed
EN10RC-Id-2.15.2- Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
EN10LC-Id-4.1- Single out direct and indirect signals used by a speaker.
EN10VC-Id-25-Express insights based on the ideas presented in the material viewed.
EN10V-Id- 13.9- Differentiate formal from informal definitions of words.
EN10LT-Id-14.2- Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
EN10WC-Id-12.2- Formulate a statement of opinion or assertion.
EN10OL-Id-3.16.1- Employ the techniques in public speaking in a sample public speaking situation.
EN10G-Id-26- Using words and expressions that emphasize a point.

 What does Machiavellian mean?  Machiavellian refers to a person or character of
 What do opinion article writers try to avoid? ambiguous morality, often coming up with cunning
 How have online sources become one of the most schemes in order to manipulate or control people
commonly used materials for research? and events.
 Opinion article writers avoid using vague or general
words and phrases to compel readers to agree with
their stance on an issue.
 Online sources have become one of the most
commonly used materials in research due to the
accessibility of Internet to many people.

 How to relate historical topics with events in  Engage the students in meaningful discussion about
present society. a relevant historical topic and to relate it with
 How to use a literary device to appreciate present society.
literature.  Appreciate and analyze a piece of literature using a
 How to compare and contrast fiction and history. literary device.
 How to make sound interpretations.  Define, compare, and contrast the words fiction and
 How to use specific textual evidence. history and to come up with an acceptable
 How to use compound adjectives. definition for the term historical fiction.
 The APA citation style.  Classify and evaluate information in the text to
come up with sound interpretation.
 Extract the author’s purpose using specific textual
evidence.
 Familiarize the students with proper compound
adjectives and use them in a sentence.
 Learn how to cite online data using APA citation
style.
Your Candidate at Your Service Engagement Activities:

Comic Strips
Goal: To present a platform to people to ask for their Point of Reflection
votes.
Role: Political Candidate/politician
Audience: Teacher and peers
Situation: The student will present a campaign speech
Product/performance and Purpose: Speech to present

platforms during campaigns.
Standard Criteria for Success: Well-written and well-

delivered speech
Use the speech writing/speech delivery to assess this

performance task.
1. Reflect on how to be a good leader.

2. Reflect on the actions and attitudes of different leaders.
3. Self-assess the performance task Your Candidate, at Your Service.
WHERE TO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Leadership.
b. Inform the students that they are going to read an essay that talks about how a prince should rule.
a. Tell the students that we often view leaders not only as people of power but also as role models.
b. Reiterate to them that these people have the capacity to influence people because of what they do, how
they speak, and how they regard their subordinates.
c. Explain to them that not all leaders manifest admirable traits.
d. Instruct them to answer Activity 1.
e. Allot 10 minutes for Activity 2.
f. Inquire as to what they can see in the drawing.
g. Tell them to infer as to who the people are in the illustration.
h. Ask them to discuss their observations.
a. Introduce the poem “The Prince” after the whole class has talked about their observations on the
illustration.
b. Motivation Question: “What is your idea of goodness? Do you believe that a person can be truly sincere
or do you think that everyone has a motive for being kind? Have you pretended to be kind to someone
in order to get their favor?"
c. Motive Question: Let's find out how a prince must rule.
5. During Reading
a. Give the students 10 minutes to read the poem silently.
b. Instruct them to write the passages that talk about the characteristics and behaviors that a prince or a
politician should have.
c. While reading the story, ask them to answer the comprehension questions.
6. After Reading
Comic Strips. Ask the students to make comic strips showing a politician helping a subordinate.
Point of Reflection. What do you think is the number one thing that a politician should have? State one
instance when you received help from government officials.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. Proceed to the discussion on Understanding Machiavellian. Explain to the students that Machiavellian refers to
a person or character of ambiguous morality, often coming up with cunning schemes in order to manipulate or
control people and events.
8. Tell them that in spite of these questionable and seemingly immoral characteristics, a Machiavellian character
maintains an aura of charm and charisma, making him or her a somewhat appealing figure to other characters
and even to the audience.
9. Ask the students to do Activity A by creating a character sketch essay of a character from a book, film, or TV
show whom they consider to be Machiavellian.
10. Let them consider the questions on the book as they write their sketch.
11. Let the students work on Activity B.
a. What qualities do you want in a president?
b. Which of these qualities do you possess?
c. Which of these qualities would you like to have?
Third Meeting (Responding to Literature and Skills Development)

Oral Communication
14. Once the students are done answering the question (either oral or written output), proceed to the next activity,
Your Candidate, at Your Service.
15. Instruct the students to write a speech as if they are politicians seeking for another political post.
16. Tell the students to prepare and present it to the class. Let them make use of proper hand movements if
necessary. Use the rubrics on oration/speech writing to assess this performance task.
17. Explain to the students that there are several controversial points in Machiavelli’s philosophy of leadership, one
of which is the idea that leaders must be prepared to do what is necessary over what is right.
18. Tell them that sometimes, doing what is necessary may involve choosing unpopular or even questionable
methods in order to achieve a goal.
19. Instruct the students to conduct a debate in class arguing about these ideas. Tell them to use examples from
current events or even from fiction in order to support their arguments. Use the rubrics on informal debates to
assess this task.
20. Discuss to the students that The Prince received the reputation as a guidebook for politicians.
21. Tell them that nowadays, people publish their own guidebooks on various topics regarding self-improvement.
22. Ask the students to research more about ancient and recent guidebooks.
23. Tell them to create their own “How to be a Leader” guidebook in the form of a booklet or pamphlet. (E, R, E-2)
Use the rubrics on pamphlets to assess the output.

24. Tell the students that opinion article writers often use strong words to add to the persuasive force of their piece.
25. Explain to them that these writers avoid using vague or general words and phrases to compel readers to agree
with their stance on an issue.
26. Instruct the students to study the list of sentences that Machiavelli used in Chapter 18 of The Prince. (H)
27. Ask them to analyze his use of highlighted words or phrases in each sentence. (E)
28. Ask them how they think these words add to the persuasive force of the sentences.
29. Let the students explain how the use of general words affects the message.
30. Ask the students to do the next activity on the book.
31. Introduce Grammar Review. Discuss compound adjectives from Proper Nouns using the guided discussion in the
book. (E, R)
32. Instruct them to study the examples of compound adjectives from proper nouns.
35. To check students’ understanding of the lesson, let them give examples of compound adjectives from proper
nouns.(H,T)
Fifth Meeting(Collaborative Task and Writing Topic)

37. Ask the students to form a group of five.
38. Let them imagine that each of them is a candidate for a single party running for the school’s student council.
39. Assign them a particular position for which each of the members will run.
40. Ask them to organize a campaign and a platform that they will present in front of the class.
41. Instruct them to ensure that the content of the presentation highlights their capabilities to become good leaders
and to encourage harmonious relationship among the members of their school community.
42. For the Writing Topic, tell the students that with the accessibility of the Internet to many people, online sources
have definitely become one of the most commonly used materials in research.
43. Tell them that with one click of the mouse, they can browse through a lot of web pages containing information
related to a certain topic.
44. Tell them to read the list of online sources where they can find substantial data.
46. Tell them to read the summary of another source for the topic The Move Towards Literacy in Philippine Schools.
47. Proceed to Individual Activity.
48. Let them complete the table by writing down possible online sources which they can use for their chosen topic.
49. Ask them to take note of the guidelines in choosing a good online source.
Before Reading
Important Words
Word Sentence Sample Possible Synonyms
craft Walter fooled the people around him with cunning, artfulness, deviousness
unmatched craft and complex schemes.
circumvent The smooth-talking lawyer found a way to avoid, get around, evade
circumvent the tedious application process.
treaty According to the new treaty, both countries agreement, contract, settlement
cannot establish naval docks on or around
the island.
dissembler Having a rigorous training in the theater, she actor, deceiver, fake
too is a dissembler of sorts as she manages to
appear calm amidst the turmoil around her.
injurious I did not expect my harmless remark to have harmful, hurtful, insulting
had such an injurious effect on your
reputation as a doctor.
esteemed Attorney Lopez, representing the victims of respected, admired, valued
the recent scam, is one of the few highly
esteemed members of the community.
prudent Being the prudent planner that she is, wise, shrewd, judicious
Cynthia researched about the best and most
affordable accommodations for their holiday
trip.
Discuss the questions in the book as a class. Let students volunteer to share their answers. Allot 5 minutes for
Activity 1. You can write their answers on the board to further the discussion.
The short clip for Activity 2 can be accessed through this link: https://www.youtube.com/watch?v=AOXl0Ll_t9s
Oral Interaction
Activate students' prior knowledge of goodness by asking the questions in the book. Ask some of them to share
their answers to the class.
Literary Selection
Excerpt from The Prince by Nicolo Machiavelli
Let the students answer the comprehension questions individually. Discuss the questions and answers as a class.
Literary Analysis
Ask the students what they think a Machiavellian character is based on what they learned from the reading
selection. The goal is for them to comment on the ambiguous morality presented in the text. Discuss how a
Machiavellian character can be interesting or charming to the audience and to other characters in the story. Cite three
examples of Machiavellian characters to further the discussion.
For the first activity, have three to five students read their character sketch in front of the class and ask the
audience if they think that the character is indeed Machiavellian or not.
Discuss the answers to the second activity as a class. Urge your students to elaborate on their answers and to
share their opinions to the class.
Oral Communication
Divide the class into four groups. Two groups should side with the idea that leaders must do what is necessary
while the other two groups should side with the idea that leaders must do what is right. There will be two debate
sessions. Tell your students to use examples from current events and to use credible sources to support their arguments.
Give them enough time to do their research.

Divide the class into groups of three to four (make the groupings small for easier collaboration). Each group will
research on ancient and more recent guidebooks and create their own guidebook. The groups will present their
guidebooks in class and do a short report about ancient and recent guidebooks. They may present this using a graphic
organizer in a cartolina.
Skills Development: Revising for Persuasive Language

Discuss how strong words are an important part of persuasive language. Provide examples that would highlight
the difference between strong words and vague/general words.
Answers for Activity A and Activity B may vary. Students' answers must show that they understand the importance of
the highlighted phrases/words. For Activity B, make sure that the edited material is grammatically correct, consistent
with the context presented, and more effective.
Grammar Review: Compound Adjectives from Proper Nouns

Write on the board some proper nouns that can also be used as adjectives. For example, write the words:
Roman Catholic, Harvard Law, and Taylor Swift. Ask the students what these words are. The expected answer is nouns.
Once the class agrees that the words are nouns, attach another word to them. For example: Roman Catholic priest,
Harvard Law graduate, and Taylor Swift concert. Now, ask the students what the nouns become. The students should be
able to realize that the nouns have become adjectives. Proceed to discussing the lesson.
Grammar Workout
Answer Key:
A. Answers will vary. Just make sure that the students' answers are compound adjectives and that they are
appropriate to the sentences.
B. Although answers may vary, the meaning of the underlined words should be consistent to the context
presented in the sentences.
Collaborative Task
Divide the class into groups of five. Explain to the students that they will role-play a student leadership party.
Each member of the group should also role-play a particular position for which he or she is running (President,
Secretary, etc.). The goal of each group is to come up with a platform that they will present in class. The output of the
group should be a platform of the entire party and not individual platforms.
Writing Topic: Online Sources

Introduce the writing topic by asking the students how many of them use online sources for their research and
assignments. Expect that almost everyone uses online sources. Also, ask the students what kinds of online sources they
use. Some answers that you can expect are: eBooks, websites, Wikipedia, Youtube, Google, and many others. Since
students are already familiar with these sources, you may focus more on teaching the students how to choose relevant
and credible online sources.
Individual Activity
In the previous lesson, the students were tasked to find media resources (audio and video) for their research
topic. In this lesson, students will look for different online sources such as eBooks, websites, and online journals. Remind
the students to check the credibility of their sources.
The graphic organizer in the book will help them collect their sources.
Unit 1
Lesson 5: Patriarchy
Period: 5 Meetings
Established Goals
From Dep.Ed
EN10RC-Ie-2.15.2- Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
EN10LC-Ie-14.1- Point out the effectiveness of the devices used by the speaker to attract and hold the attention of the
listener.
EN10VC-Ie-25-Express insights based on the ideas presented in the material viewed.
EN10V-Ie- 13.9- Differentiate formal from informal definitions of words.
EN10LT-Ie-14.2- Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
EN10WC-Ie-12.2- Formulate a statement of opinion or assertion.
EN10OL-Ie-3.16.1- Employ the techniques in public speaking in a sample public speaking situation.
EN10G-Ie-26- Using words and expressions that emphasize a point.

 What is total objectivity in writing?  Total objectivity means that the writer is capable of
 What does drawing a conclusion mean? attaining and maintaining detachment from the
 How do antonyms differ from contrasts? subject.
 Drawing conclusions refers to the readers’ use of
information that is implied, inferred, or never
clearly stated as clue to read between the lines.
 Antonyms are words that are opposite in meaning
such as simple and complicated while a contrast in
a given sentence implies diversion.

Reading Reading
 Chekhov’s principles of a good story.  Identify passages that illustrate Chekhov’s principles
 The patriarchal system. of a good story.
 The platforms of different organizations  Analyze the advantages and disadvantages of the
 How to determine the main events of a story patriarchal system.
 How to make conclusions based on main ideas and  Compare the platforms of different organizations.
supporting details  Assess the main events of a story.
 How to use proper quotation marks  Make conclusions based on main ideas and
 How to construct an action plan report supporting details.
 How to compile reliable references  Use quotation marks in sentences and paragraphs.
 Construct an action plan report about a social
program.
 Compile a list of reliable references about a given
topic.
My Kind of Patriarch Engagement Activities:

Thank You Card Making
Goal: To present the qualities of good patriarchs Point of Reflection
Role: Speaker
Situation: They will present a picture of a person

considered to be a good patriarch.
Product/performance and Purpose: A short talk to

present the good qualities of a good patriarch
Standard Criteria for Success: Well-delivered patriarch
Use the rubrics on short talk to assess this performance

task.
1. Reflect on how people view patriarchy.

2. Reflect on why men were considered to be superiors in society and in families.
3. Self-assess the performance task My Kind of Patriarch.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Patriarchy.
b. Inform the students that they are going to read a story that talks about a head of the family and his
characters and actions.
a. Discuss to the students that Russians stay faithful to the traditional views of the male and female roles
in a relationship. Tell them that a Russian man is a provider of the family’s needs while a Russian woman
maintains the role as a stay-at-home wife and mother but today, Russian women are given the
opportunity to a good education, job, and career.
b. Tell them that despite this, the role of a Russian woman as a mother and wife remains the main priority
among most Russian women.
c. Explain to them that being brought up in a patriarchal tradition or male-dominated household system,
most Russian women never rush in ending marital relationships as they attribute authority with the men
they chose to keep as their husband and that the role of the man as both husband and father
establishes and maintains the role of being the head of the family and this is the reason why the male’s
decision is strongly regarded as the best and final choice.
d. Instruct the students to watch the film Ironweed which based on a novel. Let them reflect on their own
by answering the questions on the book.
e. Ask the students to look at the illustration of the story.
g. Tell them to infer as to what the characters are feeling in the illustration.
a. Introduce the story "Head of the Family" after the whole class has talked about their observations on
the illustration.
b. Motivation Question: “What is patriarchy? What is alcoholism? How do you feel about the father being
the head of the family? Who is the head of your family?"
c. Motive Question: Let's find out how the patriarch behaves in the story.
5. During Reading
b. While reading the story, let them describe the characters.
c. Let them write passages from the story by stating how Zhilin interacts with each of the characters.
d. Let them answer the comprehension questions.
6. After Reading
Thank You Card. Ask the students to make a Thank You Card to the head of their family for being the
provider at home.
Point of Reflection. How should fathers treat the other members of the family? Should the father always
be the head of the family? Why? Why not?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on the author and his style of writing. Explain to the students that Chekhov’s
philosophies fall under the Realist school of thought.
8. Tell them that this philosophy is manifested in his works which were filled with descriptions of Russian life told
in the directness and simplicity of his plots.
9. Explain to them that Chekhov’s works create a special daunting atmosphere out of something seemingly
apparent and trivial.
10. Reiterate to them that his stories lay bare his characters’ motivations and secrets, thereby bringing the reader
into a reflective mood.
11. Let them scrutinize the six principles that make a story good.
12. Ask the students to do Activity A. Ask them to answer the question.
13. Let the students work on Activity B. Let them justify their answer.
a. Who is the head of your family?
b. Do you believe patriarchy is better than other systems? Why?
c. What is your ideal patriarch?

Oral Communication
16. Once the students are done answering the question (either oral or written output), proceed to doing the
activity.
17. Explain to the students that in the story that they read, the writer’s illustration of the father figure brought light
into the issues of a patriarchal society.
18. Instruct them to discuss with a classmate the notions of such a community system.
19. Tell them to share their ideas about the advantages and disadvantages of this system.
20. Ask them to identify the legal rights that should be given to a Filipino child.

21. Ask the students to look for different government organizations and programs that rally the defense of women
and children’s rights against the abuse similar to that given by Stepan in the story.
22. Instruct them to include a list of non-government organizations that have the same goal.
23. Tell them to compare and contrast the platform of each party.
24. Let them present their findings to the class. (E, R, E-2)

25. Tell the students that drawing conclusions refers to the readers’ use of information that is implied, inferred, or
never clearly stated as clues to read between the lines.
26. Explain to them that making inferences uses clues to gain a deeper understanding of the text.
27. Discuss the different ways of drawing conclusions.(H)
28. Ask them to read the example on the book. (E)
29. Tell them to do activities 1 and 2.
30. Let the students read their answers for checking.
31. Introduce the Grammar Review. Discuss quotation marks using the guided discussion in the book. (E, R)
32. Explain to them that it is only important to review the correct use of quotation marks before practicing the use
of direct and indirect quotations in the documentation stage of the research writing process.
33. Discuss the basic rules in using quotation marks.
36. To check students’ understanding of the lesson, let them answer Activity C.(H,T)

37. Ask the students to proceed to the Collaborative task.
38. Ask the students to form a group with three members and choose non-government organizations which they
would like to actively participate in as agents of social change.
39. Let them prepare an action plan report that they will present to the class.
40. Proceed to the activity My Kind of Patriarch. The students will prepare a short talk about the best patriarch that
they know.
41. They will present it to the class while showing a picture of the person. Use the rubrics on short talk to assess this
performance.
42. For the Writing Topic, tell the students that while it may be true that using the Internet for research is
convenient, it can also be tricky.
43. Tell them that they need to determine whether an online source is relevant and reliable.
44. Tell them to read the things that they need to check.
45. Tell them to proceed to Guided Reading .
46. Let them compare and contrast the excerpts.
47. Proceed to the Individual Activity to check the students’ knowledge about the topic.
Before Reading
Important Words
A. Choose the best definition on the right column for the underlined word on the left column.
“The soup is very an undertaking that involves an uncertain outcome which could be risky or dangerous
good to-day,” the
governess ventures
timidly.
I'll show you, you something extremely unpleasant or disagreeable

horrid boy!
B. This part can be done in pairs or in triads.
C. Can be done individually.
Answer the vocabulary items as a class.
Give a very brief geographical orientation about Russia. You can show some pictures of its people or of the land.
Then, discuss how patriarchy and alcohol figures into the daily lives of Russians.
Show the film Ironweed. Have the students answer the activity on their own. Then, divide the class into groups
of 3 to 5. As a group, they will be processing and sharing each other’s answers. Each group should present their answers
to the class.
Oral Interaction
In groups of five, students will answer the graphic organizers. Allot ten minutes for this activity. Facilitate or
correct the reasoning on how alcoholism and patriarchy are related to one another.
Literary Selection
Head of the Family by Anton Chekov

Critical Viewing. What can the students see on the picture? Have the students describe what is happening on the left
side of the picture and on the right side of the picture. What details differ between the two images? (light/dark, images
of solitude/togetherness ) How do these details contribute to the meaning of the image?
During Reading. As students read the story, let them think about their answers to the graphic organizers. How do they
think are the graphic organizers that they just made related to the story? Have their answers changed after reading the
story or have they been affirmed?
The comprehension questions are challenging, so let the students answer them in triads. The last five questions
can be given in the form of worksheets.
Literary Analysis
This part focuses on Anton Chekov’s view of what makes a good story. Be very clear that these are just his
suggestions and that he falls into but one school of thought regarding literary aesthetics. The activities that follow
should be done in pairs.
Ask your students this: What does Anton Chekov value most in a written work?
Oral Communication
In pairs, students must come up with a working definition of “patriarchy.” Then, they should answer this
question: Is the Philippines a patriarchal society? Every pair should give a verdict and an explanation regarding the
decision. Tally the votes and discuss.

Make groups with 3-4 members each. Provide them with a format that they can follow. When doing their
research, students must pay attention to the following:
 What is the most important concern regarding the rights of women and children?
 Which party or administration presents the best platform and why?
 What points should be added to the platform? Why?
The students will present their findings to the class. This should be a formal presentation.
Skills Development: Drawing Conclusions

Discuss “Drawing Conclusions” and have the students fill out the graphic organizers in the book. The first Activity
can be done in pairs and the next one can be done individually.
Grammar Review: Using Quotation Marks
Give students two kinds of texts: one literary and one critical. These model texts should already point out the
quotation marks. Ask leading questions about the use of the quotation marks, letting students derive the main reasons
for using quotation marks. Discuss the specifics using the book.
Grammar Workout
A. Insert quotation marks where they are needed in the excerpt below.
Fedya, a boy of seven with a pale, sickly face, leaves off eating and drops his eyes. His face grows paler still.
"Yes, you are delighted, and I am disgusted. Which of us is right, I cannot say, but I venture to think that as
his father, I know my own son better than you do. Look how he is sitting! Is that the way decently brought up
children sit? Sit properly."
Fedya tilts his chin up, cranes his neck, and fancies that he is holding himself better. Tears come into his
eyes.
"Eat your dinner! Hold your spoon properly! You wait. I'll show you, you horrid boy! Don't dare to whimper!
Look straight at me!"
Fedya tries to look straight at him, but his face is quivering and his eyes fill with tears.
"A-ah!... you cry? You are naughty and then you cry? Go and stand in the corner, you beast!"
"But ... let him have his dinner first," his wife intervenes.
"No dinner for him! Such bla ... such rascals don't deserve dinner!"
Fedya, wincing and quivering all over, creeps down from his chair and goes into the corner.
"You won't get off with that!" his parent persists. "If nobody else cares to look after your bringing up, so be
it; I must begin.... I won't let you be naughty and cry at dinner, my lad! Idiot! You must do your duty! Do you
understand? Do your duty! Your father works and you must work, too! No one must eat the bread of idleness! You
must be a man! A m-man!"
"For God's sake, leave off," says his wife in French. "Don't nag at us before outsiders, at least.... The old
woman is all ears; and now, thanks to her, all the town will hear of it."
"I am not afraid of outsiders," answers Zhilin in Russian. "Anfissa Ivanovna sees that I am speaking the truth.
Why, do you think I ought to be pleased with the boy? Do you know what he costs me? Do you know, you nasty
boy, what you cost me? Or do you imagine that I coin money, that I get it for nothing? Don't howl! Hold your
tongue! Do you hear what I say? Do you want me to whip you, you young ruffian?"
Fedya wails aloud and begins to sob.

B. Apply the rules for quotation marks discussed above to each sentence.
1. Remember what Texas Guinan said: “A politician is a fellow who will lay down your life for his country.”
2. Do you recall Albert Einstein declaring, “It is the duty of every citizen according to his best capacities to give
validity to his convictions in political affairs”?
3. “There will never be a really free and enlightened State,” said Henry David Thoreau, “until the State comes to
recognize the individual as a higher and independent power.”
4. Aristotle had this to say about politicians: “Politicians also have no leisure, because they are always aiming at
something beyond political life itself, power and glory, or happiness.”
5. Was it Eugene McCarthy who said, “Being in politics is like being a football coach. You have to be smart
enough to understand the game, and dumb enough to think it’s important”?
6. Politics always involves ruining other people’s reputation. As H.L. Mencken once pointed out, “Under
democracy one party always devotes its chief energies to trying to prove that the other party is unfit to rule—
and both commonly succeed, and are right.”
7. “Do you know,” Martha asked me, “if it was Nikita Kruschev who was quoted saying ‘Politicians are the same
all over. They promise to build a bridge even where there is no river’?”
8. Mao Tse-Tung defined politics as “a war without bloodshed,” while war is “politics with bloodshed.”
9. The following is a fascinating quote by the witty Charles de Gaulle: “I have come to the conclusion that politics
is too serious a matter to be left to politicians.”
10. The presidency, as author Saul Bellow so eloquently put it, is now “a cross between a popularity contest and
a high school debate with an encyclopedia of clichés as the first prize.”
C. This activity can be done individually. To check, students can exchange papers with their seatmates. Answer this as a
class, though.
Collaborative Task
In triads, students will decide on which NGO they want to participate on. Tell the students that they should
decide not on the spot, but after an initial research. They must really talk to the people from the organizations before
they can present their report. This is about making a change in the community. All the members of the group should
present to the class.
Writing Topic: Finding Credible Online Sources

Discuss the lesson. The following websites can be used as references. Take note that the URLs of these websites
all end with .edu, which means that they are educational sites.
 https://owl.english.purdue.edu/owl/resource/588/02/
 http://www.college.columbia.edu/academics/integrity-sourcecredibility
 http://mason.gmu.edu/~montecin/web-eval-sites.htm
 https://uknowit.uwgb.edu/page.php?id=30276
Guided Reading
Divide the class in pairs. Each pair is tasked to evaluate the credibility of both sources. By the end of seven
minutes, each pair should have picked the more credible source and have also enumerated reasons why it is more
credible.
You may also go to spoof news websites to show students what not to use as a source. These parody sites make
up fake news and cite false sources. Using these sites, you can discuss the importance of cross referencing sources.
Individual Activity
This is just what it is: a list of possible sources. No need to write anything yet. Students must list at least 15
reliable online sources. They can follow this format:
Chosen topic: ___________________________________________________
Title of source Type/Format URL Brief summary

Unit 1
Lesson6: Hierarchies
Period: 5 Meetings
Established Goals
From Dep.Ed
EN10RC-If-21- Compare new insights with previous learnings.

EN10LC-If- 14.2- Determine the rules of discourse markers in signalling the functions of statements made.
EN10VC-If-25-Express insights based on the ideas presented in the material viewed.
EN10V-If- 13.9- Differentiate formal from informal definitions of words.
EN10LT-If-14.2- Explain how the elements specific to genre contribute to the theme of a particular literary selection.
EN10WC-If-12.3- Compose a persuasive text of three paragraphs expressing one’s stand on an issue.
EN10OL-If-3.16.1- Employ the techniques in public speaking in a sample public speaking situation.
EN10G-If-3.6- Use modals.

 What is Southern Gothic Literature?  Southern Gothic Literature is a genre of Southern
 What is perspective? writing particular to the United States.
 What is point of view?  A perspective is how characters view and process
what is happening in the story.
 Point of view is defined as the type of narrator the
author chooses to tell the story through.

 Different political or social issues  Build on other’s shared ideas when clearly and
 Patterns of nuances persuasively expressing their own insights
 How to recognize literary devices concerning a political or social issue.
 How to understand the author’s point of view  Recognize patterns of nuances which cause change
 How to integrate personal opinions. in the meaning of words with similar denotations.
 Evaluate the accuracy of information taken from
diverse media formats when making oral
presentations or research reports
 Analyze the author’s point of view on the historical
context of the narrative.
 Recognize the literary device integrated in the
character’s cultural experience.
 Construct written outputs which are appropriate to
task, purpose and audience.
 Integrate personal opinions with carefully chosen
perspectives drawn from different expert
knowledge while correctly following a standard
format of citation.
Chain of Command
Point of Reflection
Goal:To present the hierarchy of authority. Picture mosaic
Role:actors/actresses and narrator
Audience:Peers and teacher
Situation: They need to present instances when orders are

given according to hierarchy of power
Product/performance and Purpose:skit presentation to

show the different chains of command
Standard Criteria for Success: Well-presented skit

presentation
Use the rubrics on skit presentation to assess this task.
1. Reflect on how people follow the hierarchical system.

2. Reflect on the way people view what hierarchy is.
3. Self-assess the performance task, Chain of Command.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Hierarchies.
b. Inform the students that they are going to read a story that deals about other things that can be passed
from one generation to another generation.
a. Tell the students that many people enjoy gossip.
b. Explain to them gossip often is retold with the flair of story-telling and sometimes the details are
reimagined to make the conversation exciting.
c. Allot 5 minutes for activity 1 and 2.
d. Instruct them to look at the drawing.
e. Inquire as to what they can see in the drawing.
f. Let them discuss their observations.
a. Introduce the poem “A Rose for Emily” after the whole class has talked about their observations on the
illustration.
b. Motivation Question: “What is the best thing one can inherit from parents? What legacy do you want to
give to your next generation? Why?
c. Motive Question: Let's find out what the character’s circumstances are.
5. During Reading
b. Let them complete the following story map as they read the story.
6. After Reading
Picture Mosaic. Ask the students to make a picture mosaic of the things that they have at home that
were given by their grandparents or great grandparents
Point of Reflection. Why should we follow hierarchy?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion onanother genre in literature. Discuss to the students that Southern Gothic Literature
is a genre of Southern writing particular to the United States.
8. Explain to them that these stories focus on grotesque themes such as deeply flawed, disturbing or eccentric
characters, dark situations and other sinister events relating to or coming from conflict, poverty, violence and
drastic change.
9. Tell them that this genre was inspired by early Gothic writing, a genre that was popular in 18th century England.
10. Explain to them that Southern Gothic does not dwell on dark humor in its stories.
11. Tell them that it follows the idea of exposing flaws in society but through a complex development pf the
characters.
12. Ask the students to do Activity A and B.
13. Give the students time to discuss the student’s answers. (E, R)
a. How does hierarchy work in your family?
b. Are the chores at home based on hierarchy?
c. Have your parents received legacies from their parents?

Oral Communication
15. After the students answered the question (either oral or written output), proceed to the activity for
performance task, Chain of Command.
16. Divide the class into four groups.
17. Let each group make a script and prepare a kit that will show the hierarchy of powers or authority could it be at
home, school or any institution.
Use the rubrics on skit presentation to assess this performance task.
18. Proceed to the Oral Communication activity.
19. Tell the students that the behavior of Miss Emily while she was alive was strange.
20. Tell them to imagine themselves as Ms. Emily.
21. Let them choose a major decisions or event in Miss Emily’s life.
22. Tell them to express what she might have been feeling at the time which prompted her to action through a
dramatic monologue.

23. Ask the students what the other examples of iconic Southern Gothic literature are.
24. Tell them to describe their defining characteristics and macabre factor.
25. Let them write an essay answering the questions on the book. (E, R, E-2)

26. Tell the students that by exploring some tricks, the readers are invited to participate in the process of seeking
the truths of the townspeople as they cope with Miss Emily.
27. Explain to them that point of view is defined as the type of narrator the author chooses to tell the story through.
28. Explain to them the three major types of point of view. (H)
29. Tell them that perspective is how characters view and process what is happening in the story.
30. Ask the students to do the activities on the book.
31. Introduce the Grammar Review. Discuss uses of comma using the guided discussion in the book. (E, R)
32. Review them on some of the basic rules in using commas in the English Language.
33. Reiterate to them the things that should not be done with commas. (H,T)
34. After the discussion, let the students answer the Grammar Workout with your guide. (E)
35. Let them work on Grammar Workout B independently.
36. To check their knowledge on the lesson, let them identify the nonessential words, phrases or clauses in the
sentences on the book.
37. Instruct them to do activity D.
38. Ask the students to proceed to the Collaborative task.
39. Ask the students to write an action plan report on the specific actions to do in order to support or negate the
provisions of the Kasambahay Bill..
40. For the Writing Topic, explain to the students that aside from second-hand information from various book and
online sources, they must also consider first-hand information which can be gathered through different means.
41. To end the meeting, lead the students to the Guided Reading.
42. Let them do the activity afterwards.
Before Reading
Important Words
Allow the students to answer the activity individually. Answers may vary. Check for correctness in terms of
grammar and use of each word.
Activity 1
Tell each student to find a partner for discussing the given questions for reflection. They shall share and discuss
their ideas, experiences, and opinions regarding gossiping. Afterwards, call on two or three pairs to share their answers
in class.
Activity 2
Read out loud the article "In Defense of Gossip" by Shawn Callahan which can be accessed through this link:
http://www.anecdote.com/2008/08/in-defence-gossip
Afterwards, allow the students to reflect on the listening selection by using the guide questions on the book. Call
on two or three students to share their answers to the class.
Oral Interaction
This part will be done in pairs. One partner will be pro-change, and the other will be anti-change. With this set
up, they will discuss the questions in the book. Encourage students to take down notes. Call on 3-5 volunteers to share
with the class what they have discussed.
Literary Selection
A Rose for Emily by William Faulkner
Critical Viewing. Describe the house. Does it remind you of a house in your neighborhood? What kind of people do you
think live in such a home? What makes you say so?
During Reading. Allow the students to complete the story map as they read the short story.
Literary Analysis
Discuss the topic Southern Gothic Literature. You may choose to provide other examples from related
literature. Afterwards, divide the class into three or four groups that will each work on the give activities in the book.
Oral Communication
Tell each student to compose a short 2-3 minute monologue from the perspective of Emily Grierson. They shall present
their monologues in front of the class.

Let the students research using online and print tools. Check each essay for grammar correctness and
appropriateness to the concept and topic.
Skills Development: Point of View and Perspective
Discuss the topic and distinguish between point of view and perspective. You may use the following resource for
this lesson: https://prezi.com/rpiacgxcnqpk/perspective-and-point-of-view/
Do Activities 1 and 2 of Literary Analysis. Use the outputs from these activities as springboard for Activity 1 of Skills
Development.
Do Activity 2. Give students the choice of doing this individually, in pairs, or in groups of 3-5 members.
Grammar Review: Uses of Comma

Discuss the different uses of the comma, giving examples along the way. However, let the students come up
with the generalizations.
Grammar Workout
A. Place commas where they are needed in the following sentences.
1. The residents listened to Boori Ma’s contradicting stories, but did not believe a bit of it.
2. The basin, which Mr. Dalal gave to his neighbors, became a source of dissatisfaction among the other residents.
3. The apartment, aptly described in the story, is symbolic of a modern day India.
4. The neighbors grew more anxious when the trial seemed to be on the verge of injustice.
5. When the residents found their belongings stolen, they chose to place blame immediately on Boori Ma, since she
was the appointed guard of the apartment.
B. Correctly add commas in the given sentences. Identify the kind of the introductory element used. Write the letter C if
it is a clause, P if it is a phrase, or W if it is a word.
1 . To give Boori Ma a seemingly fair trial at the heated moment of argument among the apartment residents,
Mr. Chatterjee decided to reach a hasty judgment. C
2. Since the trial had started to run its natural course, a fair solution had to be made. C
3. Of course the basin and other important belongings, that the residents had lost, can no longer be returned. P
4. Her skeleton keys were still rustling on the side of her sari, when she went around the plaza to entertain
herself. I
5. As Mrs. Dalal mentioned before she left, the beddings would be given as promised. C
C. Identify the non-essential words, phrases, or clauses in the following sentences and add the commas appropriately.
1. India’s caste system, a system of social stratification based on Hindu belief, is a long-surviving tradition of
Indian society.
2. The independent government of India, that the British left to lead the Indian people at the time of
Independence, has considered itself free and separate from the church.
3. Each modern day Indian in the city, who believes in the alterations made by the government on the caste,
treats lower castes fairly.
4. The prized writer of the collection Interpretation of Maladies, Jhumpa Lahiri, was motivated nonetheless not
to respond to the negative reviews.
5. The Indian caste system, which was once practiced at the time before the British occupation, was used by the
colonizers for employment classification and distribution of the populace.
D. Write your own sentences with introductory elements, and punctuate them correctly.
Answers may vary. check for correct usage and grammar.
Collaborative Task
Based on the output in the Research and Writing part of the lesson, students will now decide whether they
agree with the provisions of the Kasambahay Bill or not. If the students agree with the provisions, they will make an
action plan for actual implementation. If they do not agree with it, students will come up with an action plan for the
inclusion of amendments. This will be done with the same group mates.
Writing Topic: Correspondence: Letter, Email, Interview, Survey
Discuss the lesson. Show examples of the said kinds of correspondences. Clearly demonstrate situations where
each kind of correspondence is most appropriate. For example, if the person you want to speak to lives nearby and can
be scheduled for a face-to-face interview, interviews are better than letters.
Guided Reading
Pair work. Students will partner with someone they have never worked with before. Together, they will read and
answer the questions in guided reading. They will also improve the survey form, and this “Improved Questionnaire” will
be their output. Put the questionnaires side by side, and let the students pick the best ones. They will also justify why
what they picked is the “best” questionnaire for them.
Individual Activity
You may use this worksheet as a guide:
Research topic:
People to contact How can they provide How will I get information from
substantial information for my them?
research topic?
1.
2.
3.
4.
5.
Unit 1
Lesson 7: Otherness
Period: 5 Meetings
Established Goals
From Dep.Ed
EN10RC-Ig-21- Compare new insights with previous learnings.

EN10LC-Ig-8.7- Make generalizations.
EN10VC-Ig-25-Express insights based on the ideas presented in the material viewed.
EN10V-Ig- 13.9- Differentiate formal from informal definitions of words.
EN10LT-Ig-14.2- Explain how the elements specific to genre contribute to the theme of a particular literary selection.
EN10WC-Ig-12.3- Compose a persuasive text of three paragraphs expressing one’s stand on an issue.
EN10OL-Ig-3.16.1- Employ the techniques in public speaking in a sample public speaking situation.
EN10G-Ig-3.6- Use modals

 What does Post-Colonial Theory focus on?  Post-Colonial Theory heavily focuses on the idea of
 When is semi-colon used? Otherness in a society wherein one culture
 What is paraphrasing? oppresses the other and actively views the latter as
inferior.
 Semi-colon is used to mark the end of an
independent clause and prepares the readers for
additional information in the form of another
independent clause.
 Paraphrasing means rewriting an excerpt or a
passage lifted from an original material into one’s
own words while maintaining the original idea of
the material and attributing the source.

 Expository texts from oral and written tasks  Recognize relevant information from expository
 Verbal and nonverbal strategies in oral texts warranted by an oral discussion or a written
presentations task.
 How to interpret metaphors  Improve verbal and non-verbal strategies used in
 How to analyze point of view in African literature formal oral presentations or broadcast
 How to arrange information on a graphic organizer communication tasks.
 Respond actively to the literary background of the
text by interpreting metaphors based on the
reader’s established role and context.
 Analyze a particular point of view in a work of
African literature.
 Write an exposition that examines complex ideas,
concepts, and information of differentcultural
experiences.
 Clearly and accurately convey personal reading of
the text though effective selection, organization and
analysis of content.
 Use the semicolon correctly.
 Arrange information on a graphic organizer.
All Embracing Love Engagement Activities:

Slogan Making
Goal: Cite instances when otherness is manifested. Point of Reflection
Role:actor/actress/narrator
Situation: The students will present a skit to show the real

essence of otherness.
Product/performance and Purpose: Skit presenting

otherness in different scenarios.
Standard Criteria for Success:presented skit.
Use the rubrics on skit presentation to assess this

performance task.
1. Reflect on how otherness affects one’s life.

2. Reflect on the real essence of otherness.
3. Self-assess the performance task, All Embracing Love.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Otherness.
b. Inform the students that they are going to read a storythat talksabout the essence of otherness.
a. Discuss to the students that in early twentieth century, people of color have not yet been given equal
rights with the rest of the Anglo-American community.
b. Tell them that people of color were regarded as inferior.
c. Explain to them that during that time, schools were segregated between white and colored, and there
was even a time when interracial marriages were regarded as illegal.
d. Tell them that while it is true that America’s tolerance and attitudes towards people of color are a vast
improvement in comparison to what it was like in the previous century, people of color still experience
oppression and unequal treatment in various manners.
e. Let the students do activity 1.
f. Give them 10 minutes to do activities 2.
g. Let them study the illustration.
h. Inquire as to what they can see in the drawing.
i. Tell them to infer as to what the illustration means.
j. Ask them to discuss their observations.
a. Introduce the poem “Mother and Child” after the whole class has talked about their observations on the
illustration.
b. Motivation Question: “Do you know someone of mixed-racial background? How do you view them? How
do you think the Philippine society views them? How differently could they have been treated in the
past?
c. Motive Question: Let's find out how people in the early 20th century treated those born of mixed-racial
background.
5. During Reading
b. While reading the story, ask them to answer the comprehension questions.
c. Let them complete the graphic organizer as they read the story.
d. Instruct them to summarize what the townspeople say about the conflict.
e. Tell them to write their own perspective on the issue.
6. After Reading
Slogan Making. Ask the students to make a slogan about the importance of quality and the way people
get discriminated.
Point of Reflection. Are people really created equal? Prove.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on post-colonial theory. Explain to the students thatit is essential to first recognize
how the text demonstrates the cultural differences between the colonizers and the colonized.
8. Reiterate to the students that such differences may be shown in the subjects’ culture as well as in how they
perceive one another based on the usually antagonistic relationship between them.
9. Tell the students Post-colonial theory heavily focuses on the idea of Otherness where in one culture oppresses
the other.
10. Explain to them that this theory actively views the latter as inferior and that it involves how the colonized people
try to clarify their identity and their history.
a. How do you perceive stereotypes?
b. Have you experienced being teased by people around you?
c. How does otherness manifest in your life?

Oral Communication
13. After the students answered the question (either oral or written output), proceed to doing the activity for Oral
Communication.
14. Tell the students to form a group of three people.
15. Let them design and complete a graphic organizer showing how racial stereotypes create more differences and
disunity among members of a community.
16. Let them present their findings and ideas in class.
17. Proceed to the performance task, All Embracing Love.
18. Let them form groups with 8 members. Each group will have a skit showing how otherness works in different
scenarios.
19. Let them write a script and present it in front of the class.
Use the rubrics on skit presentation to assess this task.
20. Ask the students to work with the same group.
21. Tell them to browse some post colonial literature in the library that shares the same themes with the story that
they read.
22. Ask them to write a short literary analysis paper about it.(E, R, E-2)

23. Tell the students that each event in realistic fiction represents a place in history
24. Tell them that the story that they read reflects the contemporary issues, attitudes and fears shared by the
people at the time it was written.
25. Explain to them then that as the event in the short story have strong bases in reality, it is likely that the story
also follows a realistic timeline.
26. Tell them to research about the items on the book. (H)
27. Let them do the activity. (E)
28. Introduce the Grammar Review. Discuss the proper use of semicolon using the guided discussion in the book. (E,
R)
29. Explain to the students that as a punctuation mark, semi-colon is a cross between a comma and a period.
30. Tell them that while semicolon functions to mark the end of an independent clause, it also prepares the reader
for an additional information in the form of anther independent clause.
31. After the discussion, let the students answer the Grammar Workout A with your guide. (E)
32. Let them answer Activity B independently.(H,T)

34. Ask the students to work in groups.
35. Tell themto discuss the problem of exploitation in the country.
36. Instruct them to think of some groups of people or natural resources that are being used or abused for their
labor or value
37. Ask them to produce a short documentary film that shows how they are exploited by people who have less than
selfless interest in them. (R)
38. For the Writing Topic, explain to the students that quoting is just one of the three ways in which writers
incorporate other people’s ideas drawn from primary or secondary sources into the research report.
39. Tell them that when writing quotations, the statements lifted should be identical or exactly the same as those
from the original source.
40. Explain to them that in order to do this, the statement on the research report and the one taken from the
original source must match.
41. Tell them paraphrasing on the other hand means rewriting an excerpt or a passage lifted from an original
material in their own words while maintaining the original idea of the material and attributing the source.
42. Discuss the guidelines on how to use paraphrases.
43. Let them proceed to the Guided Reading activity.
44. Instruct them to proceed to the Individual Activity.
Before Reading
Important Words
Answers may vary for each item. Check for correctness and appropriate usage.
Activity 1
Let the students find a partner or form a group of three. Allow them to discuss the following questions.
Afterwards, call on two or three pairs or groups to share their answers with the class.
Activity 2
Here is the text for the listening/viewing selection titled "Ambiguous": https://www.youtube.com/watch?v=o-
nS8wgQNRk. Encourage students to take down notes while they are watching. After watching the video, ask students to
pair up with their seatmates to answer the questions.
Oral Interaction
Ask students to pair up and to answer the questions: Do you know someone of a mixed-racial background? How do you
view them? How do you think Philippine society views them?
Literary Selection
Mother and Child by Langston Hughes
Critical Viewing. Ask the questions below the image. Call on 3-5 students to share their answers. Remind the class that
you will be returning to the snapshot later on.
During Reading. While reading, instruct students to individually answer the graphic organizers. After reading, they will
compare their answers with their seatmates. Do the comparison before proceeding with the comprehension questions.
In groups of 3-5 members, students will answer the comprehension questions. Ask one group to answer one
question. For the last question, ask all groups to answer. Allot enough time for this activity.
Literary Analysis
Define key terms such as “One” and the “Other.” Explain what makes a postcolonial theory postcolonial.
Underline its importance. Answer questions A and B under “Activity” on page 96. Since this is the first time students are
going to do a postcolonial reading of a text, guide and explain as explicitly as possible.
Oral Communication
Follow the steps in the book. If you find groups of five too big, modify.

Alternatively, give students the choice whether they would like to do this activity individually, in pairs, or in the
same grouping. Provide peer-evaluation sheets where necessary. Check on students’ sources, and correct
misconceptions about postcolonial theory if needed.
Skills Development: Identifying literary context

In groups of three, students will make a timeline of the significant occurrences that affected the story. Ask 3-5
groups to explain how exactly the historical milieu affected the text. The student's output will be collected.
Grammar Review: Semicolon

Discuss the different uses of the colon. Give enough examples. It is advised that students see the semicolon in
the context of a narrative; you may present it using a story.
Grammar Workout
A. Separate the independent clauses in the following sentences by adding a semicolon.
1. There will be few schools to declare classes today; the typhoon has been raised to signal number 3.
2. The company wishes to slacken its policy on hiring prospective employees; otherwise, they will have no workers at
all.
3. Darlene was not present at the party yesterday; therefore, it couldn’t have been her who drove Maria home.
4. Lay out the minced potatoes on the tray; then, pour the beaten eggs onto it.
5. Lloyd was an amazing debater in high school; nothing much changed when he was in college.
6. Some provinces have good educational programs; some don’t.
7. The internet offers a wide variety of job opportunities; just look harder so you can find one that is worthwhile.
8. It is your future that is at stake when you attend a university; you should be the one to choose which you’ll go to.
9. There are people who will value you for what you can do for them; there are those who will treasure you for who
you are.
10. This recipe is so hard to follow; I will find another one that suits my skills.
B. Can be done individually or in pairs. Please refer to the following links for reference:
1. http://www.gutenberg.org/files/3186/3186-h/3186-h.htm
2. http://www.boop.org/jan/justso/elephant.htm
3. http://railroads.unl.edu/documents/view_document.php?id=rail.str.0099&per_page=20&page=59
4. http://poestories.com/print/angeloftheodd
5. http://www.eastoftheweb.com/short-stories/UBooks/HapPri.shtml
Collaborative Task
It is suggested to have bigger groups for this project. Each group must have a director, a researcher, a
scriptwriter, etc. Set out standards for the short film, including the expected run time of the film, and the questions that
students should be answering. Do not forget to give rubrics.
Writing Topic: Quoting and Paraphrasing
Discuss the lesson, emphasizing the importance of quoting and paraphrasing. Also discuss when either is better
than the other to be used in a paper. Per sub-heading, show examples of how one is used in an academic paper.
Guided Reading
First guide the students in reading the text in the pink table. Ask probing questions about what happened in
turning the original text into a shorter version. Ask what difference is made if the long version is used in the paper rather
than the short one. Discuss the text in the green table similarly.
Individual Activity
A. Students can browse http://thenewshortreview.wordpress.com/ or http://shortstoryview.blogspot.com/ for ideas

regarding their short story review.
B. There are three separate things to be done in this activity. It is suggested to do so in the following order:
1. Ask students to imagine themselves as a United Nations Ambassador for Women and Children’s Welfare.
What issues do you want to focus on as an Ambassador?
2. The students will now research on the issues they want to focus on. The research should be properly
documented.
3. The students will compare their research to the Action Plan they made earlier. In short, students will also
come up with an Action Plan based on their research. They can start with this prompt: Based on your research,
what is the state of women in India? Given this conclusion, what now are your plans for action?
Finally, students will draft a bill that will address the treatment of women in India. Remind them that they
are still a UN Ambassador while writing this bill.
Unit 1
Lesson8: Equality
Period: 5 Meetings
Established Goals
From Dep.Ed
EN10RC-Ih-21- Compare new insights with previous learnings.

EN10LC-Ih-14.3- Show appreciations for songs, poems and other listening texts.
EN10VC-Ih-1.5- Draw generalizations and conclusions based on the materials viewed.
EN10V-Ih- 13.9- Differentiate formal from informal definitions of words.
EN10LT-Ih-2.3- Draw similarities and differences of the featured selections in relation to the theme.
EN10WC-Ih-12.3- Compose a persuasive text of three paragraphs expressing one’s stand on an issue.
EN10OL-Ih-3.16.1- Employ the techniques in public speaking in a sample public speaking situation.
EN10G-Ih-3.6- Use modals

 What is Feminist Theory for?  Feminist Theory aims to recognize the existence of
 What is objectification? discrimination against women and to analyze the
 What does making inferences involve? conditions that make others think women are
 What is a colon? subordinate to men.
 Objectification is a concept where a person, usually
a woman, serves as an instrument in order to
satisfy somebody else’s desires.
 Making inferences uses clues to draw conclusion,
make predictions, identify themes and author
intentions, and come up with the relevant
interpretations as they read.
 Colon is two equally sized dots, one on top of the
other, used to punctuate a sentence.

 Roles of women and men  Analyze the roles of male and female characters in a
 How to interpret textual evidences story.
 Some famous women  Interpret textual evidence to support an argument.
 How to write a cause and effect essay  Present research about a renowned woman
 Confucianism and women’s role in China through a graphic organizer.
 How to make inferences  Compose a cause and effect essay relating
 How to design a plan of action for marginalized Confucianism and women’s roles in China.
societies  Compose a reaction paper to a peer’s cause and
 Stylistics of African short stories effect essay
 Make inferences based on textual evidence.
 Recognize and use a colon in sentences.
 Design a plan of action for a program helping the
marginalized in society.
 Summarize and synthesize the stylistics of three
African short stories through an essay.
Equal In Everyone’s Eyes Engagement Activities:

Poster making
Goal: To assess the perception of people on what equality Point of Reflection
really means.
Role: Audio-visual reporters/interviewers
Situation: Students will present a report on how people

perceive equality
Product/performance and Purpose: An audio-visual report

to explain people’s perception of equality.
Standard Criteria for Success: A creative and well-

presented audio-visual report.
Use the rubrics on audio-visual reporting to assess this

performance task.
1. Reflect on how people view equality

2. Reflect on how equality is manifested in society.
3. Self-assess the performance task, Equal In Everyone’s Eyes.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Equality.
b. Inform the students that they are going to read a letterthat talks about the relevance of women in the
society.
a. Tell the students that Filipinos celebrate a lot of holidays and festivals.
b. Explain to them that in the Philippines, each city or locality celebrates at least one festival..
c. Ask the students to give different feast that are celebrated in the Philippines.
d. Tell them to answer the first activity before proceeding the next exercise.
e. Let them proceed to the next activity.
g. Tell them to infer as to what is happening in the illustration.
a. Introduce the story “The new Year’s Sacrifice” after the whole class has talked about their observations
on the illustration.
b. Motivation Question: “What are your duties at home? Are the chores that you are asked to do that the
opposite sex aren’t? What do you think are the bases for such differentiation?
c. Motive Question: Let's find out how if equality is manifested in the story.
5. During Reading
a. Give the students 10 minutes to read the letter silently.
b. Tell them to take note of the differences or similarities in the story’s male and female characters.
c. Ask them to fill out the organizer on the book by comparing and contrasting them
d. While reading the letter, ask them to answer the comprehension questions.
6. After Reading
Poster Making. Ask the students to draw a poster showing the different manifestations of inequality in
the society.
Point of Reflection. What makes a people equal?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. Proceed to the discussion on: Analyzing Feminist Theory. Explain to the students that this theory aims to
recognize the existence of discrimination against women and to analyze the conditions that make others think
women are subordinate to men.
8. Tell them that essential to this theory is objectification.
9. Explain to the students that this is a concept where a person serves as an instrument in order to satisfy
somebody’s somebody else’s desires.
10. Ask the students to do the activities 1 and 2.
a. Why is it important to promote equality?
b. Do your father and mother get to have equal authority at home?
c. What do you think are the causes of inequality in the society?

Oral Communication
13. After the students answered the question (either oral or written output), proceed to doing the activity for
Performance Task, Equal in Everyone’s Eyes.
14. Tell the students to form five groups.
15. Ask them to interview at least five different people on their perception of Equality in all aspects of life.
16. Instruct them to present their findings to the class in the form of a creative audio-visual report.
Use the rubrics on audio-visual reporting to assess this task.
17. Keeping the same group, let the students think of a woman who excels in her field.
18. Let them research about this person’s contributions and achievements.
19. Ask them to fill out the graphic organizer.
20. Tell them to present it on the class.
21. Tell the students to look for resources discussing the school of thought represented by Confucius and Mencius.
22. Tell them explore their ideas about the roles of women in China when slave and feudal systems were still in
operation.
23. Let them work with a partner, where one wouldwrite down a cause and effect essay discussing the effects of
the ancient Chinese adherence to Confucianism on their present society with regard to how they perceive
women and their roles.(E, R, E-2)
Use the rubrics on descriptive essay to asses this task.
24. Let the other student make a reaction paper about the essay.
Use the rubrics on reaction paper to assess this output.

25. Tell the students that reading literature involves searching for information that the author purposely leaves out
in the text.
26. Explain to them that it is the better readers who are able to understand things that are implied and put the
puzzle pieces together even when they don’t seem related to one another at first.
27. Tell them this is a manifestation that readers use clues to draw conclusions, make predictions, identify themes
and author intentions, and come up with relevant interpretations as they read.
28. Let them look and analyze the table on the book. (H)
29. Tell them work on the activity provided on the book.(E)
30. Introduce the Grammar Review. Discuss colonusing the guided discussion in the book. (E, R)
31. Discuss that a colon is two equally sized dots, one top of the other, used to punctuate a sentence.
32. Tell them that it also comes after a complete sentence or independent clause.
33. Explain to them that a colon may also be used where introductory terms cannot be found.
34. After the discussion, let the students answer the Grammar Workout A with your guide. (E)
35. Let them answer Activity B independently.(H,T)

37. Ask the students to work with a group.
38. Let them choose a certain marginalized group that they think needs empowerment.
39. Instruct them to design a program that will raise awareness, develop self-esteem, and help them gain equality in
the community they live in. (R)
40. For the Writing Topic, explain to the students that summarizing is reducing a long text into a shorter version that
still contains the most important points of the text.
41. Explain to them that it is a useful study technique and reading skill.
42. Tell them that it will help them focus on the main point of the article.
43. Explain to them that it is necessary when integrating gathered information in a research paper.
44. Tell them that summary offers a condensed but still accurate sense of the original text.
45. Let them read the techniques that can be used when summarizing a text.
46. Ask the students to do the Guided Reading for enrichment activity.
47. Proceed to the Individual Activity A and B to check the students’ knowledge about the topic.
Before Reading
Important Words
Word Possible Synonyms
scour Search, look for
Overcast Cloudy, shady, gray
Foreboding Premonition, suspicion, ominous
importunate Persistent, pushy
tractable Manageable, docile, yielding, submissive
bramble Bushes, shrubbery
You may introduce the activities by asking students what holidays and festivals they can think of. If you have
time to spare, you may even turn this activity into a game. Divide the class into five groups, and have them list down all
of the holidays and festivals they know. The group that has the most number of unique (meaning, no other group has
listed that answer) wins the game.
Activity 1
Afterwards, let the students pair up and have them discuss the questions in the book. Go around the room to
make sure that students are discussing. After five minutes, call on volunteers to share what they have discussed with
their partners.
Activity 2
The listening text for this activity can be accessed at:
 http://resources.echineselearning.com/general/general-chinese-1239.html
Oral Interaction
For this activity, it is ideal that the pairs should consist of a male and a female student, so that each can get the
perspective of the opposite gender. Have the pairs discuss their duties at home, and if there are duties that are assigned
to them, but are not assigned to family members of the opposite sex. What do they think of the differentiation? Are the
differences justified?
Literary Selection
The New Year's Sacrifice by Lu Hsun

Critical Viewing. How would you describe the woman? How is she treated by the people around her? Why do you think
do they treat her this way? Can you think of things that could have led her to this way of life?
During Reading. Remind the students to keep in mind their discussion in the Oral Interaction part. Tell them to observe
the differences and similarities in the male and female characters in the story. As the students read, they should fill out
the graphic organizer in the book.
Literary Analysis
Discuss the Feminist Theory. Some resources that may help you can be accessed at:
 http://www.sascwr.org/files/www/resources_pdfs/feminism/Definitions_of_Branches_of_Feminisn.pdf
 www.soc.iastate.edu/sapp/Feminist.ppt
 http://sociology.about.com/od/Sociological-Theory/a/Feminist-Theory.htm
Feminism may be a bit tricky to discuss. You may just focus on the gist of the theory. In a nutshell, feminist
theory aims for the social, political, and economic equality of men and women.
Activity
A. Divide the class into groups with five members each. Have them skim and scan the reading selection to look for the
differences between the male and the female characters. Students will specifically look for roles, relations, and
identities. The students may present their findings in a table similar to the one below:
Male Characters Female Characters
What is expected of them
What is allowed of them
What is valued in them
B. This activity must be accomplished by the students individually. Before letting the students work on the activity, tell
them to pick an answer to the question: Are women in the story marginalized? Their answer to this question must be
supported on two levels: a statement or passage from the book and the student's interpretation of that statement or
passage.
Oral Communication
For this activity, divide the class into groups. Instruct the students to brainstorm about a woman who excels in
her field. Encourage the students to consider someone who may not be very prominent or high-profile, but is a well-
rounded achiever. This activity may be given as a homework so students have time to research. Students are expected
to fill out the graphic organizer, and to present their output in class.

Have the students pair up for this activity. Each pair will research about the roles of women in ancient China.
After they have researched, one student will write a cause and effect essay regarding the effects of Confucianism to
present society and how the Chinese perceive women and their roles today. The other student will write a reaction
paper to the essay written by his or her partner.
Skills Development: Making Inferences

When we make inferences when we try to understand things that are implied. This means that we make sense
of information even if the author leaves out details in the text.
To teach this skill, it is important for the teacher to first model how to make inferences.
Grammar Review: Colon

One of the most overlooked and misused punctuation marks is the colon. In your discussion, emphasize the
many ways a colon can be used when writing sentences. Explain and give examples for each use of the colon.
Grammar Workout
A. Add a colon to the correct place in each sentence.
1. Peter had no idea that Marcia will be arriving at the house tomorrow: she did not send a word to him before
this.
2. Someday we will visit Europe and see many countries: France, Spain, Italy, United Kingdom, and Germany.
3. This cake lacks something essential: a fruity flavor or something creamy.
4. I remember a line that I heard from that movie: “Toto, I’ve got a feeling we’re not in Kansas anymore.”
5. You should do what Kristine does before getting up from bed: do twenty sit-ups.
6. Karen needs a makeover after the insult she just received: have a stylish haircut or buy a new dress.
7. President George W. Bush made a wonderful point during his 1990 speech: “If we lose the spirit of the
American ingenuity, the spirit that is the hallmark of the American worker, that would be bad.”
8. Let me tell you one thing: you can’t get through engineering school without having at least one sleepless
night.
9. Regina now understands what her parents were trying to tell her all along: it’s a wild world out there!
10. Sandy will still work in Makati despite her parents’ protests: she’s strong-headed that way.
B. Revise each sentence so that it contains a colon. Write your answer on another sheet of paper.
Note that answers for this activity will vary. Accept other correct answers aside from the ones below.
1. The University of the Philippines and the Ateneo de Manila University were the two schools in the country that made
it to this year’s list of the top universities in Asia.
There are two schools in the country that made it to this year's list of the top universities in Asia: the University of
the Philippines and the Ateneo de Manila University.
2. Aunt Lucy, my favorite aunt, has given me one useful beauty advice and that is to drink a lot of water every day.
Aunt Lucy, my favorite aunt, has given me one useful beauty advice: drink a lot of water every day.
3. Koalas are very fond of green leafy plants such as eucalyptus, tea tree, and pines.
Koalas are very fond of green leafy plants: eucalyptus, tea tree, and pines.
4. The publishers haven’t reprinted the books they already ran out of funds to do it.
The reason why publishers haven’t reprinted the books: they already ran out of funds to do it.
5. The only rule for this game is to run as fast as you can.
There is only one rule for this game: run as fast as you can.
6. One line stuck with me after reading Voltaire’s Candide, i.e., “Optimism is the obstinacy of maintaining that everything
is best when it is worst.”
The one line that stuck with me after reading Voltaire's Candide is: “Optimism is the obstinacy of maintaining
that everything is best when it is worst.”
7. Since the characters only had one loaf of bread to divide among each, they decided to start a contest.
The characters only had one loaf of bread to divide among each: they decided to start a contest.
8. Marie has made an awful lot of friends since she went to college but her best friends are still Lola and Kathryn.
Marie has made an awful lot of friends since she went to college but her best friends remain: Lola and Kathryn.
9. The park is the one place that brings peace to my mind every time I’m troubled.
Every time I'm troubled, one place brings peace to my mind: the park.
10. My father’s favorite artists include Bruce Springsteen, Eric Clapton, Bob Dylan, and Mick Jagger.
My father's favorite artists are: Bruce Springsteen, Eric Clapton, Bob Dylan, and Mick Jagger.
Collaborative Task
Divide the class into groups of five. Each group should think of a marginalized group that suffers from stigma.
Make sure that each group has a unique topic, meaning, no other group is working on the same marginalized group. The
students will think of how to empower these groups that suffer from discrimination. To develop the empowerment
program, students should write their plan of action in the chart in the book.
Writing Topic: Summarizing

Call on a student and ask him or her to summarize the literary text in the reading section of the book (or any
other story that the entire class is familiar with). After the student has finished summarizing, ask other members of the
class about what a summary is, and whether their classmate summarized the story well. Ask students what they think
should be included in a summary.
Discuss how to summarize by presenting the students with an example text that you will summarize in class
(modeling the skill). You may also refer to the example given in the book.
Remind the students that when they summarize, they should always read and understand the entire text first.
They should also avoid inserting personal comments or opinions when summarizing.
Individual Activity
Let the students choose three African short stories that they will each summarize. Let the students create a list
first of short stories that they will submit to you. You have the option to approve the list or to suggest changes. Make
sure that the short stories the students pick out are either all African literature written in English or all translations.
Students should not mix the stories written in English with the translations because the translation affects language use.
When students submit their summaries, they should also submit copies or links of their chosen stories.
Unit 1
Lesson9: Stereotypes
Period: 5 Meetings
Established Goals
From Dep.Ed
EN10RC-Ii-21- Compare new insights with previous learning.

EN10LC-Ii-14 -Examine how spoken communication may be repaired or enhanced.
EN10VC-Ii-1.5 - Draw generalizations and conclusions based on the materials viewed.
EN10V-Ii- 13.9 - Differentiate formal from informal definitions of words.
EN10LT-Ii- 18 - Evaluate literature as a way of expressing and resolving one’s personal conflict.
EN10WC-Ii-12.3 - Compose a persuasive text of three paragraphs expressing one’s stand on an issue.
EN10OL-Ii-3.16.1- Employ the techniques in public speaking in a sample public speaking situation.
EN10G-Ii-3.6 - Use modals

 What is a first-person narrative?  A first-person narrative is a mode of telling a story

 What is the effect of failing to understand the though the firs-person point of view.
cultural differences based on the events of history?  The failure to understand the cultural differences
 What is amelioration? has led to small scale conflicts and even to wars.
 What is pejoration?  Amelioration is a process when a word’s
connotation changes from a bad one to a good one.
 Pejoration is a process when a word’s connotation
worsens.

Reading Reading
 The uses of first-person narration  Evaluate the use of first-person narration in story.
 How to synthesize ideas  Synthesize ideas through a group report.
 The rituals and beliefs regarding cannibalism  Create a video presentation about rituals and
 The pieces of art or literature that represent one’s beliefs regarding cannibalism.
cultural identity.  Explain one’s choice of art or literature that
 How to infer words meanings through context clues represents one’s cultural identity.
 The history of one’s school  Infer the meaning of words using context clues.
 How to organize a thesis  Design and construct a magazine or booklet about
 How to compose an outline the history of one’s school.
 Organize the thesis, main idea and supporting
details of an essay into an outline.
 Compose an outline about a socially relevant topic.
We Are One Engagement Activities:

Collage Making
Goal: To present the need to stop stereotyping in a song. Point of Reflection
Role: actors/actresses/narrator
Situation: Students will sing a song in chorus.
Product/performance and Purpose: choral singing

emphasizing the need to be one and to stop stereotyping
Standard Criteria for Success: A well-presented choral

singing
Use the rubrics on choral singing to assess this task.
1. Reflect on how people are stereotyped.

2. Reflect on the different stereotypes in society.
3. Self-assess the performance task, We Are One.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Stereotypes.
b. Inform the students that they are going to read a story that gives an idea of what stereotyping is about.
a. Ask the students if they have ever been to other cities or countries before.
b. Tell the students to describe how these cities or places differ from the one they grew up in.
c. Ask them to compare the people in the new places with the ones in their hometown in terms of
behavior, attitude, and culture.
d. Instruct them to listen as you read a short passage.
e. Proceed to do the activity.
g. Tell them to infer as to how the illustration is relevant to the theme for this lesson.
h. Ask them to discuss their answers.
a. Introduce the story “Timbuctoo” after the whole class has talked about their observations on the
illustration.
b. Motivation Question: “Have you traveled to another city or country? What were your expectations
about the people and the place before you went to that city or country? What was the reality? Did you
experience culture shock? Why or why now? How do you think should one handle culture shock?
c. Motive Question: Let's find out one if there is something like this in the story.
5. During Reading
b. Let them infer what the narrator intends to say about Timbuctoo.
6. After Reading
Collage Making. Ask the students to make a collage of pictures showing the things that people think
about them and the things that really speak of who they are.
How People See Me How I am in Reality

Point of Reflection. Filipinos are known to be hospitable; however, there are still stereotypes in our
society. What are the common examples of stereotyping in the country?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. Proceed to the discussion on first-person narrative. Explain to the students that first-person narrative is a mode
of telling a story through the first-person point of view in which the narrator may be fictional or not, a
participant of the story or another character, either omniscient or semi-omniscient.
8. Tell them that this type of short story typically opens with a scene-setting where the narrator describes the
immediate situation and what he or she is doing.
9. Explain to the students that this perspective gives the readers an insight about his or her world and his or her
feelings about it.
10. Tell them that the manner in which a story is narrated greatly affects the readers’ response to it.
11. Instruct them to explain how appropriate the first-person point of view is for the story that they read.
12. Ask the students to do the activities in the book.
a. How does stereotyping affect society?
b. How do people feel about being stereotyped?
c. In what instances is stereotyping a good thing?

Oral Communication
15. After the students answered the question (either oral or written output), proceed to doing the activity for Oral
Communication.
16. Tell the students to discuss how and when cannibalism is morally justified.
17. Instruct the students to synthesize what they have discussed and present it to the class.
18. Let them prepare for the performance task, We are One.
19. Instruct them to present a choral singing of any song that talks about unity and the need to stop stereotyping in
the society.
20. Let them use props, gestures and basic choreography when necessary. Use the rubrics on choral singing to
assess this task.
21. Ask the students to watch an excerpt from the documentary The Gentle Cannibalism.
22. Ask them to work by group and look for article features or other documentaries about cannibalism in different
parts of the world.
23. Tell them that each group should have one country or tribe or culture to report on.
24. Let them make a report that will explain the rituals involved in the practice as well as the beliefs behind them.
(E, R, E-2)
25. Ask them to make a video presentation to show the class.

26. Tell the students that understanding cultural differences can be difficult without an open mind. (T)
27. Explain that the failure to understand cultural differences could have led to small scale conflicts and even wars.
28. Explain that the importance of understanding and appreciating other culture cannot be understated for reasons
largely related to globalization.
29. Instruct them to choose an object, a song, or any piece of literature or art that they think best represents their
cultural identity.
30. Let them do the next activity. (H)
31. Introduce the Grammar Review. Discuss the words with new meanings using the guided discussion in the book.
(E, R)
32. Discuss that meaning of words are not fixed and that some words undergo change in meaning.
33. Explain that when a word’s connotation changes from a bad one to a good one, the process is called
amelioration.
34. Discuss that pejoration on the other hand is the process that takes place when a word’s connotation worsens.
35. After the discussion, guide the students in answering Grammar Workout A. (E)
36. Let them answer Activity B independently. (H, T)
Fifth Meeting (Collaborative Task and Writing Task)

38. Ask the students to form a group with seven members.
39. Instruct each group to observe the campus and take note of its outstanding aspects that they would like
outsiders to know about.
40. Tell them to design a magazine or a booklet that features their school. (R)
41. For the Writing Topic, explain to the students that an outline is a general plan or framework that is often used
as a rough draft for an essay or other written work.
42. Explain how it acts as the foundation of our writing.
43. Tell them that it consists of everything we need to put together in order for the writing to achieve clarity
coherence and organization.
44. Explain to the students steps to follow to develop on effective outline.
45. Let them work on the Guided Reading.
46. Proceed to the Individual Activity A and B to check the students’ knowledge about the topic.
Before Reading
Important Words
For the activity, the students do not need to write the meaning of the word. They will only write sentences using
the word. However, make sure that the students actually know the meaning of the words, and that they use the words
correctly in sentences. For your reference, below are the definitions of each word:
 opalescent - reflecting differently colored lights

 gesticulate - to make gestures while speaking
 blockade - to place a block or barricade to stop people or things from entering or leaving a place
 garrison - a military post
 ramparts - a protective barrier made of tall, thick stone built around a place to protect it from attacks
 provisions - a supply of food and other essential materials
 abyss - an immeasurably deep space
 interred - (inter) to bury a dead body
 reprisal - something done to retaliate
 capitulate - to surrender or to stop fighting an enemy
Ask if there is anyone in class who has been to other countries or to far off cities. Ask students to share their
experiences going to those places. How are those places different from their hometown? How are the people different?
In your discussion, students may bring up the idea of "culture shock." Tell the students that they will learn more about
culture shock in the listening activity. Proceed to reading to the class the short passage below:
Culture shock occurs when a person is exposed to a new environment for the first
time. For instance, an immigrant who has just moved to another country will
immediately notice the cultural differences between the country where he or she
came from and the one he or she is currently staying in. Once this happens, he or
she will either try to adapt to the new environment or keep the behavior, attitude,
and values that his or her own culture taught her.
After the students have listened, you may ask them to react to the passage they heard. Ask if they (or someone
they know) have experienced culture shock and how they dealt with it. Then, let the students pair up and do the activity
in the book.
Oral Interaction
For this activity, encourage the students to pair up with someone in class whom they do not often talk to (for
example, someone outside their friend group). They will ask each other about culture shock and how they think one
should handle culture shock. Explain to the students how culture shock does not necessarily happen when one goes to a
new place. Culture shock can also happen when circumstances around us change. For example, first year high school
students may also experience culture shock even if they graduated elementary in the same school.
Literary Selection
“Timbuctoo” by Guy de Maupassant

The author of the literary selection, Guy de Maupassant, is a French writer who is considered as one of the
fathers of the modern short story.
Let the students guess the context depicted in the illustration. Tell them to look at the details such as the
people, their clothing, the place, and the activities in that place. Who do they think are the two characters in the
foreground? What is their relationship?
Literary Analysis
Explain the first-person narrative mode of storytelling. For the students to appreciate the concept even more,
you may tell them that stories such as The Hunger Games, The Catcher in the Rye, and The Great Gatsby are written in
the first-person. Ask the students what stories or novels written in the first-person they have already read.
Give the students time to answer the questions in the book and discuss the answers as a class.
Oral Communication
Introduce the topic by asking if students are familiar with the concept of cannibalism. Explain that although
cannibalism is considered taboo in most cultures, there are still some cultures that practice cannibalism. Explain that the
class will discuss how and when cannibalism may be considered justified. Divide the class in groups of five, and have
them discuss cannibalism using the questions in the book as guide. Allot 5 to 10 minutes for group discussion, after
which the group will share to the class what they have discussed.

The link to the video for this activity is:
 https://www.youtube.com/watch?v=uqXunkHlM2I
Preview the video first before assigning the students to watch it. You may choose to let the students watch the
entire video or have them watch excerpts. After the students have watched, they are expected to research more about
cannibalism in other parts of the world. The findings of their research must be presented in a video.
Skills Development: Analyzing Cultural Differences

Tell the students to think of cultural differences. Cultural differences do not necessarily mean differences
between or among different countries or places. The differences can also lie in beliefs, values, or practices among
people.
For the activity, let the students choose a piece of art (music, literature, visual art, and other forms) that best
represents their identity. Each student is expected to craft an explanation or analogy for the object they chose.
Grammar Review: Words with new meanings

For this lesson, the students may be able to provide a lot of examples for words with new meanings. For
example: friend, follow, trending, post, and many others. In your discussion, make sure to make the students realize that
the words they currently use have evolved from many different meanings, and that these same words will also evolve
into new meanings in the future.
Grammar Workout
A.
Below are the definitions of the underlined words in the book. The students' answers will vary, and they will not get the
exact definitions because they are merely relying on context clues.
1. trolling - the act of posting sarcastic and annoying comments on the Internet to make other Internet users angry
or upset
2. ship - short for "relationship"; to endorse or support a relationship
3. beta - someone who proofreads or edits
4. stream - a series of posts on the Internet that may be pictures or music
5. cloud - Internet-based storage where a user can keep his or her files
6. cookies - bits and pieces of information of Internet usage stored in the computer
7. win - a positive situation
8. post - an instance of putting or uploading something on the Internet; can refer to photos, music, status updates,
or blogs
9. surfing - browsing the Internet
10. tablet - a thin, rectangular-shaped portable computer gadget
B.
Below are the definitions of the underlined words in the book. The students' answers will vary, and they will not get the
exact definitions because they are merely relying on context clues.
Underlined word Old meaning New meaning
1. wireless having no wires or no connection communication using the

using electrical conductors Internet
2. hipster a style of clothing (jeans, shorts, a subculture of young people

or skirts) that is meant to sit low associated with indie rock music,
on the hips non-mainstream fashion,
independent political views, and
alternative lifestyle
3. mullet a type of fish a type of haircut that is short at

the front and long at the back
4. tweeting the sound that birds make posting on the social media
website Twitter
5. stumble to slip or to trip to find or to come upon by
chance
Collaborative Task
For this activity, divide the class into groups with at least seven members each. Encourage the students to
observe their school surroundings and to take note of elements that spark their interest. Each group will decide on a
particular aspect of the school that they want to research about. Be involved in the decision-making process to make
sure that each group has a unique topic. Some topics that students may consider are: the school's history, architecture,
rules and regulations, culture, and others. Each group will create a magazine or booklet. You may also choose to have
the class create one comprehensive magazine which the groups will all contribute in creating.
Writing Topic: Outlining

In the last lesson, the students learned how to summarize. This lesson will teach them how to outline. This is
also the last writing topic that students need to learn before moving on to the research in the next unit.
In the previous activity, the students created a magazine or a booklet featuring their school. In the magazine,
they may have created a table of contents. This table of contents is somewhat similar to an outline.
Individual Activity
A. The essay "A Note on Realism" by Robert Louis Stevenson can be accessed through this link:
 http://www.gutenberg.org/files/492/492-h/492-h.htm#page93
The students are expected to read the essay and create an outline for it.
B. Help the students think of current social or political issues in the country, which they will write an essay on. Explain to
the students that they need to create an outline, which they will submit to you for revisions or approval.
Unit 2
Lesson 1: Visuals
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IIa-11- Transcode information from linear to non-linear texts and vice-versa

EN10LC-IIa-11- Switch from one listening strategy to another to extract meaning from the listening text
EN10VC-IIa-3.8- Assess the effectiveness of the ideas presented in the material viewed taking into account its purpose
EN10V-IIa-13.9- Give technical and operational definitions
EN10LT-IIa-14.2- Explain how the elements specific to a selection build its theme
EN10WC-IIa-13.1- Identify parts and features of argumentative essays
EN10OL-IIa-5- Employ appropriate pitch, stress, juncture, intonation, etc.
EN10G-IIa-29- Observe correct grammar in making definitions

 Why do poets use allusions in their works?  Poets usually include allusions to add layers of
 What is an allusion? meaning in a literary text.
 Why is imagery important?  An allusion is a figure of speech that refers to a
 What is a noun phrase? person, place, or event external to the text.
 Imagery is a necessary element in poetry since it
illuminates the message of the poet.
 A noun phrase is composed of a noun or pronoun
and its modifiers.

 allusion as a figure of speech  Understand allusion as a figure of speech.

 what allusions mean and symbolize  Recognize what allusions mean or symbolize.
 how to analyze a text based on allusions  Analyze a text based on allusions.
 solutions regarding some issues  Share one’s informed opinions and proposed
 the works of Edgar Allan Poe solutions regarding an issue.
 importance of imagery in a text  Write an essay analyzing one work of Edgar Allan
 uses of noun phrases Poe.
 poetry reading  Understand the importance of imagery in poetry.
 two major types of research paper  Draw one’s idea of a character based on the
 Filipino artists imagery used in the text.
 Use noun phrases in sentences.
 Participate in a poetry reading session.
 Familiarize oneself with the research paper and its
two major types.
 Write a research report about a Filipino artist.
The Raven Engagement Activities:

Venn Diagram Comparison
Goal: to read a poem in a very creative manner Point of Reflection
Role: poets
Audience: peers and teacher
Situation: Students will present a group poetry reading.
Product/Performance and Purpose: poetry reading to

further appreciate the poem read
Standard Criteria for Success: a well-delivered poetry

reading
Use the rubrics on poetry reading to assess this
performance task.
1. Reflect on how people have struggled to work in other countries.

2. Reflect on why people feel discriminated in other countries.
3. Self-assess the performance task entitled The Raven.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Visuals.
b. Inform the students that they are going to read a poem that will make people appreciate the efforts of
those who work abroad.
c. List on the board the essential questions that they should be able to answer at the end of the week and
discuss the performance tasks that they should anticipate. (W)
a. Explain to the students that it is unknown to us that thousands of our countrymen are employed abroad.
b. Tell them that to recognize the importance of their contribution, we even call our overseas workers
modern-day heroes.
c. Tell them that not everything is easy for the Filipino abroad.
d. Explain to them that our countrymen have experienced hardships and discrimination in other lands.
e. Tell them to listen closely as you read a brief history of Filipino immigration to America.
f. Ask them to listen to renowned writers and celebrities reading poems.
g. Ask them to choose at least five poems that they would like to hear from the website you will ask them
to access.
h. Ask them to observe tonal changes, pauses, pitch, and rhythm changes.
i. Tell them that these readings reflect the true art behind poetry.
j. Ask them that poems are written to be read aloud due to the rhythmic patterns that result in melodic
sounds.
k. Instruct them to reflect on the feelings that the readings brought in them.
l. Let them study the illustration.
m. Ask them to describe the mood of the scene.
a. Introduce the poem “The Raven” after the whole class has talked about their observations on the
illustration.
b. Motivation Question: “Do you know someone who lives or works in the United States? What stories
about America have you heard from them? How did their stories affect their perception of the US?"
c. Motive Question: Let's find out what the author thinks in his poem.
5. During Reading
b. Ask them to proceed to the worksheet.
6. After Reading
Venn Diagram. Ask the students to make a Venn Diagram comparing and contrasting local jobs and jobs
abroad.
Local Jobs International Jobs
Point of Reflection. What are the different struggles do people have in migrating to a new land?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on Allusion. Explain to the students that an allusion is a figure of speech that refers to
a person, place, or event external to the text.
8. Reiterate to the students that poets usually include allusions to add layers of meaning in a literary text.
9. Tell the students that to appreciate the allusions in a poem, a close reading of the text and familiarization with
the allusion are required.
10. Let them look at the example on the book.
11. Discuss that the example is an allusion to Greek mythology.
12. Tell them that in the sample sentence, the use of the allusion means that talking about the issue will have severe
consequences.
13. Ask the students to do Activity A.
14. Let them re-read the marginal notes about the allusions made in the poem.
15. Instruct them to focus on what the allusions mean or symbolize.
16. Ask them to analyze the lines from the poem using the allusions.
17. Ask them to fill out the chart with their responses.
a. How do you visualize life abroad?
b. How do you think migrants enjoy the environment that is totally new to them?
c. Would you like to live or work abroad too? Why? Why not?

Oral Communication
20. Once the students are done answering the questions (either through oral or written output), proceed to doing
the activity for Oral Communication.
21. Ask the students to form five groups.
22. Instruct them to resolve the issues in literature by discussing their informed opinions and proposed solutions.
23. Let them create a short write-up based on their discussion.
24. Let them report their findings to the class.
Use the rubrics on reporting to assess this task.
25. Ask the students to look for other published works of Edgar Allan Poe.
26. Tell them to choose one piece of literature that they would like to read and analyze.
27. Instruct them to write an analysis essay that includes factual and background information on the author and a
summary of the piece before writing an analysis of the elements.
28. Tell them to keep in mind that an analysis requires appropriate citation of the text.
29. Ask them to submit their essays for feedback and possible revision. (E, R, E-2)
Use the rubrics on analysis essay to assess this output.
Fourth Meeting (Skills Development and Grammar Review)

30. Tell the students that imagery is a necessary element in poetry since it illuminates the message of the poet.
31. Remind them that a poem is a painting that uses words.
32. Explain to them that to identify the images in a poem, they have to choose the characters or ideas being
repeatedly described. (H)
33. Tell them that the raven is one of the images in the poem that they read. (E)
34. Ask them to note the descriptions of the raven used in the poem.
35. Let the students draw their idea of how the raven looks like on the table provided.
36. Tell them to continue with the rest of the characters specified in the poem after illustrating the raven.
37. Ask them to show their work to their seatmates for comments.
38. Introduce Grammar Review. Discuss determiners and noun phrases using the guided discussion in the book. (E,
R)
39. Explain to them that a noun phrase is composed of a noun or pronoun and its modifiers.
40. Tell them that a noun phrase can be made up of a single noun called the head.
41. Explain to them that the head my optionally be accompanied by determiners and modifiers.
42. Let them study the examples on the table.
43. Explain to them that like a noun, a noun phrase can act as a subject, object, or complement.
44. Discuss the different examples of determiners on the book.
46. To check the students’ understanding of the lesson, let them answer Activity B on their own. (H,T)
47. Explain to the students that staging live poetry readings takes time, planning, and style.
48. Tell them that poetry readings are important to poets since this gives them a chance to showcase their work,
meet fellow enthusiasts and artists, experiment on new material, observe audience reception, and market their
talents or books.
49. Tell them that this performance is vital to a poet’s career.
50. Ask the students to proceed to the performance task entitled The Raven (Poetry Reading).
51. Ask the students to form groups of five.
52. Let each group prepare a poetry reading in a very creative manner. (R)
Use the rubrics on group poetry reading to assess this performance task.
53. For Writing Topic, explain to the students that it is best to answer three important questions before writing a
research paper to help them make a clearer picture of its nature, standards, and components.
54. Let them read the three important questions.
55. Explain to them that a research paper is the end product of the systematic process of exploration and
examination, source evaluation, critical thinking, composition, and organization.
56. Tell them that it can be likened to a plant which grows as the student researcher undergoes the research
process.
57. Remind them that a research paper is not simply a summary of accumulated data from primary and secondary
sources about a topic.
58. Explain the two major types of research paper: the argumentative research paper and the analytical research
paper.
60. Instruct them to do Individual Activity.
Before Reading
Important Words
Activity. Complete the table below.
1. surcease | no affixes
2. obeisance |-ance | an act of
3. beguiling |be- | formation of a transitive verb
|-ing | formation of the present participle of verbs
4. ghastly |-ly | formation of an adjective
5. ungainly |-un, -ly | un- : negation, -ly: formation of an adjective
6. sainted |-ed | formation of an adjective
7. ominous |-ous | formation of an adjective
8. undaunted |un-, -ed | un- : negation, -ly: formation of an adjective
9. unmerciful |un-, -ful | un- : negation, -ful: full of

Suggested articles:
 http://www2.pslweb.org/site/News2?id=7228&news_iv_ctrl=1041
 http://www.temple.edu/tempress/chapters_1100/1157_ch1.pdf
Activity
The listening activity can be found here: http://poetryoutloud.org/poems-and-performance/listen-to-poetry

Students may be redirected to this URL for guidance in writing an analysis essay:
http://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANALYSISESSAY_10.15.07_001.pdf
Grammar Workout
A. Encircle the noun phrases in the following sentences. Punctuate the sentences as needed. If necessary, make a
fragment into a complete sentence.
Note: the underlined noun phrases should be encircled.
After reading the poem, I began feeling much sadness for the speaker’s loss. (2) The poem caused the speaker to
dwindle down into great despair that he turned mad with misery. (3) His lamentations were stronger than the
one-word response uttered by the raven. (4) This conversation with the raven worsened the speaker’s condition
for the word ‘nevermore’ enflamed the speaker’s heartbreak. (5) Lenore’s name did not give the speaker
consolation for it resounded the word ‘nevermore’.
Unit 2
Lesson 2: Dialect
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IIb-11.2- Explain illustrations from linear to non-linear texts and vice versa
EN10LC-IIb-15.1- Assess the effectiveness of a material listened to taking into account the speaker’s purpose
EN10VC-IIb-3.8- Assess the effectiveness of the ideas presented in the material viewed taking into account its purpose
EN10V-IIb-13.9- Give technical and operational definitions
EN10LT-IIb-14.2- Explain how the elements specific to a selection build its theme
EN10WC-IIb-13.2- Formulate claims of fact, policy, and value
EN10OL-IIb-5- Employ appropriate pitch, stress, juncture, intonation, etc.
EN10G-IIb-29- Observe correct grammar in making definitions

 What do we do when we infer?  When we infer, we use details and clues from the
 When does making an inference begin? story to come up with a meaning that the author
 What is a phrasal verb? does not tell us.
 Making an inference about the author’s message
begins by closely reading the story and looking for
clues in the details, vocabulary, dialogue,
descriptions, and actions.
 A phrasal verb contains a verb and an adverb or a
preposition or both.

 different dialects used in a text  Understand the dialects used in a text by
 changes in language form, order, and use when paraphrasing lines.
paraphrasing lines  Observe changes in language form, order, and use
 theater production when paraphrasing lines.
 British English and its dialects  Perform a theater production of a literary text.
 author’s meaning  Write a report on British English and its different
 reader’s theater activity dialects.
 phrasal verbs  Infer the author’s meaning by using details and
 plagiarism and how to avoid it clues from the text.
 consequences of plagiarism  Participate in a reader’s theater activity.
 write a reflective essay about one’s thoughts on  Recognize Latinate and phrasal verbs.
plagiarism  Use phrasal verbs in meaningful sentences.
 Understand what constitutes plagiarism and how to
avoid it.
 Compile a list of the consequences of plagiarism.
 Write a reflective essay about one’s thoughts on
plagiarism.
Readers Theater Engagement Activities:

Collage making
Goal: Present dialogues based on a story. Point of Reflection
Role: different characters based on the excerpt
Situation: Students will perform an interpretative reading

of a text.
Product/Performance and Purpose: reader's theater to

narrate the text in a very creative manner
Standard Criteria for Success: a well-presented

interpretative reading
Use the rubrics on interpretative reading to assess this
performance.
1. Reflect on how people live their lives.

2. Reflect on the things that people associate with death.
3. Self-assess the performance task entitled Reader's Theater.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Dialect.
b. Inform the students that they are going to read a story that may give them an idea of how people view
death.
a. Tell the students that in 13th century England, most men were clerics and clergymen.
b. Explain to them that many of the men were in the minor orders (deacons who could give services but
could not officiate the mass) until the Gregorian reform.
c. Tell them that during the 14th century, the parish priests were called secular clergy while the monks,
nuns, and friars were called regular clergy.
d. Explain to them that the video clip that they are about to watch will guide them in better understanding
the British country lifestyle.
e. Tell them to place the historical perspective of the Medieval English church with the current living
conditions in an English province to better understand the story that they will read.
f. Instruct them to do Activities 1 and 2.
g. Let them show their work to their seatmates and compare their answers.
h. Let them look at the illustration.
i. Ask the students about the emotions being shown by the characters based on the illustration.
a. Introduce the story “The Sad Fortunes of the Rev. Amos Barton” after the whole class has talked about
their observations on the illustration.
b. Motivation Question: “How do you view death? How can mortality make people inherently human?
What are the things that you can associate with death?"
c. Motive Question: Let's find out how relevant death is in the story.
5. During Reading
b. Tell them to complete the sequence chart with details from the story and that they can use keywords
and phrases as they take down notes.
6. After Reading
Collage Making. Ask the students to make a collage of the pictures of the people whose death made an
impact on the youth of today.
Point of Reflection. Have you lost any member of the family or lost a friend because of death? How did
you feel about it?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on Literary Analysis. (E)
8. Explain to the students that the excerpt that they read is taken from one of the three stories that recount the
slowly vanishing English country life during the time that the stories were written.
9. Reiterate to the students that in the story, they witness country life through the eyes of a potent and righteous
person.
10. Explain to them that it is the author’s intimate and thorough knowledge of literature and English country life
that enabled her to give identifiable marks to her characters which the reader can either recognize or easily
identify themselves with.
11. Tell them that this skill in the use of language and word choice makes the author’s craftsmanship fully visible. (E,
R)
12. Ask them to paraphrase the following lines on the book using today’s language.
13. Let them take note of the changes including the similarities and difference in language, form, order, and use.
a. How can one console a person who is grieving for the loss of a beloved?
b. How can one simply accept death?
c. What would you do if you were told that you just have six months to live?

Oral Communication
15. Once the students are done answering the questions (either through oral or written output), proceed to Oral
Communication.
16. Divide the class into five different groups for a theater production.
17. Assign one group to be the scriptwriters who would rewrite the excerpts into a play by drawing out the
dialogues and stripping off the heavy descriptions and narration.
18. Tell the second group to be the director’s group responsible for directing different aspects of the production.
19. Instruct the actors to make their speech as close as possible to that of an English country speaker.
20. Let the properties group make the stage as closely realistic to that of an English country house.
21. Let the support staff assist all the other groups.
22. Ask the students to watch BBC news and British daily television shows.
23. Let them observe the changes in speech.
24. Tell the students to note the way they open their mouths when speaking and the sounds that they produce.
25. Ask them to compare these with the reading selection and study the word choice and the way the words are
ordered.
26. Let them conduct a research on the British English language and the different dialects that they have.
27. Ask them to present their findings in front of the class. (E, R, E-2)
Use the rubrics on reporting to assess this activity.

28. Proceed to the discussion on Inferring the Author’s Meaning.
29. Tell the students that when they infer, they use details and clues from the story to come up with a meaning that
the author does not directly tell them.
30. Explain to the students that in order to understand the author’s meaning, they should learn to draw conclusions
from the information provided in the text.
31. Tell them that it is an important skill in reading because authors often imply themes and ideas.
32. Reiterate to them that making an inference about the author’s message begins by closely reading the story and
looking for clues in the details, vocabulary, dialogue, descriptions, and actions. (H)
33. Let the students proceed to the activity. (E)
34. Introduce Grammar Review. Discuss Latinate verbs and phrasal verbs using the guided discussion in the book. (E,
R)
35. Explain to them that the phrasal verb contains a verb and an adverb or a preposition or both. (E)
36. Tell them that it functions as one semantic unit and cannot be understood if one of the components is removed.
37. Let them study examples of phrasal verbs and Latinate verbs.
39. To check the students’ understanding of the lesson, let them give examples of phrasal verbs and Latinate verbs
and use them in a sentence. (H,T)

40. Ask the students to proceed to the performance task entitled Reader’s Theater.
41. Explain to them that a Reader’s Theater is an activity in which different speakers use different vocal varieties
while reading a short text, a poem, or an entire novel.
42. Tell them that the tonal changes depends on the performer’s interpretation of the text.
43. Ask them to create groups of five to prepare for the activity.
44. Each group will choose one voice director who would be responsible for assigning people to each speaking part.
45. Tell them perform an interpretative reading of a text assigned to them in front of the class. (R)
Use the rubrics on interpretative reading to assess this performance.
46. For Writing Topic, explain to the students that plagiarism or intellectual theft is the use of someone else's ideas
without citing the source or directly acknowledging that the ideas are not their own.
47. Tell them that this definition applies to wherever they find the source in a book, on a webpage in an email, or
even in a social networking site.
48. Explain the two types of plagiarism.
49. Explain to them that the best way to avoid plagiarism is to learn about and abide by the rules of citation.
51. Explain to them that the use of proper citation is as important as the content of their paper.
52. Tell them that not citing or improperly attributing sources is considered as an act of plagiarism.
53. Ask them to do Individual Activity A by completing the task as instructed.
54. Instruct them to make a short reflective essay based on the questions provided on Activity B.
55. Let them submit their papers for checking and possible revisions.
Before Reading
Important Words
Activity. Change the following verb phrases into single words and vice versa.
SINGLE WORDS PHRASAL VERBS

encounter come across
search look up
lament weep over
associate link with
submit yield to
remove shake off
consecrate set apart
open hang down
anguish worry over
Activity 1
You can access the video through this link: https://www.youtube.com/watch?v=vCdcVO_3tg0
Activity 2
You can show any of the first five videos here: https://www.youtube.com/results?search_query=escape+to+country
Literary Analysis
Students can take this online quiz to determine the kind of English that they speak:
http://www.tekstlab.uio.no/cambridge_survey/
Unit 2
Lesson 3: Religions
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IIc-5.4- Present information using tables, graphs, and maps

EN10LC-IIc-15.2- Assess whether the speaker’s purpose is achieved or not
EN10VC-IIc-3.8- Assess the effectiveness of the ideas presented in the material viewed taking into account its purpose
EN10V-IIc-13.9- Give technical and operational definitions
EN10LT-IIc-2.2- Explain how the elements specific to a genre contribute to the theme of a particular literary selection
EN10LT-IIc-2.2.1- Express appreciation for sensory images used
EN10WC-IIc-13.3- Use patterns and techniques of developing an argumentative claim
EN10OL-IIc-3.11- Use the correct sound of English when delivering impromptu and extemporaneous speech
EN10G-IIc-29- Observe correct grammar in making definitions

 What is symbolism in literature?  Symbolism in literature is a technique used by
 How does symbolism work? writers to artfully convey a variety of meanings.
 What is a short story?  Symbolism works when the author makes use of a
thing, a person, or an event to stand for an abstract
concept.
 A short story is a work of narrative prose that is
usually centered on a single event.

 symbolism as a literary technique  Understand symbolism as a literary technique.
 common symbolisms in literature  Recognize some common symbolisms in literature.
 meaning of symbolisms  Evaluate how symbolisms enrich and convey
 how to analyze a literary text meanings.
 philosophers’ religious writings  Perform a dramatic dialogue based on one’s
 elements of a short story analysis of a literary text.
 sentence units and their functions  Write a reaction paper on a philosopher’s religious
 MLA documentation style writings.
 history of Islam in Africa  Analyze the elements of a short story.
 Recognize various sentence units and their
functions.
 Familiarize oneself with the MLA documentation
style.
 Revise a paper according to the MLA
documentation style.
 Conduct an analytical research on the history of
Islam in Africa.
 Format one’s paper according to the MLA
documentation style.
Dramatic Monologue Engagement Activities:

Timeline
Goal: share views in a creative manner Point of Reflection
Role: speaker
Situation: The students will share their views on the topics

provided in the book.
Product/Performance and Purpose: dramatic monologue

to give opinions on things pertaining to the story
Standard Criteria for Success: well-delivered monologue

Use the rubrics on dramatic monologue to assess this
performance.
1. Reflect on how people live according to the tenets of their religions.

2. Reflect on the things that people believe in because of their religions.
3. Self-assess the performance task entitled Dramatic Monologue.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Religions.
b. Inform the students that they are going to read a story that somehow talks about how Catholicism is
viewed in Ireland.
a. Ask the students to identify the religion that dominates the Philippines.
b. Tell them that the Philippines is the largest Catholic country in Asia.
c. Explain to them that the beliefs in the country are heavily influenced by various superstitions and folk
beliefs.
d. Explain that Catholicism in the Philippines exists alongside distinct local cultures and various sects.
e. Ask the students to give examples of Catholic beliefs or practices that have been heavily influenced by
cultural factors.
f. Let them give examples of a practice technically forbidden in Catholic doctrine but is a common religious
practice in the country.
g. Ask them to share their answers to the class.
h. Ask them to do Activity 2.
i. Inquire as to what they can see in the drawing.
j. Tell them to infer as to what the characters are doing in the illustration.
k. Ask them to discuss their observations.
a. Introduce the story “Grace” after the whole class has talked about their observations on the illustration.
b. Motivation Question: “Do you think it is bad when religions and superstitions or folk beliefs mix? What
are the consequences of not fully understanding the doctrine that one is taught?"
c. Motive Question: Let's find out how the story paints a picture of Catholicism in Ireland through the
profile of a troubled main character.
5. During Reading
b. Tell them take note of how the characters in the story view religion.
c. Let them write their answers on the table.
6. After Reading
Timeline. Ask the students to make a timeline of their activities based on religious beliefs like the day
they were born, the day they were baptized, and so on.
Point of Reflection. How does your religion affect your life?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on Symbolism.
8. Explain to the students that symbolism in literature is a technique used by writers to artfully convey a variety of
meanings.
9. Reiterate to the students that it works when the author makes use of a thing, a person, or an event to stand for
an abstract concept.
10. Tell the students that in this sense, it functions in the way of representation and should not be taken literally.
11. Explain to them that some symbols are more universal and have generally agreed upon meanings, while others
are heavily reliant on culture and even the specific context of the story.
12. Let the students read the examples of universal symbols.
13. Ask the students to do Activities A and B.
a. How do people live according to their beliefs?
b. What are the negative impacts of having too much belief in religion but having no faith?
c. Have you always been religious? Why?

Oral Communication
the activity entitled Dramatic Monologue for Performance Task.
17.Explain to the students that “Grace” comments on the Irish Catholic practice through the story of one man.
18.Ask the students to determine the opinion of Mr. Kernan about the entire situation.
19.Tell the students to construct a dramatic monologue based on the topics provided on the book.
20.Tell them to add gestures and other necessary props if necessary.
21.Ask them to present their monologue in front of the class.
Use the rubrics on dramatic monologue to assess this task.
22. Instruct the students to choose a famous theist philosopher.
23. Tell them to read about this philosopher's writings. (E, R, E-2)
24. Tell them to take note of their main arguments and other important points.
25. Let them enumerate the ideas that they do not agree with.
26. Instruct them to compose a reaction paper talking about the text and tackling the ideas that they do not agree
with.
27. Ask them to report it to the class.
Use the rubrics on reaction paper/reporting to assess this activity.

28. Tell the students that a short story is a work of narrative prose that is usually centered around a single event. (H)
29. Explain to them that one way to analyze a short story is through looking at its elements and how these elements
contribute to the text.
30. Tell them to conduct an analysis on the story that they read.
31. Ask the students to answer the following questions that pertain to each element of the story.
32. Let them complete the chart for Activity A.
33. Ask the students to do the next activity on the book.
34. Introduce Grammar Review. Discuss sentence units using the guided discussion on the book.
35. Explain to them that writing effective sentences entails knowing basic sentence structures and basic sentence
elements so that they can easily identify errors such as missing words, shifts, and mixed constructions.
36. Tell them that writing clear and correct sentences is part of being a competent writer.
37. Discuss sentence units and their definitions.
38. Let the students give their own examples of sentences.
39. Ask their seatmates to enumerate the different sentence units used by their classmates.
42. To check the students’ understanding of the lesson, let them come up with examples of sentences that use the
different sentence units. (H,T)

43. Ask the students to proceed to Collaborative Task.
44. Ask the students to form three groups.
45. Instruct each group to make a report on the topics provided in the book.
46. Divide each group into five smaller groups to discuss the subtopics written in the book.
47. Tell them to gather together as a class and organize a symposium that discusses the different practices of Islam
and how people of different religions should treat these differences.
48. Tell them to make a narrative report of what transpired during the symposium. (R)
Use the rubrics on narrative essay to assess this output.
49. For Writing Topic, explain to the students that when conducting a research, it is best to practice the use of one
documentation and citation format when referring to sources used.
50. Tell them to choose a format according to the instructions of the teacher, homework, or field of study.
51. Tell the students that in writing academic or scholarly papers, ethical research writing requires avoiding
plagiarism.
52. Tell them that they can refer to the two most commonly used styles: MLA and APA.
53. Discuss the two common styles.
54. Lead the students to Guided Reading.
55. Proceed to Individual Activities A and B to check the students’ knowledge about the topic.
Before Reading
Important Words
Activity. Find the meaning of each word and write it on the second column. Read the sentence on the third column. Put
a check at the end of the sentence if it uses the word or phrase correctly.
Word Meaning Used correctly or not?

mosque ✓ The Muslims show strict worship regimen when
they chant in their homes or pray at the mosque.
sheik The tribe’s sheik is the most respected leader of

the African tribal community.
Koran ✓ The Koran is the Muslim’s book of faith.
luxuriant ✓ In the West, the sun sets in luxuriant colors of

red, orange, and purple before dropping
completely on the earth’s other shore.
indolent Filipinos have been described as indolent by

Spanish colonizers due to the hard work they
have shown during harvest time.
dilapidated ✓ The old part of the neighborhood consisted of

dilapidated houses.
regimen ✓ The Muslims show strict worship regimen when
they chant in their homes or pray at the mosque.
Activity 1
Mark Antony’s speech can be accessed through this link: http://www.folger.edu/documents/howtomove1.pdf

Grammar Workout
Activity A.
Independent Clause Dependent Clause

Phrase
Subject Predicate Subject Predicate
Example
Improperly disposed of garbage like plastic bags may ✓

clog water drainage systems and eventually contribute
to flooding.
1. Mai noticed several bags full of garbage floating in

their local creek.
✓
2. The sight was very appalling, so Mai went to their

barangay hall and asked their captain why there
✓
was trash in their creek.
3. The captain explained that, since they only had one
garbage truck and could only collect waste twice a
week, some people resorted to throwing their
✓
garbage into the nearby body of water.
4. Mai voiced out her opinions against this practice,
highlighting some health and flood-related
✓
concerns.
5. She proposed to organize a group which would
educate the community on how to properly
✓
segregate and dispose of its waste.
6. After obtaining the captain’s approval, Mai called
her friends up and asked if they would like to save
✓
the creek from trash.
✓
7. Most of her friends agreed to help her, and
together, they handed out brochures that
encouraged everyone to segregate organic from
inorganic waste.
8. Meanwhile, the local government upheld laws
regarding trash dumping and imposed fines on
✓
violators.
9. Upon learning the value of proper waste
management and disposal, the community
✓
cooperated willingly.
10. When heavy rains came later that year, all the
surrounding communities except for their barangay
✓
were devastated by flood.
Unit 2
Lesson 4: Advocacies
Period: 5 Meetings
Established Goals
From DepEd
EN10SS-IId-1.5.2- Scan for needed information

EN10LC-IId-3.15- Evaluate listening texts in terms of accuracy, validity, adequacy, and relevance
EN10VC-IId-26- Detect bias and prejudice in the material viewed
EN10V-IId-13.9- Give technical and operational definitions
EN10LT-IId-2.2- Explain how the elements specific to a genre contribute to the theme of a particular literary selection
EN10LT-IId-2.2.2- Explain the literary devices used
EN10SS-IId-1.6.3- Acknowledge citations by preparing a bibliography
EN10OL-IId-3.11- Use the correct sound of English when delivering impromptu and extemporaneous speech
EN10G-IId-29- Observe correct grammar in making definitions

 What is repetition?  Repetition is a device that helps emphasize a point
 How can we understand and analyze a text on a and direct the audience’s focus to the main
much deeper level? statement of the speech.
 What is an infinitive?  We must learn to ask critical questions to
understand and analyze a text on a much deeper
level.
 An infinitive is a verbal that can be a subject, object,
or modifier in a sentence.

 concrete plans to pursue one's passion  Reflect on one’s passion and come up with a
 effectiveness of repetition in a speech concrete plan to pursue this passion.
 a speech that makes use of repetition  Evaluate the effectiveness of repetition in a speech.
 history of African American education  Write and deliver a speech that makes use of
 asking critical questions repetition.
 infinitives and their functions  Create a timeline of the history of African American
 in-text citation guidelines when writing a paper education.
 Ask critical questions when reading or listening to a
text.
 Recognize infinitives and understand their
functions.
 Follow in-text citation guidelines when writing a
paper.
Education Should Be Equal for All Engagement Activities:

Comic Strips
Goal: to explain why education should be equal for all Point of Reflection
Role: orator/speaker
Audience: teacher and peers
Situation: The students will make a speech on why

education should be equal for all.
Product/Performance and Purpose: speech to highlight

the need to have equal education for all
Standard Criteria for Success: well-delivered speech

Use the rubrics on oration to assess this performance task.
1. Reflect on how advocacies are manifested in people’s lives.

2. Reflect on the advocacies of people from all walks of life.
3. Self-assess the performance task entitled Education Should Be Equal for All.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Advocacies.
b. Inform the students that they are going to read a selection that is relevant to a certain advocacy.
a. Tell the students that every person has their own advocacies in life.
b. Ask them about their advocacies in life.
c. Ask them to watch a speech entitled “The Right to Learning Should Be Given to Any Child.”
d. Let them find a partner to work with for Activity 1.
e. Instruct them to answer Activity 1 and be prepared to share their answers to the class.
f. Allot 10 minutes for Activity 2.
g. Inquire as to what they can see in the drawing.
h. Tell them to infer as to what is being shown in the illustration.
i. Ask them to discuss their observations.
a. Introduce the essay “The Training of Negroes for Social Reform” after the whole class has talked about
their observations on the illustration.
b. Motivation Question: “What are you most passionate about? How can your passion for this specific thing
help improve the world?"
c. Motive Question: Let's find out how the selection relates to this week's theme.
5. During Reading
a. Give the students 10 minutes to read the selection silently.
b. Instruct them to pick four passages from the essay and write down what they felt while reading each of
them.
6. After Reading
Comic Strips. Ask the students to make comic strips based on the selection that they just read.
Point of Reflection. Have you always believed that there is indeed equality among men? Explain.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on Repetition.
8. Explain to the students that repetition is an effective tool for speeches that persuade an audience or argue a
position.
9. Tell them that repetition is a device that helps emphasize a point and direct the audience’s focus to the main
statement of the speech.
10. Explain to them that in terms of structure, the act of restating an idea prevents the speechwriter from digressing
and helps them write the speech according to the planned structure or outline.
11. Tell them that repetition can also be used to make the audience see something in a different light.
12. Remind them that repetition must not be used excessively and must be used only when necessary.
13. Tell them that it does not entail a restating of an idea exactly as it was expressed before.
14. Ask the students to do Activity 1 on their own.
15. Let the students work on Activity 2.
16. Ask them to form a group with at least four members and look for speeches written and delivered by presidents
and other famous people that use repetition as a rhetorical device.
17. Ask them to discuss the effect of repetition on the audience by reflecting on their responses.
18. Let them work on Activity 3.
a. What do you want to fight for?
b. Do you think that there are groups and issues that people should be fighting for?
c. What are the bases of your own advocacies in life?

Oral Communication
the activity Education Should Be Equal for All for Performance Task.
2. Ask the students to watch other notable speeches from different internet sites.
3. Instruct them to study the pauses between each repeated statement and note the change in pitch and tone for
each emphasized word.
4. Tell the students to consider the effects of repetition on the audience.
5. Ask them to make a speech with the title "Education Should Be Equal for All" that talks about how education
should be equal for all.
6. Ask them to deliver the speech by applying the techniques in front of the class.
Use the rubrics on oration to assess this task.
7. Instruct the students to look further into the history of African American education.
8. Tell them to make a timeline based on the research they conducted. (E, R, E-2)
9. Ask them to explain the graphic organizer by describing each significant date and event.
10. Remind them to follow the APA citation format when referring to their source.

11. Tell the students that when we analyze a text, we must go beyond asking questions that can be answered during
the first reading. (H)
12. Explain to them that to understand and analyze a text on a much deeper level, we must learn to ask critical
questions.
13. Tell them that critical questions are questions that challenge not only our interpretation of a text but also its
underlying message or idea.
14. Explain to the students that before asking critical questions, they have to make sure to have a clear and firm
grasp of the writer’s message.
15. Explain to them that this will help them come up with questions that are more substantial and can initiate
discourse.
16. Let them read and study the table below and use it as their guide for asking critical questions.
18. Let them read the article stipulated on the book.
19. Ask them to prepare to discuss the article with the class by writing questions for a fish bowl activity.
20. Tell them to make sure to come up with questions that follow the suggested examples and guidelines in the
lesson.
21. Introduce Grammar Review. Discuss infinitives using the guided discussion in the book.
22. Explain to them that an infinitive is a verbal that can be a subject, object, or modifier.
23. Tell them that infinitives have three functions.
24. Ask them to read and explain each function.
25. Let the students give their own examples of sentences showing the three functions of infinitives.
26. Ask their seatmates to give feedbacks on their answers.
29. To check the students’ understanding of the lesson, let them come up with examples of sentences showing the
different functions of infinitives. (H,T)
Fifth Meeting (Collaborative Task and Writing Topic)

31. Ask the students to research about ARMM.
32. Let them look for the peace talk agreement signed by Pres. Aquino in 2012.
33. Tell them to write the provisions of the agreement.
34. Ask them to form four groups.
35. Instruct each group to discuss and write an action plan on what they think is the best solution behind the
terrorism in Mindanao.
36. Ask them to discuss how they can actively involve themselves in the solution as a high school student as well.
37. Let them submit an output after their discussion.
38. Give their papers back for possible revisions.
39. For Writing Topic, tell the students that whenever they quote or paraphrase a text from a source material, it is
important that they cite each source in the text.
40. Explain to them that this is called in-text citation or parenthetical citation of sources.
41. Tell them that in-text citation refers to the placement of reference information enclosed in parenthesis after a
quoted excerpt or a paraphrase of the original document.
42. Explain to them that MLA follows the author-page format.
43. Tell them that the name of the author and the page from where the quotation and paraphrase is taken should
appear in the text.
44. Ask them to study the examples on the book.
45. Explain to them that when writing source information, they have to consider the source medium and the entry
of the source in the bibliography.
46. Tell them to make sure that whatever source they include in the research report can be found in the Works
Cited page.
47. Tell them that they have to include the sources that they cited in the text in the bibliography.
49. Tell them to study how each source can be cited or included in the text properly.
50. Study the guidelines for different sources.
52. Ask them to revisit the second draft they submitted for the previous lesson.
53. Ask them to review it and decide to add source materials to support their argument.
54. Tell them that their paper should have at least five reliable sources.
55. Instruct them to incorporate the new information that they gathered into their research.
56. Ask them to follow the MLA format in writing in-text citations.
Before Reading
Important Words
Activity. For each word on the first column, identify the suffix and its meaning. By referring to the suffix, write the
meaning of the word on the appropriate column.
Word Suffix Meaning

colonialism -ism
modernity -ity
enmity -ity
humanity -ity
legitimate -imate
subjugating -ing
extremists -ists
diplomacy -acy
liberalism -ism
timeless -less
publicity -ity
islamic -ic
advancement -ment
conviction -ion
refugee -e
rectitude -ude
tumultuous -uous
humanitarian -ian
aspirations -ions
The meaning of these suffixes can be looked up here: http://affixes.org/
Activity 1
The video can be accessed here: https://www.youtube.com/watch?v=vZPKczYMLp8
Literary Analysis
Activity
You may use this as a guide in creating your rubrics:

http://www.pccua.edu/assessment/Web%20Page%20Documents/Rubrics%20and%20grading%20scales/Speech%20Rub
ric%20Revised.doc
Grammar Workout
A. Underline the better verbal to use for each sentence.
1. (To live, Living) in complete freedom is the desire of most of us.
2. I shudder (to think, thinking) that the twin tower collapse killed thousands of innocent people.
3. You may respond by (to write, writing) the president about your thoughts on the matter.
4. Sharon volunteered (to help, helping) the victims of terrorism.
5. (To give, giving) a speech at Cairo University allowed the president much chance to explain his position.
6. We enjoy (to listen, listening) to speeches delivered by politicians at school.
7. She organized the event in order (to talk, talking) to the president after the speech delivery.
8. The president reminded the audience (to practice, practicing) respect of cultural differences wherever we are.
9. I would like (to thank, thanking) the university for this opportunity.
10. This speech prohibits (to linger, lingering) on a heavy and sensitive issue.
Collaborative task
General question:
Q: What do we want to do about the terrorism in Mindanao?
A: ____________________________________________________
What steps do we need to Why do we want to achieve this How are we going to achieve this
undertake to achieve our main step? particular step?
goal?
1.
2.
3.
4.
5.
Unit 2
Lesson 5: Conflicts
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IIe-7.3- Read closely to get the author’s purpose

EN10LC-IIe-13.2- Employ analytical listening in problem solving
EN10VC-IIe-26- Detect bias and prejudice in the material viewed
EN10V-IIe-13.9- Give technical and operational definitions
EN10LT-IIe-2.2- Explain how the elements specific to a genre contribute to the theme of a particular literary selection
EN10LT-IIe-2.2.3- Determine tone, mood, technique, and purpose of the author
EN10SS-IIe-1.6.4- Use writing conventions to indicate acknowledgement of resources
EN10OL-IIe-3.8- Observe the correct stance and proper stage behavior as deemed necessary
EN10OL-IIe-2.6.2- Establish eye contact
EN10G-IIe-28- Use words and expressions that affirm or negate

 What is internal conflict in literature?  Internal conflict in literature is the struggle

 How does internal conflict differ from external experienced by a character in their own mind.
conflict?  Internal conflict differs from external conflict since
 Where does capitalization of the first letter of a the dilemma suggested by an internal battle is
word apply to? usually an ethical or psychological one.
 Capitalization of the first letter of a word applies to
publication titles, people’s titles, beginning
sentences, compass points, government office
names, and clauses with a colon.

 author’s attitude toward a theme or subject  Analyze an author’s attitude toward a theme or
 how to give an opinion about an author’s subject of a text.
perspective  Express opinions regarding an author’s perspective.
 literary contributions of Ryunosuke Akutagawa to  Rewrite a text using Philippine context.
Japanese literature  Write a research report on the literary contributions
 internal conflict in a text of Ryunosuke Akutagawa to Japanese literature.
 uses of capitalization  Recognize internal conflict in a text.
 Works Cited page  Analyze characters through the internal conflict that
they experience.
 Understand when to use capitalization.
 Revise sentences to use proper capitalization.
 Write a Works Cited page for one’s research paper.
 Finalize one’s research paper.
Rashomon in a Philippine Context Engagement Activities:

Sorry Card Making
Goal: to retell the story but in a Philippine context Point of Reflection
Role: storyteller
Situation: They are going to adapt a story to a Philippine

context.
Product/Performance and Purpose: adapting story to a

Philippine context
Standard Criteria for Success: well-conducted storytelling

Use the rubrics on storytelling to assess this performance
task.
1. Reflect on how people resolve conflict.

2. Reflect on the reasons why one is in conflict with another person.
3. Self-assess the performance task entitled Rashomon in a Philippine Context.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Conflicts.
b. Inform the students that they are going to read a story that talks about characters who are faced with
problems.
a. Discuss to the students that Rashomon was the name of the impressive main gate of Japan’s ancient
capital Heian-kyo (now called Kyoto).
b. Tell them that this triumphal arch had eight pillars and a pair of roofs with eaves below the gables.
c. Explain to them that this impressive two-story gate stood at about 21-23 meters high and stretched 32-
35 meters wide.
d. Tell them that it greeted visiting foreign ambassadors with the dignified air of the Heian period until the
12th century when Suzaku-oji Street fell into ruins because of its impracticality.
e. Instruct the students to watch the video clip about Japan’s Heian period to know more about the setting
of the story.
f. Ask them to take note of the key events during 12th century Japan.
g. Ask the students to list these key events on the boxes provided on the book.
i. Ask them what they think the gate represents.
j. Let them describe the infrastructure.
k. Instruct them to compare the picture of the gate in ruins with its theoretical model shown in the first
activity.
l. Ask them to discuss their observations.
a. Introduce the story “Rashomon” after the whole class has talked about their observations on the
illustration.
b. Motivation Question: “How do you define morality? What actions do you consider unethical? Do you
think that goodness is related to morality? How so?"
c. Motive Question: Let's find out how relevant the story is to this week's theme.
5. During Reading
b. While reading the story, ask them to write the key events in the story using the graphic organizer in the
book.
c. Let them answer the comprehension questions.
6. After Reading
Sorry Card. Ask the students to make a Sorry Card for someone they are in conflict with.
Point of Reflection. How often do we get into conflict with people we care for? What are the usual
reasons behind such conflicts?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on Literary Analysis.
8. Discuss to the students that Ryunosuke Akutagawa’s story represents the miserable ordeal suffered by Japanese
people in poverty during the 12th century.
9. Tell them that the gate’s crumbling state foreshadows the city’s decay and with it comes the people’s moral
struggles when it comes to survival.
10. Tell them that the rain depicts the depressing conditions experienced by the characters which are magnified by
the main character’s internal conflict.
11. Explain to them that all these elements show the author’s attitude toward the theme or subject of the story.
12. Ask the students to do Activity A. Instruct them to support their answer.
13. Let the students work on Activity B. Let them justify their answer.
a. What are the usual reasons behind conflicts?
b. How are conflicts usually resolved?
c. Have you ever been in a conflict that couldn’t be resolved at all?

Oral Communication
16. Once the students are done answering the questions (either through oral or written output), proceed to the
performance task entitled Rashomon in a Philippine Context.
17. Tell the students to rewrite the story in a Philippine Context.
18. Instruct them to choose a particular period in Philippine history which they think is closest to the story’s setting.
19. Tell the students to include a minimum of two characters with a narrator and give them distinct Filipino
characteristics.
20. Tell them to keep in mind that they will read the story to their classmates.
21. Instruct them to make sure to read with enthusiasm in order to make their audience listen carefully.
Use the rubrics on storytelling to assess this task.
22. Ask the students to look for an article entitled “Ryunosuke Akutagawa in Focus” published in 2012.
23. Instruct them to identify the thesis statement and important details used by the writer.
24. Ask the students to conduct a research on the writer's literary contributions to Japanese literature.
25. Let them compare and contrast Akutagawa’s stories with other stories.
26. Tell them to compile their findings in a written report.
27. Instruct them to present their findings in front of the class. (E, R, E-2)

28. Tell the students that internal conflict is the struggle experienced by a character in his own mind.
29. Explain to them that this is usually visible to the audience and is implied by other characters in the story.
30. Tell them that it differs from external conflict since the dilemma suggested by an internal battle is usually an
ethical or psychological one. (H)
31. Tell them that to understand the political and cultural undertones of a literary material, it is best to look for the
internal conflict and connect it with the other elements of the story.
32. Ask them to read the examples on the book. (E)
33. Tell them to do the activity.
34. Let the students read their answers for checking.
35. Introduce Grammar Review. Discuss Capitalization using the guided discussion in the book. (E, R)
36. Explain to them that good writing entails following rules on grammar and structure and that includes
capitalization.
37. Discuss the basic rules for capitalization.
39. Let them answer Activity B independently to check their understanding of the lesson. (H,T)

42. Let them watch a local documentary on the Filipino poor and then make a documentary on the conditions of the
poor in their local community.
43. Tell each group to interview households about the jobs that each family member has.
44. Tell them to ask themselves thought-provoking questions to guide their inquiry.
45. Let them use the format used by the one they watched.
46. Ask them to present the documentary to the class and explain the process and the reflections they have made
as a group.
47. For Writing Topic, review the students' knowledge of in-text citation or parenthetical citation.
48. Tell them that a Works Cited page is an alphabetical list of every source that they have cited in their paper.
49. Explain to them that the Works Cited page not only verifies the sources that they used; it also gives foundation
to researchers who may want to pursue or explore their research topic in the future.
50. Tell them to proceed to Guided Reading .
51. Proceed to Individual Activities A and B to check their knowledge about the topic.
Before Reading
Important Words
Activity. Compound words are made of two words joined together to make one idea. In the words below, define the
meaning of the word based on the base words joined together. Write your answers on the right column. Use the word in
your own sentence. Write this on the space below the word and its definition.
1. ridgepole— the horizontal pole at the top of a tent

2. overhead— above someone's head
3. afterlight— the light visible in the sky after sunset
4. outstretched— (something, especially a hand or arm) extended or stretched out
5. torchlight—the light of a torch or torches
Activity
The video clip can be accessed through this link: https://www.youtube.com/watch?v=IAbQacGa8KU

The article mentioned in the book can be accessed here:
http://www.japantimes.co.jp/life/2012/03/18/general/ryunosuke-akutagawa-in-focus/
Grammar Workout
A. Read the conversation below. Some of the following sentences contain capitalization errors. Identify and correct the
errors.
Ian: I read Ryunosuke Akutagawa’s “Rashomon” when I was in freshman high school.  
Tina: I read it this year. I even went to Kyoto’s Office for Historical Affairs to look for the gate.
Ian: Wow! I went to Japan with my family just for a vacation last year. 
Tina: I would love to go back to Japan.

Ian: I hear you’re learning to speak Japanese.  
Tina: Yes, I am. Cora has been teaching me basic Nihonggo since May. 
Ian: I am taking my Japanese language classes in a language center. In my class, there are five nationalities:
Chinese, Filipino, Malay, French and British.
Tina: How is it different from a one-on-one language class? 
Ian: Well, having classmates means I have more chances to practice.
Tina: Interesting! Maybe I can enroll in your class next year. Is this center located in Makati? 
Ian: Yes. We can enlist together next time. I’m excited to introduce you to my friends.
B. If the word is capitalized correctly, write a C on the space beside the number; if it is incorrect, write I.
1. C
2. C
3. I
4. C
5. I
6. I
7. C
8. C
9. I
10. C
Unit 2
Lesson 6: Change
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IIf-13.1- Read closely to get explicitly and implicitly stated information

EN10LC-IIf-13.2- Employ analytical listening in problem solving
EN10VC-IIf-26- Detect bias and prejudice in the material viewed
EN10V-IIf-13.9- Give technical and operational definitions
EN10LT-IIf-2.2- Explain how the elements specific to a genre contribute to the theme of a particular literary selection
EN10LT-IIf-2.2.3- Determine tone, mood, technique, and purpose of the author
EN10SS-IIf-1.6.6- Use quotation marks or hanging indentations for direct quotes
EN10OL-IIf-3.8- Observe the correct stance and proper stage behavior as deemed necessary
EN10OL-IIf-2.6.2- Establish eye contact
EN10G-IIf-28- Use words and expressions that affirm or negate

 What does satire aim to do?  Satire aims to ridicule individuals, societies, or
 What does satire require? governments to achieve social change.
 What should one do to avoid problems about  Satire requires quick wit, background knowledge,
changes? political influence, stylistic language, and
intellectual humor.
 One should always be flexible to changes to avoid
problems about said changes.

 issues about childhood labor and poverty  Reflect on issues about childhood labor and
 features and functions of a satire poverty.
 parliamentary debate  Recognize the features and functions of a satire.
 how to analyze a satire  Participate in a parliamentary debate.
 satire in pop culture  Write a literary analysis of a satire.
 common abbreviations used in MLA and APA  Identify and interpret satire in pop culture.
 abbreviations in writing a paper  Recognize some common abbreviations used in
 APA style MLA and APA.
 APA citation style for research reports  Use abbreviations in writing one’s paper.
 Be familiar with the APA style.
 Use the APA citation style when writing a research
report.
Constructive Speech Point of Reflection

Picture mosaic
Goal: Deliver an argument in a speech about poverty.
Role: orator/speaker
Situation: They need to present arguments on topics

related to poverty.
Product/Performance and Purpose: constructive speech

to discuss one's stand on some poverty issues
Standard Criteria for Success: well-delivered constructive

speech
Use the rubrics on constructive speech to assess this task.
1. Reflect on how nations have changed through time.

2. Reflect on the poverty incidence in different countries.
3. Self-assess the performance task entitled Constructive Speech.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Change.
b. Inform the students that they are going to read an essay that proposes things to address some pressing
needs in society.
a. Discuss to the students that the British originated the parochial poor relief as early as the 15th century.
b. Explain to them that with the dissolution of the monasteries in 1536 and the breakdown of medieval
social structure, the voluntary charity for the poor slowly became a compulsory tax imposed on the
parishes.
c. Tell them that at this point, much political activity has been centered on solving the proliferating
problem of begging.
d. Ask them to listen to you as you read the regulations and prohibitions of the Poor Irish Law.
e. Tell them to answer the questions based on your dictation.
f. Let them write their answers on the space provided on the book.
g. Explain to them that the world’s governments have unceasingly been plagued by questions regarding
poverty ever since the beginning of economic developments.
h. Tell them to review the Poor Irish Law of 1601.
i. Allot 5 minutes for Activity2.
j. Instruct them to discuss with three other classmates their opinions by answering the guide questions in
the book.
k. Let them study the illustration.
l. Ask them if they see anything wrong with the state of the children in the illustration.
m. Let them discuss their observations.
a. Introduce the essay “A Modest Proposal” after the whole class has talked about their observations on
the illustration.
b. Motivation Question: “How does the picture depict the situation of the poor Irish children? What age
range do you think they are in? Are they capable of work? Were you asked to work at the tender age of
6? Have you seen children working at that young an age? How did you feel for them? What did you do?"
c. Motive Question: Let's find out about issues on child labor and the author’s argument about this issue.
5. During Reading
a. Give the students 10 minutes to read the essay silently.
b. Let them contextualize the essay using the graphic organizer in the book.
6. After Reading
Picture Mosaic. Ask the students to make a picture mosaic of child labor cases all over the world.
Point of Reflection. How has development improved the lives of the poor?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Poster Making. Think of any NGO that addresses the issue of child labor in the whole world. Make a
poster to show how the said NGO tries to help children who are forced to work in order to survive.
7. Proceed to the discussion on the use of satire. Discuss to the students that satire is a genre of literature which is
most often found in audio, graphic, and performance arts.
8. Reiterate to the students that it aims to ridicule individuals, societies, or governments to achieve social change.
9. Tell them that as a form of constructive social criticism, it requires quick wit, background knowledge, political
influence, stylistic language, and intellectual humor.
10. Explain to them that the essay that they read is a satire.
11. Let them analyze the excerpt on the book.
12. Instruct them to read and answer the guide questions on the book.
13. Ask them to answer the questions on Activity B.
14. Instruct them to cite lines from the essay to support their answers.
a. Can nations overcome poverty?
b. What are the different sectors in society that work on overcoming poverty?
c. How can you help improve your nation?

Oral Communication
performance task entitled Constructive Speech.
18. Ask the students to pick one topic from the given topics in the book.
19. Tell the students to make a constructive speech based on their chosen topic.
20. Let them deliver their constructive speech in front of the class and use proper gestures when necessary.
Use the rubrics on constructive speech to assess this task.
21. Tell them to look for other satirical works written by Jonathan Swift.
22. Ask them to write a literary analysis on these.
23. Tell them to compare and contrast the essay included in this lesson with another of the author’s works.
24. Instruct them to make a brief commentary on Swift’s writing style and the type of social issues he usually writes
about.
25. Let them use the MLA citation style in reporting the research that they have made. (E, R, E-2)

26. Proceed to Skills Development to discuss interpreting satire in pop culture.
27. Tell the students that "The Simpsons" is a popular American television show that incorporates satirical themes
about current American society and family lifestyle.
28. Explain to them that in order to understand the techniques of satire, they have to watch the opening scene of
the cartoon.
29. Instruct them to identify the satirical elements employed in it. (H)
30. Ask them to work on Activity 1.
31. Ask the students to complete the table provided.
32. Introduce Grammar Review. Discuss abbreviations using the guided discussion in the book. (E, R)
33. Review the guidelines in using abbreviations.
34. Ask the students to read the guidelines for MLA. (H,T)
35. Discuss the guidelines for APA.
37. To check the students’ knowledge about the topic, let them do Workout B independently.

39. Ask the students to form groups of three or four.
40. Instruct each group to look for and interview an urban poor family.
41. Instruct them to prepare an oral written report on the topics provided in the book.
42. Let them present their written report in front of the class.
Use the rubrics on oral/written report to assess this output.
43. Let their classmates give comments about the reports presented to them.
44. For Writing Topic, explain to the students that the American Psychology Association style is commonly used
when writing papers and citing sources within the social sciences.
45. Explain to them that it specifies the recommended paper, heading, format, language use, and structure to be
used for scholarly research reports.
46. Present to the class the different general guidelines.
47. To end the meeting, lead the students to Guided Reading.
48. Let them examine the research paper on the book.
49. Let them do the activity afterwards.
Before Reading
Important Words
Activity. The essay you are about to read is written in 18th century England. The language uses word spelled in the
British standard. Refer to your knowledge of understanding dialects in completing the chart below.
fricasie fricassée
publick public
prolifick prolific
catholick Catholic
cloathing clothing
expence expense
encreaseth increaseth
Activity 1
The text for the listening activity can be found here: http://www.workhouses.org.uk/poorlaws/1601act.shtml
Skills Development: Interpreting Satire in Pop Culture
The video clip can be accessed here: https://www.youtube.com/watch?v=DX1iplQQJTo

Unit 2
Lesson 7: Judgment
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IIg-13.1- Read closely to get explicitly and implicitly stated information

EN10LC-IIg-13.3- Detect biases and prejudices
EN10VC-IIg-27- Use previous experiences as scaffold to the message conveyed by a material viewed
EN10V-IIg-13.9- Give technical and operational definitions
EN10LT-IIg-2.3- Draw similarities and differences of the featured selections in relation to the theme
EN10SS-IIg-1.6.5- Use in-text citations
EN10F-IIg-3.7- Demonstrate confidence and ease of delivery
EN10G-IIg-28- Use words and expressions that affirm or negate

 What characters are used in a satirical novel?  Characters in a satirical novel are representatives of
 What are the two ways of combining sentences? specific individuals or classes that are being caught
 Why is analyzing a character's motives and in a parody.
decisions important?  The two ways of combining sentences are
conjunction and coordination.
 Analyzing a character's motives and decisions guide
the readers in identifying and reflecting on the
theme of the story.

 how to recognize the theme of a text  Recognize the theme of a text.
 insights about faith and tradition and family  Write an analysis of the theme of a text.
 how to evaluate a character’s motives and  Create a video blog about one’s insights on faith,
decisions tradition, and family.
 APA in-text citation  Evaluate a character’s motives and decisions
 Compose longer and more complex sentences
through coordination.
 Familiarize oneself with APA in-text citation.
 Use APA in-text citation when writing a paper.
Video Blog of Culture Engagement Activities:

Poster Making
Goal: Present one's insights about faith, society, tradition, Point of Reflection
and family.
Role: news caster/talk show host/panelist/video blogger
Situation: The students will make a video blog about their

insights on culture.
Product/Performance and Purpose: presentation of video

blog (news casting, talk show, or panel discussion)
Standard Criteria for Success: well-presented video blog

Use the rubrics on video blog presentation (news casting,
panel discussion, talk show) to assess this performance
task.
1. Reflect on why people tend to believe other people.

2. Reflect on people and the reasons why they blindly believe in some people.
3. Self-assess the performance task entitled Video Blog of Culture.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Judgment.
b. Inform the students that they are going to read a story that deals with someone who blindly believes
what he is told.
a. Explain to the students that during the 17th and 18th centuries, French intellectuals began the cultural
movement called the Age of Enlightenment or the Age of Reason.
b. Tell them that this movement was later observed in the American colonies.
c. Explain to them that it pushed forth social reformation through reason, challenging tradition and faith.
d. Tell them that it began emphasizing on the scientific method, which promoted thought, skepticism, and
intellectual dialogue.
e. Explain to them that it strongly opposed superstition and the abuse of the powers of the church and the
state.
f. Ask the students to watch the video that you will present to them.
g. Give them 10 minutes to do Activities 1 and 2.
h. Let them study the illustration.
j. Tell them to infer as to what the character is doing in the illustration.
k. Ask them to discuss their observations.
a. Introduce the excerpt from the story “Candide” after the whole class has talked about their observations
b. Motivation Question: “Do you think that blindly believing whatever one is told is a good thing? Why or
why not? What does blind belief entail?"
c. Motive Question: Let's find out how the selection relates to blind belief.
5. During Reading
b. While reading the selection, ask them to write their observations about Candide using the graphic
organizer in the book.
c. Let them use passages from the story to support their answer.
d. Ask them to answer the comprehension questions that follow.
6. After Reading
Poster Making. Ask the students to make a poster based on the character of Candide. Let them write a
brief explanation of their poster.
Point of Reflection. How can one give a good judgement about certain things?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on Theme.
8. Explain to the students that a theme is a fundamental and often universal idea present in a literary work.
9. Reiterate to the students that in the chapter excerpts that they read, the theme is foolish optimism.
10. Tell the students that this is shown through Candide’s blind faith in the teachings of Pangloss.
11. Ask the students to read and explain what Pangloss maintained in the selection.
12. Tell them that this idea came from the philosopher Leibniz who attested that the existence of any evil in the
world would have to be a sign that God is either not entirely good or not all-powerful, and the idea of an
imperfect God is nonsensical.
13. Instruct them to reflect on their faith in God.
14. Let them work on the activity for this topic.
a. Have you always believed what people told to you?
b. What were the things that you used to believe in but don’t believe in anymore?
c. How do you judge the things that have been said or narrated to you by people of authority?

Oral Communication
18. Explain to the students that we are born into a religion, social status, family, and environment.
19. Tell them that when we reach a certain age of independence and freedom, we become responsible for choosing
what we want for ourselves.
20. Explain to them that we can change religions, social stature, family members, and even environment, or we may
opt to keep what we have and stay as we are.
21. Let them reflect on this idea and discuss their thoughts with their classmates.
22. Proceed to the performance task entitled Video Blog of Culture.
23. Let them form groups of six.
24. Ask each group to make a video blog about the members’ personal insights regarding faith, society, tradition,
and family.
25. Let them prepare for different formats of presentation like news casting, talk show, or panel discussion.
26. Ask them present their video blog in front of the class.
Use the rubrics on creative video blog presentation (news casting, talk show, or panel discussion) to assess this
task.
27. Ask the students to read the entire novel.
28. Instruct them to conduct a research on Leibniz’ optimism theory.
29. Tell them to write a careful analysis of the theme by relating it to specific events in the novel.
30. Tell them to discuss other major themes, motifs, and symbolism that they can find in the novel.
31. Ask them to use the MLA citation style in writing the report.
32. Let them submit their analysis paper for checking and possible revision. (E, R, E-2)
Use the rubrics on analysis paper to assess this output.

33. Tell the students that characters in a satirical novel are representatives of specific individuals or classes that are
being caught in a parody.
34. Explain to them that analyzing a character’s motives and decisions guide the readers in identifying the theme
and reflecting further on it.
35. Tell them that the social themes reveal issues which the author aims to address through his reader’s realizations
upon reading the text.
36. Explain to them that because of this, studying a character involves a careful analysis of his or her decision
through a cause and effect delineation of the action and the choice made. (H)
37. Ask them to complete the table that follows each excerpt. (E)
38. Let them write their answers on the spaces provided for each number.
39. Introduce Grammar Review. Discuss combining sentences through coordination using the guided discussion in
the book. (E, R)
40. Explain to the students that combining simpler sentences to make longer and more complex ones results in
sentence variety.
41. Tell them that this helps them express their ideas more thoroughly in writing.
42. Discuss to the students that two ways of combining sentences are conjunction and coordination.
44. Let them answer Activity B independently. (H,T)

47. Tell the students to write a newsletter on the catechism of the Catholic faith or their religion.
48. Instruct them to include a discussion about their opinions on the teachings of the Church.
49. Ask them to be sure to make an editorial cartoon that reflects their group’s collaborative standpoint on religion
and reason.
50. Let them include pertinent issues surrounding the Church and their suggested solutions. (R)
51. For Writing Topic, explain to the students that the APA style recommends the use of the past tense or present
perfect tense in using signal phrases to refer to earlier research made on the topic.
52. Tell them to read the examples on the book.
54. Discuss short quotations.
55. Explain to them that when quoting a source directly, they have to include the author, the year of publication,
and the page number.
56. Tell them to always describe the work being cited with a signal phrase that includes the source information.
57. Ask them to study the examples on the book.
58. Discuss the guidelines for long quotations.
59. Instruct them to proceed to Individual Activity.
Before Reading
Important Words
In order to answer the table, students may refer to these websites:
o British dictionary: http://dictionary.cambridge.org/dictionary/british/

o American dictionary: http://oaadonline.oxfordlearnersdictionaries.com/
The video for this activity can be accessed here: https://www.youtube.com/watch?v=a2IGuOA2yUw .

You can make your own handouts based on these suggested articles:
 http://bcs.bedfordstmartins.com/virtualit/poetry/critical_define/crit_form.html
 http://www.write.armstrong.edu/handouts/Formalism.pdf
 http://www.cudaclass.info/enc1102/shortstory/literarycriticism.pdf
 http://teacherweb.com/CA/EastlakeHighSchool/MrGillet/Formalist-Criticism.pdf
Grammar Workout
Activity A. Here is a sample answer key:
François-Marie Arouet was born in Paris. He is the youngest of the five children, but only three of the siblings
survived. He was born to François Arouet, a lawyer who was a minor treasury official, and his wife, Marie Marguerite
d’Aumart. They come from a noble family of the province of Poitou. There is some speculation about his real date of
birth, but Voltaire always claimed it to be 20 February 1694. Voltaire was educated by the Jesuits at the Collège Louisle-
Grand in 1704 until 1711. Here, he learned Latin and Greek. In addition to this, he later became fluent in Italian, Spanish
and English.
Activity B. Here is a sample answer key:
Candide is the illegitimate nephew of a German baron. He grows up in the baron’s castle under the tutelage of
the scholar Pangloss, and Pangloss teaches him that this world is “the best of all possible worlds.” Candide falls in love
with the baron’s young daughter, Cunégonde. The baron catches the two kissing, and the baron expels Candide from his
home. On his own for the first time, Candide is soon recruited into the army of the Bulgars. However, when he wanders
away from camp for a brief walk, he is brutally flogged as a deserter. The King of the Bulgarians saves him from the
situation. The king reasons that he is unknowledgeable to the engagements of the world because he is a man of
metaphysics. He then witnesses a horrific battle and manages to escape and travel to Holland.
Unit 2
Lesson 8: Prophecy
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IIh-2.22- Evaluate text content, elements, features, and properties using a set of criteria
EN010LC-IIh-15.3- Determine unsupported generalizations and exaggerations
EN10VC-IIh-27- Use previous experiences as scaffold to the message conveyed by a material viewed
EN10V-IIh-13.9- Give technical and operational definitions
EN10LT-IIh-3- Explain how a selection may be influenced by culture, history, environment, or other factors
EN10WC-IIh-13- Compose an argumentative essay
EN10F-IIh-3.7- Demonstrate confidence and ease of delivery
EN10G-II-h-28- Use words and expressions that affirm or negate

 What is an allusion?  Allusion is a figurative device that refers to a
 How can one identify the theme of a poem or the metaphor or a represented allegorical reference.
poet’s message?  One has to connect all the literary elements in the
 When are parentheses used? poem to identify its theme or the poet’s message.
 Parentheses are used to separate digressions and
to make distinct afterthoughts.

 allusions in a text  Identify the allusions used in a text.
 effects of allusions in a text  Interpret what the allusions refer to and analyze
 four voices in the “Burial of the Dead” their effect on the text.
 how to connect literary elements together  Perform a poetry reading.
 forms and functions of dashes, parentheses, and  Write a research report on the four voices in the
brackets “Burial of the Dead.”
 how to compile a literary folio  Evaluate the theme of a poem by connecting
 APA Works Cited page literary elements together.
 APA format  Differentiate the forms and functions of dashes,
parentheses, and brackets.
 Know when to use dashes, parentheses, and
brackets.
 Compile a literary folio as a class output.
 Be familiar with the format of an APA Works Cited
page.
 Write the reference page of a paper using the APA
format.
Poetry Reading Performance Engagement Activities:

Poster making
Goal: to practice their poetic and creative language skills Point of Reflection
Role: poet
Situation: Students will present a poetry reading using the

four voices in a poem.
Product/Performance and Purpose: poetry reading

performance to practice one's creative language skills
Standard Criteria for Success: a creative and well-

presented poetry reading performance.
Use the rubrics on poetry reading to assess this
performance task.
1. Reflect on how people believe in prophecies.

2. Reflect on the prophecies made in the past that were proven to really have happened.
3. Self-assess the performance task entitled Poetry Reading Performance.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Prophecy.
b. Inform the students that they are going to read a poem that deals about a certain loss.
a. Tell the students that in 1922, the United Kingdom showed normalized economic conditions, which
were a further departure from the prominent concerns during World War I.
b. Explain to them that despite the stabilized price of goods, the reduction in wages prompted some of the
working class to go on strike.
c. Tell them that added to the dissatisfaction of salary rates are unemployment issues which the gradually
decaying coalition government had given less attention.
d. Tell them that Prime Minister David Lloyd George held the restless government together until the
coalition collapsed in the last quarter of the year.
e. Explain to them that the establishment of the Irish Free State in the south and west of the island
brought about positive changes in Irish affairs.
f. Tell them to listen as you read a text about the Irish Free State.
g. Let them complete the diagram on the book with the important events that lead to the declaration of
Ireland’s independence.
i. Tell them to infer as to what is happening in the illustration.
a. Introduce the poem “The Burial of the Dead” after the whole class has talked about their observations
b. Motivation Question: “Have you lost someone recently? How did it feel? What is the best way to handle
loss?"
c. Motive Question: Let's find out how loss is tackled in the poem.
5. During Reading
b. Tell them to write down specific details from the poem using the graphic organizer provided in the book.
c. While reading the letter, ask them to answer the comprehension questions.
6. After Reading
Poster Making. Ask the students to draw a poster showing what they think is likely to happen in the
future.
Point of Reflection. Have you watched the movie 2012? Reflect on any movie about prophecy that you
have watched.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on Analyzing Allusions.
8. Explain to the students that the poet used foreign languages, foreign places, and tarot cards as allusions.
9. Tell them that figurative device refers to a metaphor or a represented allegorical reference.
10. Instruct the students to use their knowledge of these literary devices in answering the activity.
11. Ask the students to complete the charts to guide their interpretation and analysis of the poem.
12. Tell them to use their answers as a reference in accomplishing the task that follows.
a. Have you always believed in tarot card reading and other ways of fortune telling?
b. Have you ever experienced hearing prophecies that have come true?
c. What is the greatest prophecy that you have ever heard?
d. Explain why you think it is the greatest prophecy.

Oral Communication
the activity for Performance Task entitled Poetry Reading Performance.
16. Tell the students that in “ The Burial of the Dead”, T.S. Eliot gives four voices to the human condition in the
aftermath of war.
17. Ask them to review poetic and creative language skills.
18. Tell them to rewrite the four voices using a satirical and prophetic tone in tackling the social issues of the
country today.
19. Let them prepare a poetry reading performance on this.
20. Instruct them to do the poetry reading in a very creative manner.
Use the rubrics on poetry reading to assess this task.
21. Tell the students that the poem’s four speakers in the four vignettes begin with an Austrian aristocratic woman
who reminisces the cheerful past of her youth, continued by the hyacinth girl who tells of an experience of
sexual abuse, added by the clairvoyant Madame Sosostris who prophesizes the future of unhappy events, and
ends with the Greek goddess of death Persephone who demands a proper burial of the dead.
22. Ask the students to conduct a library and internet search on the four voices in the “ Burial of the Dead.”
23. Remind them to use credible sources such as literary reviews, criticisms, and analyses of the poem.
24. Let them write the research report using the MLA citation style. (E, R, E-2)
25. Tell the students that to identify a poem's theme or a poet’s message, they have to connect all the literary
elements in the poem.
26. Let them start with the title, speaker, events, and imagery.
27. Ask them to identify the figures of speech used and the meanings they hold.
28. Tell them to connect all these together to reach a comprehensive understanding of the themes in a poem.
29. Explain to them that knowing the themes will help them begin making a literary analysis of a poem’s motifs and
symbolisms.
30. Tell them that it is still best to keep in mind that despite a poem’s openness to numerous interpretations, the
best theme is that which includes all of the literary elements and concepts of the text. (H)
31. Tell them to practice evaluating a poem’s theme by accomplishing the activity. (E)
32. Instruct them to write all the key points that they found in the space provided for each category.
33. Tell them that there is no need to write the details or the lines from the poem.
34. Ask the students to use these major ideas in identifying the theme/s of the poem.
35. Introduce Grammar Review. Discuss dashes, parentheses, and brackets using the guided discussion in the book.
(E, R)
36. Discuss that dashes, parentheses, and brackets should be used sparingly as they have more specialized uses than
the others.
37. Tell them that dashes are used to draw attention to parenthetical information, to prepare for changes in tone,
and to introduce or emphasize information.
38. Explain to them that parentheses, on the other hand, are used to separate digressions and to make distinct
afterthoughts.
39. Discuss that brackets are used to enclose words that are added to a direct quotation.

43. Ask the students to complete a literary folio by compiling all the literary works written by each student under
the theme "Burials."
44. Ask each student to contribute a poem, short story, comic strip, or any literary or artistic work.
45. Instruct them to send the original to the printers and have it photocopied for everyone upon completion. (R)
46. For Writing Topic, discuss the APA Works Cited page.
47. Tell the students to note that the APA manual provides rules for citations of common references but not for all
types of sources.
48. Explain to them that print sources should also include the publication information which consists of the author’s
last name and initials, title of the book in italics with only the first letter capitalized, the place of publication, and
the publishing company or publisher.
50. Ask them to practice writing the reference page.
51. Let them use the information on the index card.
52. Tell them to write their answers on the space provided.
Before Reading
Important Words
In order to answer the table, students may refer to these websites:
o British dictionary: http://dictionary.cambridge.org/dictionary/british/

o American dictionary: http://oaadonline.oxfordlearnersdictionaries.com/
Activity
The video can be accessed here: https://www.youtube.com/watch?v=eNdjVQwkIt0
The student’s main goal in this lesson section is to affirm or disprove the statement that:
The poem’s four speakers in the four vignettes begin with an Austrian aristocratic woman who reminisces the
cheerful past of her youth, continued by the hyacinth girl who tells of an experience of sexual abuse, added by the
clairvoyant Madame Sosostris who prophesizes the future of unhappy events, and ends with the Greek goddess of death
Persephone who demands the proper burial of the dead.
Grade the papers based on how well students have affirmed/disproved this reading.
Grammar Workout
A.
1. twenty-first
2. all too common
3. Please—
4. course—
5. thirty-six
6. nail-biting
Unit 2
Lesson 9: Ghosts
Period: 5 Meetings
Established Goals
From DepEd
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
EN10VC-IIi-27- Use previous experiences as scaffold to the message conveyed by a material viewed
EN10V-IIi-13.9- Give technical and operational definitions
EN10LT-IIi-19- Evaluate literature as a vehicle of expressing and resolving conflicts between and among individuals or
groups
EN10WC-IIi-13- Compose an argumentative essay
EN10F-IIi-1.15- Make and deliver impromptu and extemporaneous speeches with ease and confidence
EN10G-IIi-28- Use words and expressions that affirm or negate

 What is an objective claim?  An objective claim is a statement made based on

 What is a subjective claim? facts.
 Why is slash one of the least used punctuations?  A subjective claim is an expression of personal
 When are ellipses used? belief, opinion, or preference.
 Slash is one of the least used punctuations due to
the rare necessity of its function.
 Ellipses are used to indicate that there is missing
material within a sentence or passage.

 biblical allusions and their meanings  Recognize biblical allusions and interpret their
 influences of religions meanings.
 teachings of family life  Analyze the message of a text based on the
 religion’s teachings influence of religion.
 objective and subjective claims  Present a song that reflects teachings on family life.
 forms and functions of ellipsis, slash, and hyphen  Conduct a research on various religions' teachings
 topics on family awareness on family life.
 charged words  Differentiate objective and subjective claims.
 how to revise sentences to avoid charged words  Recognize the forms and functions of ellipsis, slash,
and hyphen.
 When to use ellipsis, slash, or hyphen.
 Put up an exhibit on the topic of family awareness.
 Recognize charged words and avoid them when
writing or speaking.
 Revise sentences to avoid charged words.
When You Believe Engagement Activities:

Timeline
Goal: to sing a song that reflects the group members’ Point of Reflection
beliefs
Role: choral singers
Situation: Students will choose a song that represents

their group’s beliefs.
Product/Performance and Purpose: choral singing that

reflects the students’ religious beliefs
Standard Criteria for Success: a well- presented choral

singing
Use the rubrics on choral singing to assess this
performance task.
1. Reflect on how people live according to their religion.

2. Reflect on Christianity and the way some Christians live their lives.
3. Self-assess the performance task entitled When You Believe.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Ghosts.
b. Inform the students that they are going to read a play that deals with a product of national movement.
a. Explain to the students that the Kingdom of Norway is a Scandinavian monarchy governing the west of
the Scandinavian Peninsula, Jan Mayen, the Arctic archipelago of Svalbard, and the subantarctic Bouvet
Island in Europe.
b. Tell the students that this country shares a border with Sweden, Finland, and Russia at the northeast.
c. Explain to them that this geography lends to the unique Norwegian farm culture sustained to this day.
d. Tell them that it has resulted from people’s resourcefulness due to scarce resources and a harsh climate
and also from old property laws.
e. Tell them that in the 18th century, the country experienced a strong romantic nationalistic movement
which is still visible in the Norwegian knowledge and media.
f. Tell them to accomplish the task on the book.
g. Proceed to Activity 1.
h. Let them discuss their observations for Activity 2.
j. Tell them to infer as to how the illustration is relevant to this lesson's theme.
k. Ask them to discuss their answers.
a. Introduce the play “Ghosts” after the whole class has talked about their observations on the illustration.
b. Motivation Question: “Are you a good member of the religion you belong to? What makes a good
Christian son, daughter, mother, father, and church leader?"
c. Motive Question: Let's find out the motivations behind the decisions and actions of each character.
5. During Reading
a. Give the students 10 minutes to read the play silently.
b. Instruct them to make inferences about the motive of each character by taking note of their words and
actions.
c. While reading the play, ask them to answer the comprehension questions.
6. After Reading
Timeline. Ask the students to make a timeline showing the different events in the play.
Point of Reflection. What are the motivations behind the decisions and actions of each character?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Collage-Making. Ask the students to make a collage showing the different influences of the church on
the members’ lives. Write a brief description about the collage.

7. Proceed to the discussion on Biblical Allusions. Explain to the students that in the drama that they read, the
author used biblical allusions such as Oswald’s description of himself as the “prodigal son”, Pastor Manders’
lecture on “honoring thy father and mother”, and Mrs. Alving’s remark of “exorcising ghosts”.
8. Tell them that using biblical references is one of the author’s attempts in including pertinent traditional Catholic
teachings into the domestic scene.
9. Explain to the students that this builds the idea that the Catholic Church is a strong foothold in Norwegian family
life.
10. Tell them that the characters’ arguments against Pastor Manders reflect the changing times in Norwegian
society and attest to the desire to embrace liberalism .
11. Explain to them that the tragic ending of Regina and Oswald’s fall into damnation (Regina’s decision to marry
any sailor and Oswald’s vegetative state) reflect the author’s message about the irrevocable damages caused by
extramarital affairs.
13. Instruct them to reflect on the strong influence of the Catholic Church on the following items in the book.
a. Have you always been a devoted member of your church?
b. How have you been influenced by your church?
c. What are the good things that you learned from your church?

Oral Communication
the activity the performance task entitled When You Believe.
17. Divide the class into 10-15 groups.
18. Instruct each group to choose a song to be sung in class.
19. Tell them that the song must reflect a religion’s teachings on family life and parental/marital responsibilities.
20. Tell them that the song must represent the group’s beliefs on what constitutes a healthy family life.
21. Let them write a song and adapt an already available set of tunes if none of the available songs fit their group’s
principles.
22. Ask them to do the performance task.
23. Instruct each group to sing in front of the class while the audiences are seated on the floor.
Use the rubrics on choral singing to assess this task.
24. Ask the students to conduct a research on various religions' teachings on family life.
25. Tell them to juxtapose this with the Ibon Facts and Figures on percentage of annulment, domestic violence, and
marital problem cases.
26. Tell them to conclude their analysis by discussing the cause and effect of urban and/or rural domestic problems.
27. Let them suggest means on how the church can help avoid this growing number of troubled families. (E, R, E-2)

28. Tell the students that the play "Ghosts" explores the domestic issues of marital life and parenting. (T)
29. Explain to them that though all characters manifest a particular voice on what constitutes goodness, it can be
noted that Pastor Manders portrays that of the conservative social perspective.
30. Explain to them that because of his traditional claims, he is in constant argument with the rest of the characters
during the play.
31. Tell them that this can be interpreted as the author’s subjective claims.
32. Discuss that an objective claim is a statement made based on facts and can be proven as true or false.
33. Tell them that on the other hand, a subjective claim is an expression of personal belief, opinion, or preference.
34. Discuss objective claims and facts.
35. Give examples of subjective claims and opinions.
36. Tell the students that because objectivity does not guarantee truth and because subjectivity is not necessarily
false, the two are not the exact opposite of each other.
37. Reiterate to them that it is better to distinguish the objective from the subjective and be critical when evaluating
claims, intellectual honesty, and respectful dialogue.
39. Introduce Grammar Review. Discuss ellipsis, slash, and hyphen using the guided discussion in the book. (E, R)
40. Discuss that slash is one of the least used punctuations due to the rare necessity of its function.
41. Explain that ellipses are made up of three periods separated by a space between each and is used to indicate
that there is missing material within a sentence or passage.
42. Discuss that a hyphen is used to join words or parts of words.
44. Let them answer Activity B independently. (H,T)

46. Ask the students to do the activity with the class.
47. Instruct them to make an exhibit for Family Awareness month.
48. Tell them that in this project, the goal is to make people knowledgeable of the growing issues related to broken
families and problem children. (R)
49. Ask them to work as a team and choose a slogan that they can use as their theme in tackling this social issue.
50. Tell them to use the research that they made in the previous activity as factual data on the issue.
51. For Writing Topic, explain to the students that charged words are those that result in either negative or positive
emotions upon being mentioned.
52. Explain to them these are usually in reference to stereotypical prejudices and discriminating intent.
53. Let them read some of the examples on the book.
54. Explain to the students that due to the malicious content of the words, these are avoided in the academic
writing language.
55. Tell them that since the nature of academic structure includes formal, technical, and impersonal language, it has
been a practice of ethical academic writing to avoid charged or discriminatory words.
56. Instruct them to proceed to Guided Reading.
57. Proceed to Individual Activities A and B to check the students’ knowledge about the topic.
58. Ask them to practice choosing the right words and recognizing charged words by writing a literary analysis essay
to answer one of the given questions.
Before Reading
The text can be found here: http://www.history.com/this-day-in-history/irish-free-state-declared
Activity 1
Assign this video to be watched at home: https://www.youtube.com/watch?v=GRt_wESPVDY

Unit 3
Lesson 1: Smallness
Period: 6 Meetings
Established Goals
From DepEd
EN10LT-IIh-3: Explain how a selection may be influenced by culture, history, environment, or other factors.
EN10LT-IVe-21: Evaluate literature as an instrument to express and resolve conflicts within, between, and among
societies.
EN10LT-Ii-18: Evaluate literature as a way of expressing and resolving one’s personal conflicts.
EN10LC-IIIe-2.9: React intelligently and creatively to the text listened to.
EN10LC-IIId-3.18: Get different viewpoints on various local or global issues.
EN10RC-IIIe-22.5: Relevance of the selection to the historical context during which it was produced (historical).
Reading
 Students will determine the causes and possible solutions to some of the country’s major problems.
 Students will describe the purpose of a critical view.
 Students will describe what the Philippines might be like in the future.
Language
 Students will identify the author’s purpose in writing a text and cite appropriate evidence.
 Students will correctly recognize and use verb tenses in writing a research report.
 Students will define one’s research problem by narrowing down a general topic to a specific topic.

Reading Reading
 What are the causes and possible solutions to some  Many of the country’s major problems are
of the country’s major problems? interrelated and solving one goes hand in hand with
 What is the purpose of a critical view? solving the rest.
 How will the Philippines be like in the future?  The purpose of a critical view is to summarize and
evaluate a text.
 What the Philippines will be in the future is shaped
by what we do today.
Language Language
 What is the author’s purpose in writing a text?  Authors of literary fiction do not explicitly state
 How does one correctly use verb tenses in writing a what their main intentions are for writing a certain
research report? work and leave room for readers to make their own
 How does one define a research problem? inferences.
 There are various times when certain verb tenses
are appropriate to use, but the key is maintaining
consistency.
 Narrowing down a topic from general to specific
will ease defining a research problem.
Reading Reading
 Problems and Solutions to the Problems of the  Discuss the causes and possible solutions of some of
Philippines the country’s major problems.
 Critical View  Explain the purpose of a critical view.
 Philippines in the Future  Describe what the Philippines might be like in the
future.
Language Language
 Author’s Purpose  Identify the author’s purpose in writing a text.
 Verb Tenses in Writing a Research Report  Correctly use verb tenses in writing a research
 Defining a Research Problem report.
 Define a research problem.
Reading: Review of a Review of Culture Engagement Activities:

G – critique a culture review Reading
R – editorial writers  Major Problems of the Philippines
A – editors, general public  Critical Review
S – You are tasked to critique a culture review and present
this through a PowerPoint presentation to your editor Language
before making an article about it.  Grammar Workout
P – PowerPoint presentation  Defining the Research Problem
S – depth, logic, insightfulness of the presentation
Language: The Philippines 100 Years from Now

G – create a short film or documentary that presents what
the Philippines might be like a hundred years from now
R – historians / cultural experts
A – general public
S – You are contributing to an anniversary exhibit of either
Rizal or the Philippine Independence by presenting a short
film or documentary showing what the Philippines might
be like a hundred years from now (inspired by “The
Philippines a Century Hence”).
P – film or documentary
S – structure, creativity, insightfulness, and appeal of the
video
Reading
1. Reflect on the causes and possible solutions to some of the country’s major problems.
2. Self-assess one’s critical review.
3. Reflect on how the Philippines will be like in the future.
Language
1. Reflect on the author’s purpose in writing a text.
2. Self-assess one’s Grammar Workout.
3. Self-assess the quality of one’s research problem.
WHERETO
Reading
1. Introduction
a. Introduce the overall theme of the lesson which is Smallness. Ask the students what comes to mind when
they hear the word “smallness.” Does it have the same feeling as “small?” Ask the students to clarify their
answers as best they can before writing them as a concept web on the board.
b. List on the board the essential questions they should be able to answer at the end of the lesson.
a. Prepare the sentences and vocabulary given in Important Words as a visual for all the class to see. Using
context clues, ask the students to determine the meaning of the underlined word.
b. Then, individually, they are to write a sentence that uses the word in the same context.
c. Give students ample time to accomplish the task. Afterwards, call on some students to share their
answers.
a. Ask the students if Jose Rizal or the other Filipino heroes were alive today, would they be proud of the
country? Why or why not?
b. Build a discussion of the prevalent problems of the Philippines. While it is true that the country is no
longer under the governance of its former colonies, it is undeniable that we are far from the idealized
version of progress and equality that supposedly comes with “freedom.” There are many possible causes.
c. Ask the students to work in small groups and brainstorm on identifying at least two major problems in
the Philippines today. What do they think is the root cause of each problem? What solution can they
propose in order to solve it?
Problem #1 Problem #2
Cause #1 Cause #2
Solution #1 Solution #2
d. Call on some students to share their answers. Why do they think their solution would be the most
effective one?
e. Present the listening text, “A Damaged Culture: A New Philippines?” by James Fallows to the students.
Have them answer the following questions in comprehension:
i. According to the author, what “contrasting extremes” are most apparent in the Philippines?
Where does the problem lie?
ii. What is the negative effect of Filipinos’ “lifelong loyalty to family”? Do you agree with this point?
Why or why not?
iii. “I felt I had a glimpse into the failures of the Philippines when I saw preposterous-looking
matrons buying cakes and donuts in a bakery, eating them in a department store, and dropping
the box and wrappers around them as they shopped.”
 What do you think the author wanted to imply about Filipinos?
 Why do you think he made this observation? Do you agree with his observations?
 What point is the author trying to get across with this statement?
 Why do you think many Filipinos behave in such a manner?
iv. Do you agree that the Filipino’s concept of “every man against every man” is true? Why or why
not? What do you think is the Filipino concept of “every man against every man”? Is this the
cause of our lack of progress? Why or why not?
4. Motive and Motivation Question
a. Motivation Question: How would you describe the Philippines today? Do you think the current Philippine
society has improved from its state a century ago? In what ways? What aspects of Philippine society do
you think still need to be developed or changed? What makes you say so?
b. Ask the students to share their answers with a partner. Did they arrive at the same conclusions? Call on
some of them to share their conclusions with the class.
c. Introduce the reading selection, “The Philippines a Century Hence” by Jose Rizal.
d. Motive Question: Discover what Jose Rizal thought the Philippines would be 100 years after this time.
5. During Reading
a. Ask the students to answer comprehension questions after certain parts of the text:
i. (after 1) What does this paragraph say? Do you agree with it?
ii. (after 3) Do you think this paragraph still applies to Filipinos? Why or why not?
iii. (after 7) What do you think does this sentence means?
iv. (after 9) Do you know someone like this?
v. (after 12) As a Filipino, how do you feel about this paragraph? Do you think that you also have
this characteristic?
vi. (after 13) Does this paragraph remind you of something that happened to the Philippines
recently?
vii. (after 15) What do you think does this sentence mean?
viii. (after 16) How do you feel about this paragraph?
ix. (after 20) If you were alive during Rizal’s era, which between the two possibilities would you
prefer? Why?
6. After Reading
a. Ask the students which part of the text resonated with them and why. What insights have they gleaned
from the text? How do they feel about what Rizal wrote?
b. Together with the class, summarize the text. How is it relevant today?
c. Build a discussion the purpose of a critical review based on the answers of the students. A critical review
is to summarize and evaluate a text. Writing a critical review usually requires to read the selected text in
detail and to also read other related texts so that a fair and reasonable evaluation of the selected text can
be presented.
d. Ask the students what they think the following terms mean before clearly defining them:
i. Critical
ii. Evaluation or judgement
iii. Analysis
e. To practice critical analysis, ask the students to conduct the following activity:
i. In the boxes below, write down your first impressions of each part of “The Philippines a Century
Hence.” The impressions can be about the main arguments or how the arguments are presented
by the author.
ii. Give at least three criticisms for each part. Include suggestions on how to better explain the
arguments.
Introduction Body Conclusion
7. Synthesis
a. Ask the students to summarize their insights on the day’s discussion. What do they think is the
significance of conducting a critical review? What aspects of the lesson are related to Smallness?
Second Meeting (Skills Development)

Recognizing Author’s Purpose
8. Ask the students what Rizal would have wanted from his readers. What aspects of the piece tell them so?
9. Build a discussion on Recognizing Author’s Purpose. Every piece of literature is written for a purpose: to inform,
to entertain, to persuade, or to change our views on a certain subject. (Ask the students if the purpose was found
word for word in the text). However, authors of literary fiction do not explicitly state what their main intentions
are for writing a certain work. (Ask the students what readers do instead in response) They leave room for
readers to make their own inferences.
10. To practice recognizing the author’s purpose, have the students use the given goal-reason graphic organizer. The
students are to identify Rizal’s purpose for writing and provide reasons for his goal. Ensure that the students’
answers are supported by examples and other helpful information that can be found in the text
11. Introduction of the Performance Task:
Review of a Review of Culture
Divide the class into groups. Task them to look for an article in credible newspapers or magazines that provide a
review about culture (opinion or feature articles, etc. may be used). Each group is to evaluate the argument
presented. They are to express their opinions and critique of the culture review through a PowerPoint
presentation. Ensure the students give a brief overview of the article they critiqued.
The students are to be guided by the possible questions below they may want to focus on:
Significance and Contribution  What is the author’s aim?

to the Field  To what extent has this aim been achieved?
 What does this text add to the body of knowledge?
 What relationship does it bear to other works in the field?
 What is missing / not stated?
 Is this a problem?
Methodology or Approach  What approach was used for the research?

 How objective or biased is the approach?
 Are the results valid and reliable?
 What analytical framework is used to discuss the results?
Argument and Use of  Is there a clear problem, statement, or hypothesis?

Evidence  What claims are made?
 Is the argument consistent?
 What kinds of evidence does the text rely on?
 How valid and reliable is the evidence?
 How effective is the evidence in supporting the argument?
 What conclusions are drawn?
 Are these conclusions justified?
Writing Style and Structure  Does the writing style suit the intended audience?
 What is the organizing principle of the text? Could it be better
organized?
12. Synthesis – Ask the students about their insights on the day’s discussion. What do they think of Rizal’s purpose
for writing the text? Do they think he achieved his purpose? This time, in what ways did the lesson manifest
Smallness?
Third Meeting (Performance Task)

Performance Task: Review of a Review of Culture
13. Give time for the students to present their reviews.
14. Afterwards, ask the class what presentations they enjoyed and why. What did they know now that they didn’t
before?
15. Process the activity using (but not limited to) the following questions:
 What reactions did they have towards the articles that they chose?
 What do they think are the authors’ purposes for writing the articles?
 Do they think the authors’ achieved their purpose?
16. Synthesis – Ask the students to evaluate their performance. In what ways did they do well; in what ways can they
improve?
Language
First Meeting (Explicit Instruction)
Grammar Review-Grammar Workout
1. Ask the students what they know about verb tenses from previous lessons.
2. Inform the students that you will be reviewing Verb Tenses in Research Report. The purpose of this review is to
ensure student foundation of grammar is established enough for more complex writing tasks.
3. Present the verb tenses and examples for each. Ask the students to identify the verb and have them infer the
times when the particular tense is used.
4. Ask the students to provide their own examples.
5. Give the class ample time to answer the Grammar Workout exercises A and B individually.
6. Exercises may be collected and checked in the form of homework or seatwork.
7. Introduce the Performance Task:
The Philippines 100 Years from Now
Divide the class into groups. Task them to read about what recent scholars say about the state of Philippine
culture and society. Then, they are to create a short film or documentary that presents what they think the
Philippines would be like a hundred years from now.
Second Meeting (Performance Task)

The Philippines 100 Years from Now
8. Allow each group to present their films.
9. Ask the class what videos they enjoyed and why. What where some interesting ideas about what the Philippines
would be 100 years from now and how were they interesting?
10. Synthesis – Ask the students for common observations they have about the future of the Philippines. Is it hopeful
or bleak? What do they think they must do in order for the Philippines to have a good future?
11. Homework – Ask the students to brainstorm on a topic they would like to write a research paper about. Ensure
that they are aware that since the writing output is a research paper, they should be invested enough to write
about their chosen topic at length over the course of several units. If this is intimidating, assure the students they
are to do the research paper part by part, step by step. They will be allowed to change topics during the early
stages, but not when half the research process is finished.
Third Meeting (Written Topic)

Lecture: Defining the Research Problem
12. Introduce the concept of the Research Paper. Ask the students what their impressions about writing a research
paper are.
13. Encourage the students to have a positive attitude about the research paper by pointing out how any topic can
be made into a research paper, as long as they are very interested and/or enjoying learning about the topic they
have chosen.
14. Transition to a discussion on Defining the Research Problem. Briefly explain what a Research Problem is. Present
and explain the following steps when choosing and defining a research problem:
 Identify a broad topic.
 Choose a specific topic.
 Raise questions about your chosen topic.
 Formulate objectives.
 Write the research question and hypothesis.
15. Provide examples / demonstrate how the steps are done first by yourself using the example found in the Guided
Reading. Demonstrate a second time with another topic that a student suggested either together as a class or by
yourself again.
Individual Activity
16. Help the students define their own research topics by using the given graphic showed in the Guided Reading.
17. Guide and facilitate their process.
18. Synthesis – Ask the students for insights they have gleaned about defining a research topic? What are their
feelings about writing a research paper?
Before Reading
The excerpt from "A Damaged Culture: A New Philippines?" by James Fallows can be accessed through this link:
 http://www.theatlantic.com/magazine/archive/1987/11/a-damaged-culture/505178/
Please read only “The War of Every Man Against Every Man.”
The War of Every Man Against Every Man
AM I SHOOTING FISH IN A BARREL? SURE--YOU COULD work up an even starker contrast between Park Avenue and the
South Bronx. But that would mean only that the United States and the Philippines share a problem, not that extremes of
wealth and poverty are no problem at all. In New York and a few other places the extremes are so visible as to make
many Americans uneasy about the every-man-for-himself principle on which our society is based. But while the South
Bronx is an American problem, few people would think of it as typical of America. In the Philippines the contrasting
extremes are, and have been, the norm.
What has created a society in which people feel fortunate to live in a garbage dump because the money is so good?
Where some people shoo flies away from others for 300 pesos, or $ 15, a month? It can't be any inherent defect in the
people: outside this culture they thrive. Filipino immigrants to the United States are more successful than immigrants
from many other countries. Filipino contract laborers, working for Japanese and Korean construction companies, built
many of the hotels, ports, and pipelines in the Middle East. "These are the same people who shined under the Japanese
managers,' Blas Ople, a veteran politician, told me. "But when they work for Filipino contractors, the schedule lags.' It
seems unlikely that the problem is capitalism itself, even though Philippine Marxists argue endlessly that it grinds up the
poor to feed the rich. If capitalism were the cause of Philippine underdevelopment, why would its record be so different
everywhere else in the region? In Japan, Korea, Singapore, and elsewhere Asian-style capitalism has not only led to trade
surpluses but also created Asia's first real middle class. Chinese economists can't call what they're doing capitalism, but
they can go on for hours about how "market reforms' will lead to a better life for most people.
If the problem in the Philippines does not lie in the people themselves or, it would seem, in their choice between
capitalism and socialism, what is the problem? I think it is cultural, and that it should be thought of as a failure of
nationalism.
It may seem perverse to wish for more nationalism in any part of the Third World. Americans have come to identify the
term with the tiny-country excesses of the United Nations. Nationalism can of course be divisive, when it sets people of
one country against another. But its absence can be even worse, if that leaves people in the grip of loyalties that are
even narrower and more fragmented. When a country with extreme geographic, tribal, and social-class differences, like
the Philippines, has only a weak offsetting sense of national unity, its public life does become the war of every man
against every man.
Nationalism is valuable when it gives people a reason not to live in the world of Hobbes--when it allows them to look
beyond themselves rather than pursuing their own interests to the ruination of everyone else. I assume that most
people in the world have the same mixture of selfish and generous motives; their cultures tell them when to indulge
each impulse. Japan is strong in large part because its nationalist-racial ethic teaches each Japanese that all other
Japanese deserve decent treatment. Non-Japanese fall into a different category. Individual Filipinos are at least as brave,
kind, and noble-spirited as individual Japanese, but their culture draws the boundaries of decent treatment much more
narrowly. Filipinos pride themselves on their lifelong loyalty to family, schoolmates, compadres, members of the same
tribe, residents of the same barangay. The mutual tenderness among the people of Smoky Mountain is enough to break
your heart. But when observing Filipino friendships I thought often of the Mafia families portrayed in The Godfather:
total devotion to those within the circle, total war on those outside. Because the boundaries of decedent treatment are
limited to the family or tribe, they exclude at least 90 percent of the people in the country. And because of this
fragmentation--this lack of nationalism--people treat each other worse in the Philippines than in any other Asian country
I have seen.
Like many other things I am saying here, this judgment would be hotly disputed by most Filipinos. Time and again I heard
in interviews about the Filipino people's love of reconciliation and their proudly nationalistic spirit. The EDSA revolution
seems emotionally so important in the Philippines not only because it got rid of Marcos but also because it
demonstrated a brave, national-minded spirit. I would like to agree with the Filipinos that those four days revealed the
country's spiritual essence. To me, though, the episode seems an exception, even an aberration.
For more than a hundred years certain traits have turned up in domestic descriptions and foreign observations of
Philippine society. The tradition of political corruption and cronyism, the extremes of wealth and poverty, the tribal
fragmentation, the local elite's willingness to make a separate profitable peace with colonial powers--all reflect a feeble
sense of nationalism and a contempt for the public good. Practically everything that is public in the Philippines seems
neglected or abused. On many street corners in downtown Manila an unwary step can mean a broken leg. Holes two
feet square and five feet deep lurk just beyond the curb; they are supposed to be covered by metal grates, but
scavengers have taken the grates to sell for scrap. Manila has a potentially beautiful setting, divided by the Pasig River
and fronting on Manila Bay. But three fourths of the city's sewage flows raw into the Pasig, which in turns empties into
the bay; the smell of Smoky Mountain is not so different from the smell of some of the prettiest public vistas. The
Philippine telephone system is worse than its counterparts anywhere else in non-communist Asia--which bogs down the
country's business and inconveniences its people--but the Philippine Long Distance Telephone Company has a long
history of high (and not reinvested) profits. In the first-class dining room aboard the steamer to Cebu, a Filipino at the
table next to mine picked through his plate of fish. Whenever he found a piece he didn't like, he pushed it off the edge
of his plate, onto the floor. One case of bad manners? Maybe, but I've never seen its like in any other country. Outsiders
feel they have understood something small but significant about Japan's success when they watch a bar man carefully
wipe the condensation off a bottle of beer and twirl it on the table until the label faces the customer exactly. I felt I had
a glimpse into the failures of the Philippines when I saw prosperous-looking matrons buying cakes and donuts in a
bakery, eating them in a department store, and dropping the box and wrappers around them as they shopped.
Grammar Workout
A. Rewrite the following sentences and use the correct verb tense.
1. He is taking diving lessons now.

2. The doctor was talking to a patient when her husband called.
3. The orchestra will practice in the grand hall tomorrow.
4. Cindy and her friends go to the mall every Saturday.
5. The first chart shows the preferred vacation spot of young professionals.
6. I gathered data by interviewing people who live along the busy street.
7. The recent survey showed that most teenagers interact with their friends using social media.
8. In the past, people believed that the Earth is flat.
9. In James Joyce’s “Araby,” the narrator experienced his first love.
10. Every day in the city, thousands of people ride the MRT.
Unit 3
Lesson 2: Illness
Period: 6 Meetings
Established Goals
From DepEd
EN10SS-IVe-2.3: Compose a research report on a relevant social issue.

EN10LT-IVe-21: Evaluate literature as an instrument to express and to resolve conflicts within, between, and among
societies.
EN10-LT-IVd-2.3: Draw similarities and differences of the featured selections in relation to the theme.
EN10LT-IV-b-2.2.2: Explain the literary devices used.
EN10WC-IVb-14.1.2: Use a variety of informative, persuasive, and argumentative writing techniques.
EN10LT-IIIe-3: Explain how a selection may be influenced by culture, history, environment, or other factors.
EN10LT-IIIb-2.2.2: Explain the literary devices used.
Reading
 Students will conduct a Marxist literary analysis on a text.
 Students will discuss how the literary selection represents “illness.”
 Students will describe findings about social classes.
Language
 Students will analyze a short story on a figurative level.
 Students will correctly recognize and use verb tenses in writing a research report.
 Students will formulate supporting arguments for one’s research topic.

Reading Reading
 How does one conduct a Marxist literary analysis  To conduct Marxist Literary Analysis, one has to
on a text? perceive that literature reflects class struggle and
 How does the literary selection represent illness? materialism.
 How can one describe social classes?  Illness can be perceived in varying degrees and
types (i.e. physical, societal, etc.).
 Social classes can be described through their home
and family life, social obligations and work.
Language Language
 How does one analyze a short story on a figurative  Words can take additional meanings tied to the
level? context of the text. The events in a story may
 How does one correctly use verb tenses in writing a represent or reflect an aspect of the human
research report? condition.
 How does one formulate supporting arguments for  There are appropriate times to use various verb
one’s research topic? tenses when writing a research report. The
important thing to remember is being consistent.
 Formulating key ideas to support your claim, raising
questions for each key idea, and formulating
objects is one way to develop supporting
arguments.

Reading Reading
 Marxist Literary Analysis  Conduct a Marxist Literary Analysis on a text.
 Illness as Represented in Literature  Explain the various ways illness is represented in
 Social Classes literature.
 Describe the different social classes during the
Victorian Era.
Language Language
 Levels of Meaning  Analyze a text on a figurative level.
 Verb Tenses in Writing a Research Report  Use the appropriate verb tense in writing a research
 Formulate Supporting Arguments report.
 Formulate supporting arguments.
Reading: Talk Show Engagement Activities:

G – deliver a talk show about how “The Great Towns” Reading
represents “Illness”  Marxist Analysis
R – talk show hosts and experts  Levels of Meaning
S – You are tasked to talk about how “The Great Towns” Language
represents “Illness” as a feature or segment in a history  Grammar Workout
show.  Formulating the Supports
P – talk show
S – comprehension, depth, insightfulness, clarity of the talk
show
Language: Societal Hierarchies of Victorian Society

G – describe the various aspects of the life of a particular
social class in the Victorian era
R – historians / anthropologists
A – general audience
S – You are tasked to describe the various aspects of the
life of a particular social class in the Victorian era through a
creative visual presentation as part of a feature exhibit
about Victorian England.
P – visual presentation
S – comprehension, creativity, insightfulness, and appeal
of the presentation
Reading
1. Reflect on the significance of conducting a Marxist Literary Analysis.
2. Reflect on the various representations of Illness in the text.
3. Reflect on the differences among the social classes during the Victorian Era.
Language
1. Reflect on the significance of analyzing a short story on a figurative level.
2. Self-assess the consistency of the verb tense in one’s writing.
3. Self-assess the supporting arguments formulated.
WHERETO
Reading
1. Introduction
a. Introduce the overall theme of the lesson which is Illness. Ask the students what comes to mind when
they hear the word “illness.” Write their answers as a concept web on the board.
b. Have the students determine if their answers can be organized into distinct categories.
c. List on the board the essential questions they should be able to answer at the end of the lesson.
a. Prepare the sentences and vocabulary given in Important Words as a worksheet or visual aid for the
student.
b. Give students ample time to answer the worksheet or answer the questions as a class.
a. Ask the students what they know England is famous for, then briefly discuss how England is known for its
influential culture and well-documented history. Lead the discussion toward the Victorian era if the
students mention it.
b. Based on popular media such as TV shows and movies, what are the students’ common impressions of
Victorian England? What aspects of day to day life are usually emphasized?
c. Present the video clip “Life in Victorian Britain” and ask the students to discuss the following questions:
i. What aspects of English culture were highlighted in the listening text?
ii. What were the positive or negative aspects of the culture?
iii. Do you think everyone in Britain enjoyed the conveniences brought about by new technologies?
Explain your answer.
iv. Why was Victorian England considered great?
a. Motivation Question: Alongside the greatness of industrial advancement in England was the suffering of
those who did not have the money to enjoy the comforts and luxuries that middle and upper classes
could afford. Based on what you know, how did the poor of the cities live?
b. Introduce the reading selection, “The Condition of the Working-Class in England in 1844” an excerpt by
Frederick Engels.
c. Motive Question: Find out what the theme of the lesson, “Illness” pertains to.
5. During Reading
a. Ask the students to answer comprehension questions after certain parts of the text:
i. (after 1) Does this remind you of the Philippines? Why or why not?
ii. (after 2) What images come to mind as you read this?
iii. (after 3) What does this paragraph say? How do you feel about it?
iv. (after 4) Do you think this sentence is true? What makes you say so?
v. (after 5) Why do you think this happens?
vi. (after 6) Why do you think they live in the same place? What similarities do they have?
vii. (after 7) Do you think this also happens in the Philippines?
viii. (after 8) What does this sentence mean? Do you agree with this? Why or why not?
ix. (after 9) Have you been to places similar to this?
x. (after 10) What is the purpose of this paragraph? How does it affect the points being raised in the
essay?
xi. (after 11) What does this sentence mean?
6. After Reading
a. Ask the students which part of the text resonated with them and why. In what aspects of the text can
they find similarities to the situation of the Philippines? What do the students think is the main topic of
the reading selection?
b. Build a discussion on Marxist Literary Analysis. If the students are unfamiliar with Karl Marx, give a brief
biography of who he is and what his accomplishments are. To conduct a Marxist Literary Analysis, one
has to perceive that literature reflects class struggle and materialism. For example, the quest for wealth
has motivated many main characters throughout their own stories. This perspective of literary analysis
views literature as the product of the ideologies of the era in which a certain text was written.
i. What information do we get when we read literature with a Marxist perspective? (Information on
how social classes and what various ideologies were during the time the literature was written.)
ii. Aside from the context within which the text was written, what other information can we glean
using this perspective? (Not only the context of what was prevalent at the time, but also the
author’s own opinions, perceptions, or beliefs about them)
c. To conduct Marxist Literary Analysis, ask the students to keep in mind the issues of power and money, as
well as the following questions:
i. What roles does social class play in the text? What is the author’s perception and analysis of class
relations?
ii. How do the characters overcome oppression?
iii. In what ways does the text serve as propaganda to keep the status quo? Or does it try to
overthrow the status quo?
iv. What does the text say about oppression? Or are social conflicts ignored or blamed elsewhere?
v. Does the text propose some form of utopian vision as a solution to the problems encountered?
d. Ask the students what they think the purpose of a Marxist Literary Analysis is. (To see the political
inclination of a literary work, and analyze the class constructs shown in the text)
e. To practice, ask the students to conduct the following activities:
i. Conduct Marxist Literary Analysis on “The Great Towns” by answering the questions listed above.
ii. Given the deplorable living conditions of the working class back then, what would you propose as
a solution? Work with a group and imagine using the power of the working class to rally behind
your cause. Present your proposal through a step-by-step poster.
7. Synthesis
a. Ask the students to summarize their insights on the day’s discussion. What aspects of the lesson are
related to Illness?
Distinguishing Levels of Meaning
8. Ask the students what information they would be able to glean if they analyzed common fairy tales through a
Marxist Perspective. During the time period when the original fairy tales were created and popularized, what was
the social structure like? In turn, what did these fairy tales influencing society? (to break or maintain the status
quo)
9. Make the students realize that they have read a single text on various levels of meaning—1) what happened in
the story, 2) moral lessons realized by interpreting how various elements in the story symbolize something, and
3) the context in which the story was created and how it must have influenced readers back then (and possibly
the contrast in how fairy tales are perceived now).
10. Build a discussion on Levels of Meaning. Usually there are two, literal and figurative. The literal level pertains to
the events of the story as they are. On the figurative level, the events may represent or reflect an aspect of the
human condition. Emphasize how not all stories have exact equivalents with historical events or are self-
contained with dual meaning. Many stories have the reader determining the figurative level in relation to its
themes and other symbolisms.
11. To practice, ask the students to accomplish the following activities:
a. “The Great Towns” is a straightforward informative description of the living conditions of the working
class in England back in the late 1800s. For what purpose do you think the author has for writing the
text, based on their tone and word choice?
b. Research another short story in which you can appropriately analyze for a figurative level. Present your
analysis through a graphic organizer and present it to the class.
Talk Show
Divide the class into groups. Task each group to talk about how “The Great Towns” represents “Illness.” What
varying degrees and types of illness can they determine (e.g. physical, societal, etc.)? They are to present their
ideas in the form of a talk show. Have the students assign one member to be the host and the other members as
experts on the different manifestations of illness in the text.
13. Synthesis – Ask the students about their insights on the day’s discussion. What is the importance of analyzing a
text on different levels of meaning?

Talk Show
14. Give time for the students to present their talk shows.
15. Afterwards, ask the class what presentations they enjoyed and why. What did they not know before that they do
know? What other insights do the students have?
16. Synthesis – Ask the students to infer the author’s perspective of society and its ills.
Language
1. Ask the students what they know about verb tenses from previous lessons.
2. Inform the students that you will be continuing Verb Tenses in Research Report. The purpose of this review is to
ensure student foundation of grammar is established enough for more complex writing tasks.
3. Present the verb tenses and examples for each. Ask the students to identify the verb and have them infer the
times when the particular tense is used.
4. Ask the students to provide their own examples.
6. Exercises may be collected and checked in the form of homework or seatwork
Societal Hierarchies of Victorian Society
Divide the class into groups. Task the groups to research about the societal hierarchies of Victorian society. They
are to choose only one class (i.e. working class, the poor, merchants, agricultural, landlords, etc.) and describe the
various aspects of their life through a creative visual presentation. They are to be guided but not limited to
presenting the following categories: Assign one of the given situations below and task them to act it out in front
of the class:
 Home and family life
 Social obligations
 Work

Presentation of Performance Task
8. Allow each group to present.
9. Ask the class what presentations they enjoyed and why. What did they not know before that they do now?
Compare how the media depicts these social classes versus what was presented.

Lecture: Formulating the Supports
10. Now that the students have defined their research problems, it is time to explore different aspects of one’s topic
to help narrow down and focus research.
11. Present the guidelines the students can following when formulating their supporting arguments:
 Formulate three key ideas that will support their claim.
 Raise questions for each key idea.
 Formulate objectives.
12. To practice, ask the students to do the Guided Reading. They are to study the key ideas and corollary questions in
the given outline. Do they think they support the thesis statement? Do the given questions help answer the
research problem?
Individual Activity
13. Guide the students in constructing the supports for their own research problems. To do this, they are to
formulate at least three corollary questions for each idea.
Key Idea:
Corollary Question #1 Corollary Question #2 Corollary Question #3
Key Idea:
Key Idea:
14. Synthesis – Ask the students for insights they have gleaned about research writing. What is the importance of
determining the focus of one’s study?
Before Reading
Important Words
Activity. Look up the meaning of the words inside the parentheses. Then, encircle the correct word that completes the
following sentences.
1. Her silence was taken as (callous, tacit) agreement.

2. The soul of man is a thinking (monad, nomad), and stands mid-way between divine intelligence and the world of
external things.
3. The (siege, fjord) of the Jefferson fort lasted into the morning.
4. The boy had already (encroached, avowed) his resolve to be a soldier.
5. His illness caused him such (inebriation, debility), he feared he would be unable to leave the house for the rest of
his lie.
6. Walking through the desolate, chaotic streets was (desaturating, demoralizing).
7. In the Persian (epoch, eon), native dynasties established themselves in Caria and even extended their rule over
Greek cities.
8. I have answered your question several times, answering it again would be (superfluous, stupendous).
The video can be accessed through this link:
 https://www.youtube.com/watch?v=GOqqCjvQTFo
Grammar Workout
B. Rewrite the following sentences and use the correct verb tense.
1. By April next year, I will have turned 17 years old.
2. My father said that our mother went to the grocery store.
3. It had stopped raining when we left the house.
4. It had been raining since last night.
5. When the bell rings, I will have been studying for eight hours today.
6. The students were performing an experiment when one of them got sick.
7. Lea is getting fatter because she eats too much.
8. I know this story very well because I have seen the film.
9. I’m tired because I had been running for an hour.
10. They have been playing in the backyard all afternoon ever since they came from school.
Unit 3
Lesson 3: Categories
Period: 5 Meetings
Established Goals
From DepEd
EN10LT-Ie-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
EN10LT-IIc-2.2.1: Express appreciation for sensory images used.
EN10LT-IIe-2.2.3: Determine tone, mood, technique, and purpose of the author.
EN10LT-IIi-19: Evaluate literature as a vehicle of expressing and resolving conflicts between and among individuals or
groups.
EN10V-IVb-30: Get familiar with technical terms used in research.
EN10SS-IVi-2.3: Compose a research report on a relevant social issue.
EN10LT-IVi-21: Evaluate literature as an instrument to express and resolve conflicts within, between, and among
societies.
Reading
 Students will describe the features and purposes of political poetry.
 Students will connect a political poem to one’s own experiences.
 Students will evaluate the importance of political poetry to modern society.
Language
 Students will analyze a text for its implied emotion.
 Students will use comparisons to show similarities and differences.
 Students will correctly and appropriately use research sources to support the key idea of one’s research paper.

Reading Reading
 What are the features and purposes of political  Political poetry is written in reaction to political
poetry? events. It mixes the private (emotions) with the
 How is a political poem connected to one’s own public (socio-political events).
experiences?  Politics has repercussions in individual people’s
 What is the importance of political poetry to personal lives.
modern society?  Political poetry is valuable to society.
Language Language
 How does one analyze a text for its implied  Showing instead of telling an emotion is a creative
emotion? and more impactful method that can help the
 How does one use comparisons to show similarities author relay a message more effectively.
and differences?  Appropriate phrases are used to show similarities
 How does one correctly and appropriately use or differences.
research sources to support the key idea of one’s  Sources have to be relevant to the thesis statement
research paper? and should answer the questions the researcher
has formulated.

Reading Reading
 Political Poetry  Explain the features and purposes of political
poetry.
 Connect political poetry to one’s own experiences.
 Explain the importance of political poetry to
modern society.
Language
 Analyzing a Text for Implied Emotions Language
 Making Comparisons  Analyze a text for its implied emotion.
 Using Research Sources to Support the Key Idea  Use comparisons to show similarities and
differences.
 Correctly and appropriately use research sources to
support key ideas.
Speaking Out for Others Engagement Activities:

G – create a video entitled “Speaking Out for Others” and Reading
talk about why we should not let others be wrongfully  “Genocide” Comprehension Check
discriminated against  Poem Illustration
R – social awareness committee  Political Poetry
A – general public  Reading for Implied Emotion
S – You are tasked to create a video PSA entitled “Speaking
Out for Others” talking about why we should not let others Language
be wrongfully punished because of their race, gender, or  Comparisons
religion.  Consolidating Key Sources
P – video
S – creativity, depth, insightfulness, clarity and appeal of
the video

Reading
1. Reflect on the features and purposes of political poetry.
2. Reflect on how a political poem is connected to one’s own experiences.
3. Reflect on the importance of political poetry to modern society.
Language
1. Reflect on the significance of analyzing a text for its implied emotion.
2. Self-assess one’s use of comparisons to show similarities and differences.
3. Self-assess one’s usage of research sources to support the key idea of one’s research paper.
WHERETO
Reading
1. Introduction
a. Introduce the overall theme of the lesson which is Categories. Ask the students what comes to mind
when they hear the word “categories.”
b. What do the students think the selection will be about based on the theme of the lesson?
a. Answer the vocabulary words as a class. Call on students to ask what they know about / what they think
the following terms mean. Afterwards, clarify and/or clearly define them.
i. Dictatorship
ii. Fuhrer
iii. Anti-Semitism
iv. Concentration camp
v. Communist
vi. Trade unionist
vii. Nazism
viii. Holocaust
b. Prepare the sentences and vocabulary given in Important Words as a worksheet for the student.
c. Give students ample time to answer the worksheet. Afterwards, check answers as a class.
a. Ask the students what they know about the events leading to and during World War II. Briefly explain the
Third Reich in Germany and present to them the listening text, “Genocide.”
b. Have the students check their comprehension through the given activity:
Why were Jews persecuted What country did Germany What is the “Final Solution”?
and killed during the Nazi invade in 1939 and how were How is this related to
regime? the citizens of this country genocide?
persecuted?
a. Motivation Question: Have you ever seen someone get mistreated because of their race, gender, or
beliefs? Did you do anything to help or comfort them? Why or why not? Do you think that you did the
right thing?
b. Introduce the reading selection, “First They Came for the Jews” by Martin Niemholler.
c. Motive Question: Read the poem by Niemholler about speaking out, and find out how the narrator felt
about not doing anything to help others.
5. During Reading
a. In small groups, ask the students to illustrate a situation in modern times where the poem applies.
6. After Reading
a. Have the students present their illustrations. From these, what do they think is the message of the poem?
b. Discuss the poem as a class. What happened to the persona at the end of the poem? How did it fit into
the overall message of the poem?
c. Ask the students to imagine the context of the poem. What do they think must have been happening?
Build a discussion on Political Poetry based on the answers of the students. Political poetry is poetry
written in reaction to political events. It mixes the private (emotions) with the public (socio-political
events).
d. To practice reading political poetry, ask the students to conduct the following activities:
i. Deepen your understanding of political poetry by separating the details present in the poem.
Afterwards, based on the diagram, what is the relationship between politics and personal life?
ii. Apart from showing the connection between political events and the personal lives of individuals,
what do you think is the purpose of political poetry? How is political poetry valuable to society?
7. Synthesis
a. Ask the students to summarize their insights on the day’s discussion. How is the lesson related to the
concept of “categories?”

Reading for Implied Emotion
8. Ask the students how they think the persona feels after doing what he did. What makes them say so? Build a
discussion on Reading for Implied Emotion. Authors opt to show instead of directly tell the reader how a persona
or character feels. Showing instead of telling an emotion is a creative and impactful method that can help the
author relay a message more effectively.
9. Have the students use the given Implied Emotion chart to study Martin Niemholler’s poem. After completing the
chart, the students are to discuss their inferences with a small group. What are the similarities and differences to
their answers?
Speaking Out for Others
The persona in “First They Came for the Jews” talks about not being able to speak out while people around them
are being wrongfully punished. At the end of the poem, the persona shows us the effect of this inaction. Divide
the class into groups. Task them to create a video entitled “Speaking Out for Others” and talk about why we
should not let others be wrongfully punished because of their race, gender, or religion. They can give examples
based on other (recent) historical events.
11. Synthesis – Ask the students about their insights on the day’s discussion. Is “categorizing” people good or bad?
Why?

Performance Task: Speaking Out for Others
12. Give time for the students to present their videos.
13. Afterwards, ask the class what presentations they enjoyed and why. Why do they think discrimination happens in
the first place? What can they do to lessen instances like these?
14. Synthesis – What are the insights that the students gained from the activity?
Language
1. Inform the students that you will be reviewing Comparisons. The purpose of this review is to ensure student
foundation of grammar is established enough for more complex writing tasks.
2. Ask the students for moments during the past few meetings when they were making comparisons. Have them
take note of how they made these comparisons.
3. Build a discussion on Comparisons. Similarities and differences can be shown using the appropriate phrase. These
phrases can express the degrees of sameness or difference between two things.
4. Have the students provide examples of phrases that depict various degrees of similarity or difference. Build the
following charts based on the answers of the students. The degree of similarity/difference can range from being
completely identical/having no similarity to being closely similar/having a slight difference.
SIMILARITY
Absolute Identity Approximate Identity Approximate Similarity
be identical (to) almost the same as be almost like
the same (noun) as be like be close to
as (adj/adv) as a great similarity between be similar to
be alike
DIFFERENCE
be (completely) unlike be very different from differ from
as opposed to not nearly as (adj/adv) as not (quite) as (adj/adv) as
in contrast with much more (adj/adv) than less (adj/adv) than
much less (adj/adv) than a few/a little more (noun) than
7. Homework – Open Letter to the Public
Divide the class into groups. Each group is to read more about the Holocaust and research how difference races
fought against it. Task them to read about survivor accounts and connect these to the experience to the message
of Niemholler’s poem. How did their research affect their perception of the poem? Task the students to write an
open letter to the public telling them why something like the Holocaust should never happen again.
Second Meeting (Written Topic)

Consolidating Key Sources
8. Now that the students have formulated their key ideas and corollary questions, they are to research and assess
the information they have gathered. Their sources have to be relevant to their thesis statement and should
answer the questions they formed.
9. Present the following samples of evidence that can be used to support the main idea:
 Quotations, paraphrases, and summaries of scholars
 Exposition or argument that supports your main ideas
 Data that you gathered during your own research
10. To practice, ask the students to study the given passage (“Sanitary landfills must be put up for proper solid waste
disposal”) and determine whether the key idea was supported by the given information.
Individual Activity
11. Time may be given to the students to research the answers to their corollary questions. Ensure they follow the
guidelines when writing supporting statements.
12. Facilitate the task and give the students feedback.
13. Synthesis – Ask the students for insights they have gleaned about gathering resources. What is the benefit to
determining a specific topic? (There is focus to the sources you will look for.)
Before Reading
The listening text can be accessed through this link:
 http://www.history.com/topics/what-is-genocide
Grammar Workout
A. With the given information below, fill in the blanks with the appropriate phrases to show similarity or difference
in each sentence.
1. Twitter is identical to Facebook in sending private messages to their contacts.
2. As opposed to Facebook, you can’t play games on Twitter.
3. Facebook is almost the same as Twitter because they are both available in different languages.
4. Tumblr is like Facebook because their headquarters are located in the same country.
5. Facebook, Twitter, and Tumblr are alike because users can post updates.
6. The headquarters of Facebook and Twitter are almost alike because they are both located in California but
in different areas.
7. When it comes to instant messaging, Twitter is unlike Tumblr.
8. All three websites are alike because they are all social networking sites.
9. Facebook is almost the same as Twitter because users can express their approval by clicking on “like” or
“retweet.”
10. In popularity, Twitter is close to Facebook because millions of people use it every day.
Unit 3
Lesson 4: Imprints
Period: 5 Meetings
Established Goals
From DepEd
EN10LT-IVb-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
EN10V-IVb-30: Get familiar with technical terms used in research.
EN10LT-IIIh-2.3: Draw similarities and differences of the featured selections in relation to the theme.
EN10LT-IIIa-2.2.1: Express appreciation for sensory images used.
groups.
EN10LT-Ii-18: Evaluate literature as a way of expressing and resolving one’s personal conflicts.
EN10LC-Ih-14.3: Show appreciation for songs, poems, and other listening texts.
Reading
 Students will compare and contrast the perspectives of the youth and the elderly.
 Students will analyze a poem based on the persona speaking.
 Students will compare poems that have similar subjects or themes.
Language
 Students will differentiate formal sentence outline and formal topic outline.
 Students will evaluate the logic and organization of an outline.
 Students will write a formal outline for one’s research paper.

Reading Reading
 What are the differences and similarities of the  The way we influence other people with how we
perspectives of the youth and the elderly? live our lives becomes our legacy itself.
 How does one analyze a poem based on the  A persona may have different perspectives, sets of
persona speaking? beliefs, and personalities from the writer. Thus,
 How does one compare poems that have similar writers would try to think and feel from the
subjects or themes? perspective and POV of the chosen persona.
 When comparing poems, it is best to start with
identifying strong emotions, then evaluate how the
poets used language to express these emotions and
take note of the similarities and differences in their
depiction.
Language Language
 How does one differentiate formal sentence outline  A formal sentence outline presents points and ideas
and formal topic outline? in sentences while a formal topic outline presents
 How does one evaluate the logic and organization them in words and phrases.
of an outline?  Numbers and letters indicate the level of
 How does one write a formal outline for one’s importance of the information provided.
research paper? Consistency and making sure the supporting
arguments and details are on the appropriate levels
are integral.

Reading Reading
 Perspectives of the Youth and the Elderly  Describe the similarities and differences of the
 Poetry Analysis Based on Persona perspectives of the youth and the elderly.
 Comparison of Poems with Similar Subjects and  Analyze a poem based on the persona.
Themes  Compare poems with similar subjects and themes.
Language Language
 Formal Sentence and Topic Outlines  Differentiate between a formal sentence outline
and a formal topic outline.
 Evaluate the logic and organization of an outline.
 Write a formal outline for one’s research paper.
Cultural Views on Old Age Engagement Activities:

G – present how different cultures view old age and the Reading
elderly  Perspectives of the Youth and Elderly
R – anthropologists  Persona in Poetry
A – general public  Comparing Poems
S – You are tasked to present how different cultures view
old age and the elderly as part of a cultural exhibit on Language
various aspects of humanity (similar to Humans of New  Grammar Workout
York but multi-cultural).  Collaborative Task
P – visual presentation  Writing an Outline
S – creativity, clarity, insightfulness, appeal and
comprehension of the presentation

Reading
1. Reflect on the differences and similarities of the perspectives of the youth and the elderly.
2. Self-assess one’s analysis of a poem based on the persona speaking.
3. Self-assess one’s comparison of poems that have similar subjects or themes.
Language
1. Self-assess one’s outline
2. Reflect on the significance of evaluating the logic and organization of an outline
WHERETO
Reading
1. Introduction
a. Introduce the overall theme of the lesson which is Imprints. Ask the students what comes to mind when
they hear the word “imprints”. Write their answers as a concept web on the board.
b. Ask the students to determine what the predominant notions of imprints are. What do they think the
reading selection for the lesson will be about?
a. Prepare the activity given in Important Words as a worksheet for the students.
b. Give students ample time to answer the worksheet. Afterwards, check answers as a class.
a. In small groups, ask the students to talk about what they want to accomplish in life / be known for / leave
behind. Then, they are to compare this with what their parents or grandparents say.
b. Often, in the excitement and idealism of youth, people forget the reality that all of us will grow old
eventually. People live their entire lives and think about what legacy they will leave in the world or even
just to the people that they value the most.
c. Ask the students to see how different the perspectives are between the youth and the elderly. What do
they fear and prioritize? What are the common causes for misunderstandings? In small groups, they are
to fill up the following tables with their ideas:
THE YOUTH
Perspectives Fears Priorities
THE ELDERLY
Perspectives Fears Priorities
d. Ask the students to listen to the song titled “Teach Your Children.” What is its message to the elderly and
to the youth? What are their opinions regarding the song’s points? Do they agree with them or not?
a. Motivation Question: What do you imagine old age to be like? Have you thought about what you would
be like living as an old person? What do you think your grandparents miss most about their children?
b. Introduce the reading selection, “Recollections of My Children” by Yamagami-no Okura.
c. Motive Question: Find out what the persona of the poem values most.
5. During Reading
a. Ask the following questions while the students read the selection:
i. How would you describe the persona? Do you know a person who is in a similar situation?
ii. “What use to me the gems most rich and rare?” What does this line mean?
6. After Reading
a. Ask the students what line did they like most and why. What do they feel after reading the poem?
b. Discuss the poem with the class. Briefly clarify some culturally bound imagery.
c. Have the students describe what the speaker of the poem must be feeling. Build a discussion on Persona
based on the answers of the students. In reading poetry, it is important to know that the author is not
necessarily the speaker of the poem. Often, the writer creates a dramatic persona with different
perspectives, sets of beliefs, and personalities from him or her. Thus, writer would try to think and feel
from the perspective and point of view of the chosen persona.
d. To practice, ask the students to reread the poem “Recollections of my Children” and describe the
persona. What have they learned about him or her based on his or her speech, thoughts, and emotions in
the poem? What memories does the persona choose to remember about the children? What do these
memories reveal about him or her?
7. Synthesis
a. Ask the students to summarize their insights on the day’s discussion. What aspects of the lesson are
related to Imprints?

Comparing Poems
8. Inform the students that their skills in analyzing literature may be enhanced by developing their skill in literary
comparison. By looking at how poets express certain emotions, one can get a universal perspective on the
particular topic being explored.
9. To compare poems, the students may follow the steps:
a. Identify the strong emotions.
b. Evaluate how the poets used language to express these emotions.
c. Take note of the similarities and differences in their depictions.
d. Write the insights gathered from the comparison.
e. Insights tell a statement about one’s views on the topic as influenced by the texts read and the context
that surrounds the reader and the poems.
10. As practice, task the students to find another poem with a similar subject and theme to “Recollections of My
Children.” They are to compare how the two poems depict emotions using the given Venn Diagram where Strong
Emotions, Poet’s Depiction, and My Insight overlap.
Cultural Views on Old Age
Divide the class into groups. Task them to research about how other cultures view old age and the elderly. How
different and similar are their treatment of the elderly from how it is in the Philippines? The students are to
present their findings through a creative visual presentation.
12. Synthesis – Ask the students about their insights on the day’s discussion. What is the significance and function of
a text’s persona? Why is it important to recognize that the persona is independent of the author?

Performance Task: Cultural Views on Old Age
13. Give time for the students to present their findings.
14. Afterwards, ask the class what presentations they enjoyed and why. What did they know now that they didn’t
before?
15. Synthesis – What are the insights that the students gained from the activity? What do the different perspectives
of old age and the elderly show about the culture’s values?
Language
1. Inform the students that you will be reviewing As and Like. The purpose of this review is to ensure student
2. Present examples of sentences where “as” and “like” are used. Based on how they were used in the sentences,
ask the students to infer how “as” and “like” are used.
Collaborative Task
5. Ask the students to conduct this activity in pairs.
6. On a sheet of paper, the students are to draw an outline of their favorite object. Then, they are to exchange their
work with their partner. They are to let their partner continue working on their outline.
7. After this, the pairs are to talk about how easy or difficult it was for them to continue the drawing. What made it
easy or difficult? What does this activity tell the students about starting with a good outline?
8. Inform the students about the writing topic: Writing the Outline.

Lecture: Writing the Outline
9. Ask the students to recall insights from the previous meeting. What do they think is the importance of
constructing an outline?
10. Transition to a discussion on Writing the Outline. Creating a formal outline will help the writer determine the flow
of their paper. The outline includes the main points and supporting arguments.
11. Present the two types of formal outlines and define them. Afterwards, enumerate some guidelines for writing an
outline.
Individual Activity
12. Guide the students in creating their own outlines, following the guidelines discussed. Ensure the content is
consistent.
13. Synthesis – Ask the students for insights they have gleaned about making outlines. Make sure that they know that
an outline is meant to be used. It is a guide to help you write. The outline that the students will create will guide
them in writing their research paper.
Before Reading
The song can be accessed through this link:
https://www.youtube.com/watch?v=EkaKwXddT_I
Lyrics:
You who are on the road

Must have a code that you can live by
And so become yourself
Because the past is just a good-bye.
Teach your children well,
Their father's hell did slowly go by,
And feed them on your dreams
The one they pick, the one you'll know by.
Don't you ever ask them why, if they told you, you will cry,
So just look at them and sigh
And know they love you.
And you, of tender years,

Can't know the fears that your elders grew by,
And so please help them with your youth,
They seek the truth before they can die.
Teach your parents well,

Their children's hell will slowly go by,
And feed them on your dreams
The one they picks, the one you'll know by.
Don't you ever ask them why, if they told you, you will cry,
So just look at them and sigh and know they love you.
Grammar Workout
A. Fill in the blanks with as or like.
1. The cost of fruits is much lower, as shown in the first chart.

2. As Alexander Graham Bell discovered, it is possible to transmit a human voice by telegraph.
3. Incidents like this should be reported to the teacher.
4. She worked as a research assistant before becoming a professor.
5. Like a doctor, the teacher took care of her sick student.
6. The mountain acts as both a barrier against storms and a defense against enemies.
7. Like all mammals, goats produce milk to feed their young.
8. The nervous system functions as both regulatory and communicating system in the body.
9. There are several systems in the body like the circulatory system, respiratory system, and digestive system.
10. The fireman entered the flaming building to rescue a baby, like a real-life superhero.
B. Read each sentence and identify whether as or like was used correctly. Put a check beside each sentence if as or like
was used correctly.
1. As all tropical countries, the Philippines experience typhoons regularly.
2. Students should wear their school uniform every day, like stated in the school rules.
3. Kendra enjoys playing with toys, like most children her age. 
4. All planets in the Solar System revolve around the sun, as Mars and Jupiter.
5. Many teenagers today are connected to the internet using devices like mobile phones. 
6. Scientists bred different animals like lions and tigers to form different species as tigons and ligers.
7. Like Rosalind Franklin discovered, the structure of the DNA is a double helix.
8. As in the Philippines, India has a problem with overpopulation.
9. She works like an engineer for the local government.
10. As shown in the first chart, more people prefer to live in the city than in the countryside. 
Unit 3
Lesson 5: Peculiarities
Period: 5 Meetings
Established Goals
From DepEd
EN10LT-Id-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
EN10LT-Id-2.2.2: Explain the literary devices used.
EN10LT-Ib-2.2.1: Express appreciation for sensory images used.
EN10V-If-13.9: Differentiate formal from informal definitions of words.
groups.
EN10V-IIi-13.9: Give technical and operational definitions.
EN10WC-IIIb-14.1.2: Use a variety of informative, persuasive, and argumentative writing techniques.
EN10V-IVf-30: Get familiar with technical terms used in research.
Reading
 Students will identify recurring imagery in a text and explain its overall effect to the story.
 Students will describe allegory as a literary device.
 Students will analyze allegory by identifying political, religious, social, or cultural representations in a text.
Language
 Students will appropriately determine when to spell out numbers and when to write in digits.
 Students will differentiate technical and nontechnical writing.
 Students will write the introduction for one’s research paper.

Reading Reading
 What is the overall effect of recurring imagery in a  The chief function of imagery is to evoke emotion
story? on the part of the reader.
 What is an allegory?  An allegory is a literary device in which abstract
 How does one identify the political, religious, social, ideas or meanings are given concrete or material
or cultural representations in a text? form.
 In allegories of history, characters and events may
closely represent or depict historical figures and
events.
 In allegories of ideas, characters are personified
concepts.
Language Language
 When does one spell out numbers and when does  Numbers are spelled out in nontechnical writing
one write in digits? while digits are used in technical writing.
 What is the difference between technical and  Writing in science and business is considered
nontechnical writing? technical while writing in the humanities is
 How does one write an introduction for a research considered nontechnical.
paper?  A good introduction contains the background of the
topic or problem, the motivation in relation to the
problem, the need for a solution, and the thesis
statement.

Reading Reading
 Recurring Imagery  Describe the overall effect of recurring imagery in a
 Allegory story.
 Political, Social, Religious, and Cultural  Explain how a text is allegorical.
Representations in Text  Identify the political, religious, social, or cultural
representations in a text.
Language Language
 Numbers in Sentences  Know when to spell out numbers and write in digits.
 Technical and Nontechnical Writing  Differentiate between technical and nontechnical
 Introduction of a Research Paper writing.
 Write an introduction to a research paper.
Biographical Sketch Engagement Activities:

G – research about the life and works of an artist, Reading
musician, writer, or other performer who was known to  Understanding Allegories
have suffered for their craft
R – journalist Language
A – general public  Grammar Workout
S – You are tasked to describe the life and works of an  Bookmarks
artist, musician, writer, or other performer who was  Writing the Introduction
known to have suffered for their craft.
P – audiovisual presentation
S – insightfulness, depth, comprehension and appeal of
the presentation

Reading
1. Reflect on the overall effect of recurring imagery in a story.
2. Reflect on the function and significance of allegories.
3. Reflect on how one identifies the political, religious, social, or cultural representations in a text.
Language
2. Self-assess one’s introduction to their research paper.
WHERETO
Reading
1. Introduction
a. Introduce the overall theme of the lesson which is Peculiarities. Ask the students what comes to mind
when they hear the word “peculiarities.” Write their answers as a concept web on the board.
a. Prepare the sentences and vocabulary given in Important Words as a visual for all the class to see.
b. Using the context clues, infer the meaning of the underlined words together, then ask the students to use
the vocabulary words in sentences.
c. Afterwards, call on some students to share their sentences by way of checking answers.
a. Recall the students’ associations with Peculiarities. What do they think the quote by Albert Camus
means? “If the world were clear, art would not exist.”
b. Have the students further explore the concept by conducting the following activities:
i. What words and ideas do you associate with “artist”? What skills or characteristics are necessary
for an artist to create great art? Do you believe that people can make great art despite troubles
and problems in their life? Share and discuss answers with a seatmate.
ii. After listening to the listening text, answer the following questions:
 According to the writer, what is the central function of an artist? Do you agree with his
claims?
 What are there different perspectives regarding the myth of the “tortured artist”? What
are their explanations for and against it?
 Do you agree that you can both be happy and produce great art? Why or why not?
a. Motivation Question: Have you ever struggled with the thought that no one understands how you feel or
why you do the things you like? Do you think other people feel this way too? What would you do if no
one appreciates or understands what you do even if you try your best at it?
b. Introduce the reading selection, “A Hunger Artist” by Franz Kafka.
c. Motive Question: Read the following story about a misunderstood artist, and see how he responds to the
people who tell him to quit his art.
5. During Reading
a. Ask the following questions while the students read certain parts of the selection:
i. (after 1) What images come to your mind as you read this paragraph?
ii. (after 2) Why do you think were butchers chosen to observe?
iii. (after 3) What kind of watchers does the hunger artist have? Which kind did he prefer? Why?
iv. (after 4) If you were part of the people observing the hunger artist, would you also think this
way?
v.(after 5) What does the hunger artist want to do?
vi.(after 6) Why does the hunger artist consider the women cruel?
vii.(after 7) Why did the magistrate do this?
viii.(after 8) What has happened so far?
ix.(after 9) If you were the hunger artist, would you also react this way?
x.(after 10) Do you know someone who has experienced something similar to this?
xi.(after 11) What do you think will happen next?
xii.(after 12) Is your prediction correct? How do you feel about the things that happened to the
hunger artist?
xiii. (after 13) What do you think does this mean?
xiv. (after 14) How does this paragraph fit into the overall narrative of the hunger artist’s life?
6. After Reading
a. Ask the students which part of the text they enjoyed and why. How did they feel after reading the story?
b. Discuss the events of the story as a class. To make the reader see the story, the author places specific
images that appeal to the senses in the text. These collective images are called imagery. Their chief
function is to evoke emotion on the part of the reader.
c. To have an idea of how imagery works, ask the students to read an excerpt from “A Hunger Artist” and
answer the questions.
i. How did the author describe the Hunger Artist in the cage?
ii. What is my own understanding and experience about what the author said?
iii. What is the connection of the image of the Hunger Artist in the cage to the theme of the story?
d. In pairs or triads, ask the students to go back to the story and look for images that appear several times.
Why do they think these images recur? What effect do these images create in the story?
7. Synthesis
a. Ask the students to summarize their insights on the day’s discussion. What do they think is the
importance of being able to decipher meaning in a story’s imagery? What aspects of the lesson are
related to Peculiarities?

Understanding Allegories
8. Based on previous lessons, ask the students what they know about allegories. Is it present in the reading
selection?
9. Build a discussion on allegories from the answers of the students. An allegory is a literary device in which abstract
ideas or meanings are given concrete or material form. An allegory is different from an image or a symbol
because its meaning is sustained throughout the entire narrative.
10. Present the two main types of allegories and define them:
a. Allegory of History – characters and their actions closely represent or depict historical figures and
events
b. Allegory of Ideas – characters are personified concepts and ideas
11. In order to analyze allegories in literature, one looks at political, religious, social or cultural representations in the
literary material. To practice, ask the students to fill in the table. What do the following terms and concepts
represent in the story?
Significance in the Story Possible Allegorical Meaning

The Hunger Artist
The Impresario
The Butchers
The Fast
Biographical Sketch
Divide the class into groups. Task the students to research about the life and works of an artist, musician, writer,
or other performer who was known to have suffered for their craft. What conflicts did they face for the sake of
their art? How do their works reflect their particular challenges in life? Have the students create an audiovisual
presentation of their findings.
13. Synthesis – Ask the students about their insights on the day’s discussion.

Performance Task: Biographical Sketch
14. Give time for the students to present.
15. Afterwards, ask the class what presentations they enjoyed and why. What do they know now that they didn’t
before? What are the insights that the students gained from the activity?
16. Synthesis – What are the similarities and differences between the personages presented?
17. Homework – Ask the students to bring recycled materials to create bookmarks out of the materials.
Language
1. Inform the students that you will be reviewing Numbers in Sentences. The purpose of this review is to ensure
student foundation of grammar is established enough for more complex writing tasks.
2. Based on the terms, ask the students what they think is the difference between technical and nontechnical
writing. Afterwards, present when numbers should be spelled out and when digits should be used among other
guidelines.
Collaborative Task
5. Bookmarks
Task the students to create three bookmarks using recycled materials. They are to design these bookmarks
however they like. After making them, they are to decide to whom they will give each one. They can be as
follows: 1) a person they want to get to know more, 2) a person they have liked since the beginning of the school
year, and 3) the person they will never forget.
The students are to engage in a conversation as they give their bookmarks to their chosen people. At the end of
the activity, ask them how easy or difficult it was to begin the conversation?

Lecture: Writing the Introduction
6. Ask the students for insights about the Bookmarks activity. How did they tell the person they chose that they
were giving them a bookmark?
7. Help the students realize that despite difficulties in writing an introduction, it is perhaps the most integral part of
the research paper. An introduction gives the reader motivation to continue reading the rest of the written piece.
8. Present the basic elements of an introduction found in a research paper along with other guidelines.
9. Use the Guided Reading text as an example for the class to evaluate using the given questions.
Individual Activity
10. Help the students in constructing their own introductions. They may determine each part using the following
graphic organizer before putting together a final introductory paragraph.
Your topic:
1. Definition
2. Quotation
3. Story
4. Question
Final Introductory Paragraph
11. Go around facilitating the task and giving the students feedback.
12. Synthesis – Ask the students for insights they have gleaned about research writing. What are the benefits to
having a good, strong introduction?
Before Reading
Activity 2. Kindly read this listening selection for the class:
The Myth of the Tortured Artist — and Why It’s Not a Myth
by Christopher Zara Media, Culture, and Arts Journalist
It’s always been my belief that all great art comes from pain. Van Gogh painted The Starry Night while in emotional
torment; Lennon and McCartney forged their creative partnership following the death of their respective mothers;
Milton pennedParadise Lost after losing his wife, his daughter, and his eyesight. Such unremitting grief would send even
the most grounded among us into a frenzied Xanax binge and associated fetal position, but these celebrated artists
chose not to recoil in passive suffering. Instead, they turned their sorrow into something the world would cherish.
The idea of the tortured artist has long been debated in our culture, but to me it always seemed a self-evident truth. Art
is a reflection of humanity, and humanity’s greatest virtue is its ability to overcome adversity. Why shouldn’t that same
adversity inspire our greatest art? In fact, it’s a topic that fascinates me so much, I wrote a book about it, aptly
titled Tortured Artists, which takes an admiring yet irreverent look at the link between creative genius and personal
adversity. Did you know that Picasso nearly died in an earthquake at the age of three? Or that Frankenstein was inspired
by a volcanic eruption? Or that Walt Disney created Mickey Mouse as an act of revenge?
Although my book approaches the subject matter in a fun way, it centers on a weighty idea: the idea that suffering does
not happen in vain. Van Gogh may have suffered from anxiety, absinthe addiction, and debilitating seizures, but his
suffering gave him insight, and that insight, in turn, gave the world a new kind of art called Post-Impressionism. Such
poetic symmetry is enough to convince even the stodgiest fatalist that the universe is not as cold and random as we
perceive it to be, which is why I’ve always found the notion of tortured artists so appealing.
But not everyone shares my zeal. In fact, the more I speak about tortured artists at author events and in interviews, the
more I realize what a polarizing topic it actually is. Some folks seem to consider the primary thesis in Tortured Artists —
that pain is a requirement for producing great art — a biased assessment of the creative process.
However, I never claimed that art cannot be produced without suffering, only that art produced without suffering is not
likely to be very good. Why? Because the central function of an artist is to convey an idea. That idea can be visceral or
intellectual; it can be conveyed through a painting, a song, a poem, or a guy dancing around in a moose costume. The
method doesn’t matter. Artists, both brilliant and hackneyed, create out of the same basic desire to communicate. But
it’s we art lovers who invest our attention, our time, in their creations. Why should we invest in a work of art that was
created without conflict, or struggle, or pain? Where is the challenge?
Of course, I always knew there would be people who wouldn’t buy the tortured-artist concept, but what I find most
surprising is that the people who are least likely to subscribe to the idea also happen to be artists themselves. Indeed,
many creative types are simply fed up with what they see as a baseless falsehood perpetuated by romantic tales of Kurt
Cobain blowing his brains out and Sylvia Plath putting her head in the oven. In a 2011 interview, the indie rocker Jeff
Tweedy, of Wilco fame, called the concept of the tortured artist a “damaging mythology,” one that impeded his own
battles with addiction, anxiety, and depression.
And Tweedy is not alone in his hostility. In speaking publicly about tortured artists, I’ve been accused of suggesting that
drug addicts are better off high and the mentally ill should not seek help, if only because such impediments, by my
estimation, help them produce better art. But calling John Belushi one of the greatest comic performers of the 1970s is
not the same as condoning his excessive drug use. Even if we ignore the fact that few performers were not on drugs in
the 1970s, we needn’t see Belushi’s brutal addiction as having caused his talent. Rather, it was a symptom of the same
insatiable void that drove his need to perform. You might say that void tortured Belushi; you might also say it’s what
made him great.
So why, then, are so many artists still turned off by the tortured-artist concept? For some, I suspect, it simply hits too
close to home. Consider the wedge it creates between two fundamental desires: the desire to be happy versus the
desire to produce great art. The stereotype of the tortured artist as a long-suffering creative genius suggests that those
two states are mutually exclusive — and that’s an unsettling thought for anyone who practices a creative craft. But even
those of us who don’t have the wherewithal to choose between happiness and being a great artist can take comfort in
knowing that the former is within our grasp. Let’s leave the suffering to the geniuses. It’s what they do.
Grammar Workout
A. Here are the revised sentences with the correct answers.
1. Jenna and Jonas have been best friends since they were five.
2. Now, Jenna and Jonas are both sixteen years old.
3. They live next to each other, so every day at 7 AM, they bike to school together.
4. Since they have known each other more than ten years, they have become accustomed to each other’s
eccentricities.
5. Jenna treats Jonas like an older brother. She has no siblings whereas Jonas has two brothers and three
sisters.
6. When it comes to music, their tastes are very esoteric. 75% of the artists on their iPods are bands that only
they know about.
7. Last year, they organized a benefit concert that raised 11, 800 pesos for the renovation of the barangay
library.
8. They also like the same TV shows. On weekends, they stay up until 2:30 AM watching their favorite shows.
9. Next year, both are going to the same college and taking the same four-year course.
10. Jenna and Jonas promise each other that they are going to stay friends until they are eighty.
B. Here are the edited recipes with the correct answers.

Blueberry Cheesecake Recipe
Crust: 2 cups ground graham crackers
1/2 teaspoon cinnamon
1 stick unsalted butter
Filling:
Two 8-ounce tub of cream cheese
1 cup sugar
½ cup sour cream
2 cups blueberry toppings
Procedure:
1. Preheat your oven to 325 degrees F.
2. Combine the crumbs and butter.
3. Pour the mixture into an 8 inches by 8 inches pan. Refrigerate for 5 minutes.
4. Combine all the other ingredients and beat for 1 minute.
5. Bring out the pan and pour in the filling up to about 1-inch thick.
6. Bake for 45 minutes.
7. After baking, let cool for 30 minutes.
Unit 3
Lesson 6: Emotions
Period: 6 Meetings
Established Goals
From DepEd
EN10LT-IVe-21: Evaluate literature as an instrument to express and resolve conflicts within, between, and among
societies.
EN10LC-IIIf-3.13: React to the falsity or soundness of an argument.
EN10LC-IIId-3.18: Get different viewpoints on various local or global issues.
Reading
 Students will identify the features of thematic poetry.
 Students will analyze the theme of a poem.
 Students will describe historical fiction as a literary genre.
Language
 Students will appropriately determine when to use italics and underlines when emphasizing.
 Students will formulate strong and logical arguments.
 Students will develop credible and relevant supporting arguments.

Reading Reading
 What are the features of thematic poetry?  Thematic poetry is a poem containing a prevalent
 How does one analyze the theme of a poem? theme or a thematic statement.
 How is historical fiction a literary genre?  Determine what the work is about and what the
work says about the subject to analyze the theme.
 Historical fiction is a literary genre that presents a
story set in a time period in the past.
Language Language
 When does one use italics and underlines when  Different documentation styles have different
emphasizing? formats and preferences.
 How does one formulate strong and logical  Strong, logical arguments should make a claim and
arguments? present grounds for the claim.
 How does one develop credible and relevant  Grounds for a claim should be made up of facts,
supporting arguments? statistics, and expert opinions.
Reading Reading
 Thematic Poetry  Describe the features of thematic poetry.
 Theme  Analyze the theme of a poem.
 Historical Fiction  Describe historical fiction as a literary genre.
Language Language
 Italics and Underlines  Appropriately use italics and underlines when
 Formulating Strong and Logical Arguments emphasizing.
 Developing Credible and Relevant Supporting  Formulate strong and logical arguments.
Arguments  Develop credible and relevant supporting
arguments.
The Experiences of a Soldier Engagement Activities:

G – describe the experiences of a soldier Reading
R – journalist  Thematic Poetry Analysis
A – general public  Historical Fiction
S – You are tasked to describe the experiences of a soldier
who have been on the field. Language
P – audiovisual presentation  Grammar Workout
S – creativity, insightfulness, comprehension, and depth of  Developing Supports and Strengthening
the presentation Arguments

Reading
1. Reflect on the features of thematic poetry.
2. Self-assess one’s thematic analysis.
3. Reflect on historical fiction as a literary genre.
Language
1. Self-assess one’s Grammatical Workout.
2. Self-assess one’s supporting arguments.
WHERETO
Reading
1. Introduction
a. Introduce the overall theme of the lesson which is Emotions. Ask the students what comes to mind when
they hear the word “emotions.” Write their answers as a concept web on the board.
b. How do they define “emotions?”
a. Prepare the sentences and vocabulary given in Important Words as a visual aid.
b. Using the context clues, define the vocabulary words.
a. Ask the students if they know anyone who has a family member in the military or working overseas who
has not come home for a long period of time. Have the students share their experiences in small groups:
i. What are the experiences of those relatives? How are they currently?
ii. What do the students feel about them being gone or unable to see their family?
iii. How does it feel for those who left and for those who are left behind?
b. Present the listening text to the students. What are the emotions in it? Ask the students how it made
them feel. Do they think all the soldiers have the same level of opportunity?
a. Motivation Question: War has often been hailed as a noble cause. There is no greater glory to be found
than in fighting for one’s country, but what of the family that the soldiers have left behind? Describe the
prevalent emotion they must feel.
b. Introduce the reading selection, “The Soldier.”
c. Motive Question: Find out what emotions are prevalent in the poem.
5. During Reading
a. Ask the following questions while the students read the selection:
i. What images come to mind when you read the first three lines of each stanza?
ii. How do the last four lines of each stanza fit into the message of the poem?
6. After Reading
a. Ask the students which part or line of the text they liked or resonated with them and why. What do they
feel after reading the poem?
b. Discuss the poem as a class part by part using but not limited to the following guide questions:
i. What is the poem about?
ii. What images are repeated in the poem?
iii. How many persona/s is/are talking and what is/are they talking about? How do they feel?
iv. What about (i) does the poem talk about?
c. From the last question, build a discussion on Thematic Poetry. Thematic Poetry is a poem containing a
prevalent theme or thematic statement. It is the message that the poet sends his or her readers through
recurring or repeating elements, or a prominent emotion within the text.
d. Present and explain the categories that the theme may be divided into:
i. Thematic concept
ii. Thematic statement
e. To practice analyzing the theme of “The Soldier”, ask the students to complete the following table:
Answer Textual Evidence
Thematic Concept
(What is the work about?)
Thematic Statement
(What does the work say about
the subject?)
7. Synthesis
a. Ask the students to summarize their insights on the day’s discussion. How is determining emotion in
literature important?

Reading and Writing Historical Fiction
8. Ask the students what they know about historical fiction. What are some examples of historical fiction that they
know?
9. Historical fiction is a literary genre that presents a story set in a time period in the past. The time period in which
a story is set plays a significant part in the literary piece. Historical fiction also features well-known historical
figures. (After defining historical fiction, ask the students again if the examples they gave fit the genre.)
10. Have the students try to write a short historical fiction piece on a particular era in Philippine history. With a
group, they are to review past, significant events in the country that interest them and choose one that the group
likes the best. They are to plan using the given story map. Ensure they will include accurate facts and real
elements in their story for it to be realistic.
Setting:
Where:
When:
Major Characters:
Minor Characters:
Plot / Problem:
Event 1: Event 2: Event 3:

Outcome:
11. The students are to creatively present their stories the next meeting through a skit, storyboard, or PowerPoint
presentation.
12. Synthesis – Ask the students about their insights on the day’s discussion. How is honor different from one culture
to another and from one generation to another?
Third Meeting
Historical Fiction
13. Give time for the students to present their stories.
14. Afterwards, ask the class what presentations they enjoyed and why.
15. Synthesis – Ask the students how historical fiction influences the way people view history, based on the reception
of the class towards their classmates’ stories.
Language
1. Inform the students that you will be reviewing Italics and Underlines. The purpose of this review is to ensure
student foundation of grammar is established enough for more complex writing tasks.
2. Present the guidelines on using italics and underlines to the students.
The Experiences of a Soldier
Over the years, various media have hailed a soldier’s work as glorious and important, and portrayed that
opposing sides well and truly hate each other. However, not many know the real stories of actual soldiers on the
field. Divide the class into groups. Ask them to conduct research on the experiences of a soldier and compile their
findings into a creative audiovisual presentation. Ensure they are guided but not limited to the following
questions:
 What are their experiences?
 How do they feel about their work and being separated from their family?
 What insights have they come to know about life in general?
The students are to perform their skits the next meeting.

The Experiences of a Soldier
6. Allow each group to present their outputs.
7. Ask the class what parts of the presentations resonated with them and why. What are their insights about the
process of creating the presentations? What are their reactions to the people they researched / interviewed?
8. Synthesis – Relate the activity to the Lesson’s theme of Emotions.

Lecture: Developing the Supports and Strengthening the Arguments
9. In writing a research paper, one must begin with a thesis statement that is open to debate. This means that your
thesis statement should gather differing opinions from the readers.
10. Present examples of non-debatable statements versus debatable statements. Ask the students to explain
how/why debatable statements make for better writing.
11. After the students have developed a debatable statement, they are tasked to persuade the readers to agree with
the thesis statement by giving strong arguments. In academic writing, an argument is a form of reasoning that
supports the thesis. Strong, logical arguments are therefore integral.
12. Ask the students what they think strong and logical arguments entail before presenting and elaborating on the
following guidelines:
 Make a claim.
 Present grounds for the claim.
13. To practice, have the students to evaluate the Guided Reading text by answering the following questions:
 What claim is the author trying to make in this sample paper? Is it clearly stated?
 Are the grounds for the claim factual?
Individual Activity
14. Guide the students with developing and strengthening their arguments. They are to use the arguments they
determined in the previous lesson. For them to be able to focus on developing each argument along with their
supports, they can use the following table:
Thesis Statement:
Argument #1:
Supports:
15. Synthesis – Ask the students for insights they have gleaned from the lesson. What is the importance of backing up
arguments you present in a research paper?
Grammar Workout
A. Here are the answers to this activity:
1. Emotional Intelligence is the ability to identify, express, and control one's emotions.
2. The term emotional intelligence is commonly attributed to Wayne Payne.
3. In 1990, psychologists Peter Salovey and John Mayer published their article "Emotional Intelligence" in the journal
Imagination, Cognition, and Personality.
4. The concept of emotional intelligence became popular after the publication of the book Emotional Intelligence: Why
It Can Matter More Than IQ.
5. The book became a bestseller that is why the term became popular as well.
6. An article in the Huffington Post claims that emotional intelligence leads to better decision-making.
7. The book Emotional Intelligence 2.0 is about the importance of emotional intelligence to job performance.
8. If you go to the Amazon website, you will see many books similar to Emotional Intelligence 2.0.
9. There are also several books by the Author Daniel Goleman.
10. Emotional literacy is often used interchangeably with emotional intelligence. However, there differences between
the two.
B. Rewrite the following sentences with the correct use of italics.

1. David Nye’s book, The American Technological Sublime, has an interesting chapter summarizing the history
of the American space program.
2. Oliver Stone is perhaps most famous for writing and directing the films Platoon and Born on the Fourth of
July.
3. The fiction writer Tim O’Brien has published short stories about the war for Esquire, GQ, and
Massachusetts Review.
4. His dreamlike novel Going after Cacciato is about the horrors of combat.
5. Typical of veteran’s writing, the novel uses words and phrases borrowed from Vietnamese, such as di
dimau (“go quickly) or dinky dau (“crazy”).
6. Another writer, Philip Caputo, provides a gripping account of his service in Vietnam in the book A Rumor of
War.
7. Caputo’s book was made into a television movie, also entitled A Rumor of War.
8. The playwright David Rabe—in such dramas as The Basic Training of Pavlo Hummel, Streamers, and Sticks
and Bones—depicts the effects of war not only on the soldiers but also on their families.
9. Steve Mason, called the poet laureate of the Vietnam War, has published two collections of poems on the
war: Johnny’s Song and Warrior for Peace.
10. And Rod Kan wrote an autobiography about the war, Veterans Day, that received rave reviews in the
Washington Post.
Unit 3
Lesson 7: Surrealism
Period: 5 Meetings
Established Goals
From DepEd
EN10LT-IVa-2.2.1: Express appreciation for sensory images used.
EN10LT-IIIh-2.3: Draw similarities and differences of the featured selections in relation to the theme.
EN10RC-IVf-2.12: Draw conclusions from the set of details.
EN10LT-IIIf-3: Explain how a selection may be influenced by culture, history, environment, or other factors.
EN10LT-IIf-2.2.3: Determine tone, mood, technique, and purpose of the author.
Reading
 Students will explain the meaning of surrealism.
 Students will explain thematic imagery as a literary device.
 Students will analyze a poem’s thematic imagery.
Language
 Students will express opinions on the author’s statement of philosophy.
 Students will correctly use the apostrophe.
 Students will write an effective conclusion to one’s research paper.

Reading Reading
 What is the meaning of surrealism?  Works by surrealists are often described as
 What is thematic imagery? something similar to a dream where ordinary
 How does one analyze a poem’s thematic imagery? objects become extraordinary.
 A collection of connected, vivid, recurring imageries
in a text is called thematic imagery.
 Analyzing a poem’s thematic imagery involves
identifying the central images and inferring the
message of the poem from them.
Language Language
 How does one identify the author’s statement of  To evaluate an author’s philosophy, one starts with
philosophy? analyzing patterns or by looking at recurring
 How does one correctly use the apostrophe? similarities in the author’s work that suggests a
 How does one write an effective conclusion to a common meaning.
research paper?  Common uses of apostrophes include showing
possession and taking place of omitted letters in
contractions.
 An effective conclusion should synthesize, propose
and situate.
Reading Reading
 Medieval Romance  Describe the features of a Medieval Romance.
 Delivering a Speech from a Character’s Perspective  Determine whether or not texts and other forms of
discourse are considered medieval romance.
 Deliver a speech from the perspective of a character
from the text.
Language Language
 Gathering Information from Web Pages  Evaluate the credibility of a web page.
 Active and Passive Voice  Effectively gather information from a web page.
 Introduction to Persuasion  Effectively use active and passive voice.
 Describe the function and significance of
persuasion.
Baudelaire Engagement Activities:

G – analyze Baudelaire’s poems to gain insights about his Reading
philosophy  Thematic Imagery
R – art exhibitor  Author’s Philosophy
S – You are tasked to present a thematic analysis on Language
Baudelaire’s poems to gain insights about his philosophy  Grammar Workout
as part of an exhibit on getting to know various artists and  Sinking Ship
authors.  Writing a Conclusion
P – PowerPoint presentation
S – insightfulness, appropriateness, and appeal of the
presentation

Reading
1. Reflect on the significance of surrealism.
2. Reflect on importance of analyzing thematic imagery.
Language
1. Reflect on the importance of identifying the author’s statement of philosophy.
3. Self-assess one’s conclusion to a research paper.
WHERETO
Reading
1. Introduction
a. Introduce the overall theme of the lesson which is Surrealism. Ask the students what comes to mind
when they hear the word “surrealism”. Write their answers as a concept web on the board.
a. Prepare the sentences and word search given in Important Words as a worksheet for the student.
a. Consolidate the students’ answers on surrealism and explain/introduce it as a literary movement.
Surrealism means “beyond realism” and is a literary movement that emphasized the importance of the
human’s capacity to imagine. Works by surrealists are often described as something similar to a dream
where ordinary objects become extraordinary.
b. To explore the topic further, ask the students to do the following activities:
i. Write down your thoughts on the two questions on the chart below:
Why do I think surrealism emerged as a What do I think the power of imagination

literary movement? is?
ii. Listen carefully to the video “Living Beyond Limits—The Power of Imagination”. How do you think
Amy Purdy’s talk connects to surrealism? What other ideas can you add about why surrealism
rose as a literary movement? Do you agree that there is something more beyond reality? Share
your answers with a small group.
a. Motivation Question: What is a waltz? When do people dance the waltz? With whom do they dance the
waltz?
b. Introduce the reading selection, “Evening Harmony” by Charles Baudelaire.
c. Motive Question: Find out how the waltz is related to the poem.
5. During Reading
a. While reading the poem, ask the students, in pairs or triads, to draw the prominent image of the poem,
or a scene they imagine the poem to be talking about.
b. Why do they think the poem repeats some lines?
6. After Reading
a. Ask the students what they noticed about how the poem reads. Call on some students to reread it out
loud. “Evening Harmony” reads like a waltz. There are recurring lines and images that flow through the
poem. The collection of these connected, vivid images is called thematic imagery.
b. Have the students present their illustrations. Lead the students to realize the same images mean
differently for different people. In order to help them understand their reaction to “Evening Harmony”,
they are to go back to the poem and list down prominent images that recur in the text. They are to write
these central images in the central circles (on the given graphic organizers), then write down the words
they associate with the images.
c. Why do they think the author chose those recurring images? What do they think is the message of the
poem? Why do they think the piece is entitled “Evening Harmony”? What is the overall theme of the
poem?
7. Synthesis
a. Ask the students to summarize their insights on the day’s discussion. How is the reading selection and
thematic imagery connected to Surrealism?

Evaluating Author’s Statement of Philosophy
8. Ask the students to recall what they thought was the message of the poem. What can they infer about the poet
from this? Build a discussion on the author’s philosophy. The author’s philosophy is his or her view of life. To
evaluate it, one starts with analyzing patterns or by looking at recurring similarities in the author’s work that
suggest a common meaning. Afterwards, one can think about how the author’s idea connects to one’s own
experiences and beliefs.
a. Identify Charles Baudelaire’s statement of philosophy by completing the given chart. What are the
prominent details of his poem, what meaning do they suggest and what do they imply about his
philosophy? On the evaluation box, you are to write whether you agree or disagree with Baudelaire’s
view of life.
b. Choose one short story you have read before that you think relates to the theme Surrealism. Evaluate
the author’s statement of philosophy in the narrative by using the chart.
Baudelaire
Divide the class in groups. Ask the students to choose two or three other poems from Baudelaire’s collection,
“The Flowers of Evil” and analyze its thematic imagery. Additionally, what further insights can the students gain
about Baudelaire’s philosophy based on his work? The students are to present their findings as a PowerPoint
presentation.
11. Synthesis – Ask the students about their insights on the day’s discussion. What is the significance of being able to
recognize the author’s philosophy?

Performance Task: Baudelaire
12. Give time for the students to present their outputs.
13. Afterwards, ask the class what presentations they enjoyed and why. What do they know now that they didn’t
before?
14. Synthesis – How can the process of analyzing thematic imagery and recognizing author’s philosophy be applicable
outside of reading poetry?
Language
1. Inform the students that you will be reviewing Apostrophes. The purpose of this review is to ensure student
2. Present the guidelines on the use of Apostrophes.
Collaborative Task
5. Sinking Ship
Ask the class to pretend they are passengers of a ship. The ship is about to sink and they have to decide on only
twelve useful items that they have to save to survive living on an isolated island. They are to list down and draw
these things on the board. How will they survive with these particular items and for how long? What will be their
plan of action to escape?
6. After the activity, ask the class to reflect on how they were able to make decisions despite having a number of
members with different opinions.
7. Synthesis – Despite having a multitude of ideas, the students were able to come to a decision.

Lecture: Arriving at a Conclusion
8. The conclusion of a research paper should not only summarize, but also synthesize the different parts of one’s
entire paper. More importantly, the conclusion should show why the research paper matters to the readers. It
should help the readers see things differently and even take action
9. Ask the students to recall the insights from the previous meeting. How can they relate this to arriving at a
conclusion? Present the guidelines for writing an effective conclusion:
 Synthesize
 Propose
 Situate
10. Emphasize what the students should avoid when writing a conclusion.
11. To practice, ask the students to evaluate the conclusion found in the Guided Reading through the following
questions:
 What elements are present in the conclusion? Do all the elements fit together well? Is there an element
that is seemingly out of place?
 Is the author able to convince you that the paper has broader implications? Why or why not?
 What do you think of the call to action in the end? Is it effective? Is it appropriate or too emotional?
Individual Activity
12. Ask the students to go back to the introduction, supports, and arguments that they have already written. They
are then to use the table below to help them craft their conclusion. They are to write two or three sentences for
each point indicated below, then combine and expand them into a conclusion of the research paper.
Your topic:
1. Synthesize
2. Propose
3. Situate
Your conclusion:
14. Synthesis – Ask the students for insights they have gleaned about research writing. What are the benefits of being
able to write a good conclusion?
Before Reading
Important Words
Answers to this puzzle:
1. Slope
2. Evening
3. Violin
4. Salty
5. Vase
6. Attempted
7. Flowers
The video “Living Beyond Limits—The Power of Imagination” for this activity can be accessed here:
https://www.youtube.com/watch?v=N2QZM7azGoA
Grammar Workout
A.
1. Dennis’s
2. paintings’
3. artworks’
4. Paris’s
5. Surrealists’
6. Guillaume Apollinaire’s
7. Surrealism’s
8. Andre Breton and Philippe Soupault’s
9. Apollinaire’s
10. Surrealism’s
B.
1. You’re
2. your
3. Who’s
4. whose
5. It’s
6. Its
7. They’re
8. Their
9. We’re
10. your
Unit 3
Lesson 8: Structures
Period: 6 Meetings
Established Goals
From DepEd

EN10LT-IId-2.2.2: Explain the literary devices used.
EN10RC-Ib-2.15.2: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
EN10LT-IIh-3: Explain how a selection may be influenced by culture, history, environment, or other factors.
EN10LT-IIIi-20: Evaluate literature as a source of wisdom in expressing and resolving conflicts between individuals or
groups and nature.
societies.
Reading
 Students will discuss one’s ideas about the most pressing problem experienced by humans today.
 Students will explain foreshadowing as a literary device.
 Students will identify foreshadowing in a text.
Language
 Students will analyze a text based on its social and political contexts.
 Students will identify some commonly confused and misused words in order to use them correctly.
 Students will present information visually in a research paper.

Reading Reading
 What are some of the most pressing problems  One of the most pressing problems humanity faces
experienced by humans today? today is overpopulation.
 What is foreshadowing?  Foreshadowing is a literary device in which a writer
 How does one identify foreshadowing in a text? gives a hint in advance about what is to come later
in the story.
 Foreshadowing often appears at the beginning of a
story or a chapter and makes the reader develop
expectations about the coming events in a story.
Language Language
 How does one analyze a text based on its social and  Analyzing a text based on its social and political
political contexts? contexts involve reading the entire text while taking
 What are some commonly confused and misused notes of personal ideas, commentaries, and
words? questions, and analyzing the elements of the story.
 How does one present information visually in a  There are many English words that look or sound
research paper? alike but have different meanings.
 Visuals are often used to support and enhance an
argument.

Reading Reading
 Common Societal Problems  Identify some of the most pressing problems
 Foreshadowing experienced by humans today.
 Explain what foreshadowing is.
 Identify foreshadowing in a text.
Language Language
 Analyzing a Text Based on Social and Political  Analyze a text based on its social and political
Contexts contexts.
 Avoiding Commonly Confused and Misused Words  Recognize and avoid commonly confused and
 Using Visuals misused words in writing.
 Present information visually in a research paper.
Reading: “2 B R 0 2 B” Engagement Activities:

G – dramatize “2 B R 0 2 B” Reading
R – experimental theatre group  Foreshadowing
A – general public  Connecting to Social and Political Contexts
S – You are tasked to dramatize the entirety of “2 B R 0 2  Reading a Web Page
B” (different groups, different scenes) as part of a social
awareness campaign. Language
P – skit  Grammar Workout
S – faithfulness, reality, appeal of the skit  Using Visuals
Language: Visuals
G – draw a visual organizer to a news article
R – journalist
A – editor
S – You are tasked to provide appropriate visuals for a
news article that lacks them.
P – visual organizer
S – appropriateness of the visual to the news article
Reading
1. Reflect on some of the most pressing problems experienced by humans today.
2. Reflect on the significance of foreshadowing in a text.
3. Self-assess one’s analysis of foreshadowing.
Language
1. Self-assess one’s analysis of a text based on its social and political contexts.
3. Reflect on how one presents information visually in a research paper.
WHERETO
Reading
1. Introduction
a. Introduce the overall theme of the lesson which is Structures. Ask the students what comes to mind
when they hear the word “structures”. Write their answers as a concept web on the board.
b. What different aspects of structure have the students identified? Have the students try and organize
their answers into distinct categories.
a. Prepare the sentences and vocabulary given in Important Words as a worksheet for the students.
b. They are to look up the meaning of the underlined words and, using a synonym of the given word, write a
sentence following the context of the first statement.
a. Ask the students what struggles they encounter with day to day living. They are to explore the idea by
working in groups of 5-6 members and listing down the top 5 problems society faces. Afterwards, they
are to come up with proposed solutions. Call on some groups to share their discussion.
b. Present the listening selection to the students. Then have the students answer the following questions:
i. What are the biggest problems humans currently face?
ii. Do you disagree with some aspects of the list or feel that other problems should be made more
aware of?
iii. Where do you think these problems come from?
a. Ask the students what they think are some of the causes of the problems that they identified.
b. Overpopulation is one of the many causes for various problems. More people consume more things, have
more varying wants and needs and require diverse ways in order to effectively maintain peace and order
among societies.
c. Motivation Question: What is your solution to overpopulation? Would you agree to limiting the person’s
freedoms in lieu of enabling them to enjoy what the world has to offer, such as more resources?
d. Introduce the reading selection, “2 B R 0 2 B” by Kurt Vonnegut
e. Motive Question: Find out what the solution of the following text is to overpopulation. Is it fair? What
does it say about the structure of society?
5. During Reading
a. Ask the following questions as the students read certain parts the selection:
i. (after 1) How do you picture the setting in your mind?
ii. (after 2) Do you know someone like this character?
iii. (after 7) What do you think this means?
iv. (after 8) Why do you think did the painter recommend this? What was he implying?
v. (after 9) Do you think Mr. Wehling and his wife will find volunteers? What do you think will
happen next?
vi. (after 10) Do you think Mr. Wehling is being sarcastic? What makes you say so?
vii. (after 11) Why does Dr. Hitz believe in population control?
viii. (after 12) Why do you think the term “Catbox” is used?
ix. (after 13) How does this fit into the overall story?
6. After Reading
a. Ask the students what they thought about the story. Which parts did they react to and how did they react
to them? Build a discussion on the story based on the answers of the students guided but not limited to
the following questions:
i. What is the setting of the story?
ii. Who are the main characters?
iii. What is the present conflict?
iv. How was the conflict resolved?
v. Was the society a better/utopian one? Why or why not?
vi. What prevalent mood was present in the story? How did this mood influence your reading of the
story?
vii. Were you able to predict what would happen?
b. Build a discussion on Foreshadowing based on the answers of the students to the last question.
Foreshadowing is a literary device in which a writer gives a hint in advance about what is to come later in
the story. Foreshadowing often appears at the beginning of a story or a chapter and makes the reader
develop expectations about the coming events in a story. Writers use a variety of ways to foreshadow
events.
c. To practice recognizing foreshadowing, the students are to complete the following table with details that
indicate such in the story:
Character Characteristics / Personality Significant details / actions /

description statements
Mr. Wehling
The Painter
Leora Duncan
Dr. Hitz
7. Synthesis
a. Ask the students to summarize their insights on the day’s discussion. How is the text related to the
concept of Structure?
Connecting to Social and Political Contexts
8. Ask the students if this story can happen in real life. Why or why not? Despite the seeming impossibility, is this
story topical? In what way?
9. Transition to a discussion on connecting to social and political contexts. In order to make connections between a
text and social-political contexts, the students can follow the given steps. These steps may also be used as a guide
when writing a piece of literature contextualized socially and politically.
a. Read the entire text while taking note of personal ideas, commentaries, and questions of specific
events, characters, or lines.
b. Analyze the plot.
c. Analyze the characters by knowing their roles, thoughts, and actions.
d. Analyze the imagery.
e. Analyze the signs and symbols.
f. Analyze the story’s theme before determining its allegorical meaning.
10. To practice, ask the students to conduct the following activities:
a. Write a short literary analysis of the story by following the steps that you have learned in connecting a
text to social and political contexts.
b. Write an allegorical poem, short story, or essay on a pressing cultural issue Filipinos are experiencing
today. You may consider any of the following suggestions: 1) Effects of OFWs on the Filipino family
dynamic, 2) Influence of the internet on the youth’s perspective of local products, or 3) Apple and
Samsung: Expanding horizons or manipulating choices?
“2 B R 0 2 B”
Divide the class into groups corresponding to how many main chunks of the story are there. Assign parts of the
story to the individual groups. Each group is to interpret their assigned scene as a skit. Ensure that they convey
the emotions of the characters.
12. Synthesis – Ask the students about their insights on the day’s discussion. What various levels of Structure have
they seen from the reading selection and the lesson thus far?

Performance Task: “2 B R 0 2 B”
13. Give time for the students to present their skits (in order).
14. Afterwards, ask the class what presentations they enjoyed and why. How is reading about the disturbing aspects
of the selection’s world different from visually seeing it?
15. Synthesis – What are the insights that the students gained from the activity? Has their view of the story changed
or do they feel the same way about it?
Language
1. Inform the students that you will be reviewing Commonly Confused and Misused Words. The purpose of this
review is to ensure student foundation of grammar is established enough for more complex writing tasks.
2. Present a short list of commonly confused and misused words. Ask the students what they mean / how to use
them. Correct them if there are any misconceptions.
3. Afterwards, have the students glean the importance of using the correct words in the appropriate writing
contexts.
4. Present the list of commonly confused and misused words. Together with the students, determine how to correct
or use the proper forms.
6. Exercises may be collected and checked in the form of a homework or seatwork.
Visuals
Divide the class into groups. Task each group to find one news article which they think lacks visuals (tables, graph,
diagrams, etc.) They are to read the article well and decide on which visual to best complement it. They are to
draw their visual organizer on a half sheet of cartolina. They are to present this and the articles title only to the
class and the other groups will guess what the article is about.

Presentation of Performance Task
8. Allow each group to present their output and for the rest of the class to guess.
9. Process the activity with the following questions:
 What made it easy / difficult to determine what the article is about?
 Do you think the visual that your classmates chose best complements their article?
 What is the benefit of having visuals?
10. Synthesis – In terms of academic writing, having visuals can help readers understand what they are reading
better.

Lecture: Using Visuals
11. Presenting data is more effective when done visually. Ask the students whether they agree or disagree with the
statement and have them explain why.
12. Build a discussion on Using Visuals and present some of the options and guidelines. Emphasize how using visuals
is meant to help the reader better understand what they are reading, and should therefore have a purpose when
being incorporated by the writer. In the case of graphic organizers, knowing what relationship various graphic
organizers represent and using the one most appropriate for the information you want to present is key. (i.e. you
cannot effectively show the improvement of something over a period of time through a pie chart)
13. To practice, have the students evaluate the effectiveness of the visual presented in the Guided Reading by
answering the following questions:
 Are there missing elements in the visual? What else can you add?
 Is the visual successful in making an abstract concept more concrete? What makes you say so?
 Is the visual effective in making the reader understand how landfills work?
 Does the visual reinforce the text? How?
Individual Activity
14. For further practice, ask the students to create visuals for the following information:
a. Tourist arrivals in the Philippines in 2012: 2, 858, 348

Tourist arrivals in the Philippines in 2013: 3, 180, 903
b. Top Five Interational Tourists for 2013:
Korea – 822, 128
USA – 457, 819
Japan – 293, 445
China – 288, 826
Australia – 131, 977
15. Homework / Seatwork – Have the students determine if any aspect of their research paper can benefit from
visuals and task the students to add them.
17. Synthesis – Ask the students for insights they have gleaned about research writing. How else can using visuals be
useful outside of the research paper?
Before Reading
Below is the listening text for Activity 2 which can also be accessed at:
http://www.nbcnews.com/id/44990504/ns/us_news-life/t/seven-big-problems-billion-
people/#.VxJk3vl97IU
Seven Big Problems for 7 Billion People

by James Eng
Sometime on Monday, Oct. 31, the world's population is projected to hit 7 billion. Is that numerical milestone a
cause for celebration or concern?
A little bit of both, according to the United Nations Population Fund. The organization, an international
development agency that promotes the right of every person to enjoy a life of health and equal opportunity, on
Wednesday released a report detailing the achievements and setbacks faced by an ever-crowded world.
How we respond now will determine whether we have a healthy, sustainable and prosperous future or one that
is marked by inequalities, environmental decline and economic setbacks, according to "The State of World Population
2011" report.
PhotoBlog: World population set to top 7 billion
The report notes that the record population can be viewed as a success because it means people are living
longer — average life expectancy has increased from about 48 years in the early 1950s to about 68 in the first decade of
the 21st century — and more children are surviving worldwide. But not everyone has benefited from a higher quality of
life.
In some of the poorest countries women are having more babies, stymieing development and perpetuating
poverty; in some of the wealthier countries low fertility rates and a shortage of workers are raising concerns about the
sustainability of economic growth and social programs.
World population by the billions
1 billion - 1804
2 billion - 1927
3 billion - 1959
4 billion - 1974
5 billion - 1987
6 billion - 1999*
7 billion - 2011
*Year when the milestone was observed by the United Nations.
Source: United Nations Population Fund
"This report makes the case that with planning and the right investments in people now — to empower them to
make choices that are not only good for themselves but for our global commons — our world of 7 billion can have
thriving, sustainable cities, productive labor forces that can fuel economic growth, youth populations that contribute to
the well-being of economies and societies, and a generation of older people who are healthy and actively engaged in the
social and economic affairs of their communities," writes Babatunde Osotimehin, executive director of the UNFPA.
The 7 billion milestone “is a challenge, an opportunity and a call to action,” Osotimehin said.
Story: World population nears 7 billion: Can we handle it?
In response to the report, msnbc.com asked seven notable figures to identify some major problems — and
potential remedies — confronting a world with 7 billion inhabitants. Here's what they had to say:
Paul R. Ehrlich
American biologist, Bing professor of population studies and professor of biological sciences at Stanford
University and author of the 1968 best-seller, "The Population Bomb"
Problem: Food shortage, damage to environment
Seven billion is already facing us with horrendous problems, including almost 1 billion people hungry and
contributing greatly to the chances of catastrophic climate disruption. But the next 2 billion people the demographers
expect by 2050 will cause much more environmental damage than did the last 2 billion added to our population — a
classic nonlinearity. That is because human beings are smart, and picked the low-hanging fruit first. Thus each added
individual, on average, must now be fed from more marginal land, supplied with water from more distant or more
polluted sources, obtain the metals required to make the products he or she consumes from poorer ores, etc.
Many past human societies have collapsed, with overpopulation playing a significant role. But today, for the
first time, a global civilization is in peril, and nothing significant is being done about it in societies insane enough to
believe that growth can be perpetual.
Image: Paul R. Ehrlich
Paul R. Ehrlich
Paul R. Ehrlich
Solution:
Women in every country should be given equal rights and opportunities with men, and every sexually active
human being should be given access to excellent birth control methods, and, in case they fail, backup abortion.
Governments should all adopt the slogan "patriotic citizens stop at two children" and adjust tax and other policies to
discourage over-reproducers and those unethical elements in society that are pronatalist.
The current redistribution of wealth from poor to rich must be halted, and overconsumption by the rich must be
controlled with programs such as those that transformed consumption patterns in the United States when it entered
World War II. A rapid transition away from the use of fossil fuels should be started immediately, as should rebuilding of
human water-handling infrastructure with much more attention to resilience. Leaders should be taught enough
arithmetic to allow them to grasp the consequences of the growth rates recommended by economists — 3.5 percent
per year.
Alfred Spector
Vice president of research and special initiatives at Google
Problem: Access to information technology, education
In the developed world technology has transformed our lives, allowing us to access information at any time from
an ever growing number of devices. Tasks once performed by many have been reduced to a single click or tap. However,
as the world population exceeds 7 billion people, we must ensure that all are armed with the skills to leverage the vast
powers of information technology to improve their lives. Furthermore, we must increase the level of education for all
residents of our planet for the mutual benefit of our global society. According to the United Nations Development
Programme over 70 million children receive no education and most of them are girls.
Image: Alfred Spector
Google Inc.
Alfred Spector
Solution:
The good news is that information technology itself is a major part of the solution. With the decreasing costs of
smartphones and tablets in the developing world we are seeing a whole new population accessing the Internet. Today, a
teacher in India can purchase a $38 Android tablet and bring unprecedented amounts of information into the classroom.
Whether through more prevalent network connections like the fiber-optic links connecting Africa, ever more creative
software connecting people online, or the vast amounts of Web-based content now accessible to millions, technology is
getting into a position to help educate the world.
And learning is increasingly possible online: there are vast amounts of free information on the Web, from
Wikipedia to millions of books accessible to all. Or middle- and high school-level YouTube classes like those from the
Kahn Academy. And the interest is there. At Stanford’s recent online course about artificial intelligence taught by
Googlers Peter Norvig and Sebastian Thrun nearly 50,000 people turned in the first assignment.
So in ways that were inconceivable only a few years ago, useful educational materials are spreading across the
planet — and the cost of access is declining markedly. However, there is still much work ahead of us and great
opportunities to accelerate this access to information.
Alexandra Paul
Actress (best known for her role as Lt. Stephanie Holden in TV series "Baywatch") and environmental and
political activist
Problem: Women's rights and gender inequality
I believe we must work to lower the world population to 2 billion people, which was the human population of
this planet only 80 years ago.
When the planet is overpopulated, the weakest in society are hurt the most because strained resources go to
those with more power. In many countries, women have very low social status and few rights, but ironically, one of the
most efficient ways to stabilize and lower population is to empower women. Today, the biggest barrier to lowering birth
rates is gender inequality. Where girls and women are second-class citizens, where they are taken out of school early,
where violence against females is accepted and where women have no say in family planning, birth rates are highest.
When women have no place in society other than to have children and take care of the home, they begin having
children at young ages and have larger families.
Courtesy Alexandra Paul

Actress Alexandra Paul
For every year a girl stays in school she’ll increase her income by at least 10 percent. She’ll get married later. She
is more likely to use birth control and will have fewer children, who in turn will be more likely to attend school.
Solution:
A woman’s status in a society is deeply embedded in its culture; therefore, it is vital that we support programs
that influence attitudes toward women. It is important not to force change, which doesn’t stick in the long run, but to
instead transform ingrained belief systems. The best way to do that is through entertainment — specifically, the soap
opera. Population Media Center uses serialized dramas on radio and television to encourage positive behavior change.
These shows, which often run weekly for several years, allow time for the audience to form bonds with the
characters, who are evolving in their thinking and behavior at a gradual, believable pace. Each program is first and
foremost riveting drama, often taking 60 episodes before messaging storyline is subtly introduced. For example, Radio
Tanzania broadcast a serial drama that attracted 58 percent of the 15- to 45-year-olds in the region. Because of the birth
control issues the characters in the program tackled during the course of the show, there was a marked increase in the
percentage of Tanzanians in the region who discussed family planning with their spouses and who began to use birth
control themselves. Not because they were forced to, but because they wanted to.
As an actress, I appreciate the power of the media. But I especially love that soap operas are proving to be one
of the most effective tools in lowering birth rates around the world, as Americans have long snickered over this form of
entertainment. Now, however, the lowly telenovela is gaining respect. "All My Children" may have been canceled, but
there's worthy work for Susan Lucci over in Bangladesh.
John Carr
Executive director of justice, peace and human development of the U.S. Conference of Catholic Bishops
Image: John Carr
US Conference of Catholic Bishops
John Carr
Problem: Climate change
Global climate change offers a cruel paradox: The poorest people on earth contribute least to climate change
but are likely to suffer its worst consequences since they have the fewest resources to adapt and respond. Climate
change with increasing water scarcity, food insecurity, frequency and intensity of natural disasters, migration and
conflict over declining resources will exacerbate the challenges felt by people in poverty and a growing world
population.
Solution:
A central moral measure of our response to climate change is how it touches poor and vulnerable people at
home and abroad. The U.S. Catholic Bishops encourage Catholics to care for creation and the poor by reducing their
carbon footprint, taking the St. Francis Pledge, and advocating for climate policies that bring together care for creation
and for “the least of these.”
Robert Engelman
President of the Worldwatch Institute and the author of the 2008 book "More: Population, Nature, and What
Women Want"
Image: Robert Engelman
Worldwatch Institute
Robert Engelman
Problem: Aging
With 7 billion people of all ages in the world this month and a median age of about 30 we're likely to have
several billion people older than 65 late in the century. We have no experience with a vast population of older people
like this one will be, and by that time climate change will have advanced significantly — and possibly catastrophically —
and fossil fuels are likely to be far more expensive than they are today. The challenge of keeping these people alive and
healthy will be vast.
Solution:
What we should NOT do is try vainly to keep the ratio of young to old constant by attempting to convince
women to have more children [than] they want to have. That will just postpone the day of reckoning and make the
problem worse by continually enlarging the population of all ages. Better to prepare for this likely future with a focus on
preventive health, finding better ways to take advantage of the productive and other assets of older populations, and
moving toward simpler and less energy- and resource-intensive lifestyles than today's.
Patrick Tucker
Deputy editor of The Futurist, a magazine about social and technological trends, and director of communications
for the World Future Society
Problem: Energy
Experts predict that energy demand will double by 2050 and that's a very conservative estimate. As we've
reported in THE FUTURIST, petroleum alternatives now comprise less than 20 percent of global energy use and are
growing at just 30 percent per year. By 2020, only 30 percent of global energy is likely to come from alternative energy
sources.
Image: Patrick Tucker
Picasa / Patrick Tucker
Patrick Tucker
Solution:
As a replacement for oil, halophyte or salt-water alga is abundant, cheap, and has the potential to reduce global
carbon-dioxide levels tremendously. Halophyte algae do not compete with food stocks for freshwater (unlike corn). At
present, algae need too much nitrogen to be practical as a replacement for oil, but a genetically engineered species of
salt-water algae, capable of surviving and growing on less nitrogen than conventional algae, could provide both
abundant energy and food.
As covered previously in THE FUTURIST magazine, when the cost of pumping ocean water into so-called
"wasteland" regions such as the Sahara is factored in, the cost of halophytic algae biofuel is less than the cost of
petroleum trading at $70 per barrel or higher. Desert areas receive a lot of sunlight. That means that halophyte algae
farmers could use solar-powered pumps to move water up from sea level. Many of today's water-stressed regions in
Libya, Chad, Sudan, western Australia, the Middle East, eastern Africa, the American southwest, and west Texas can
become productive real estate.
NASA scientist Dennis Bushnell, (also writing for THE FUTURIST magazine) has pointed out that genetically-
engineered halophytic algae could lessen the world's food and water shortages as well. Some 68 percent of the
freshwater that is now tied up in agriculture could instead go to growing populations. Even better, algae require only a
fraction of the land area of many other crops and can provide an excellent source of protein.
Aklog Birara
Former World Bank economist and author of "Ethiopia: The Great Land Giveaway"
Image: Aklog Birara
Andinetusa.org
Aklog Birara
Problem: Water
I believe that rapid population growth in many poorer countries in South Asia, almost all of Africa and Central
America is a time bomb. Just take Ethiopia, one of the most emergency food aid countries in the world. Its population
today is 90 million and is projected to grow to 278 million by 2050. One least-understood problem about such insane
growth is the potential for regional wars to control water resources, for example, war between Egypt and Ethiopia. This
will lead to intracountry and regional instability that will in turn reinforce extremist forces and perpetuate poverty and
lack of security. Poor and repressive governance in the region and in others aggravates both insecurity and poverty.
Solution
The most important solution that will avert a disaster is for the world community [to] channel most of its aid and
intellectual resources in support of smallholder farming revolutions. Poor people will be owners of their own destiny;
they will reduce the propensity to have more children as security and will reduce size. Rural girls and women will be
more empowered and will choose their family size.
I also like to suggest that the world can no longer afford to follow the same economic and social model of
insatiable demand and consumption and concentration of consumption and wealth in a few hands — a phenomenon
that is now spreading in developing countries. I cannot imagine that the rest of the world would tolerate continuation of
20 percent of humanity consuming 80 percent of the world's goods and services, while one-fifth of the poorest consume
only 1.3 percent. Is this not what triggered the Arab Spring and is likely to trigger Springs in the rest of, at least the
poorer and most repressed countries?
Vijay Mahajan
Indian social entrepreneur, former dean of the Indian School of Business in Hyderabad, professor at McCombs
School of Business at the University of Texas at Austin, and author of "The 86% Solution"
Image: Vijay Mahajan
University of Texas at Austin
Vijay Mahajan
Problem: Consumer innovation
My perspective has not changed much since the publication of my last two books ("The 86% Solution" and
"Africa Rising" and the new one that I will finish in the next two weeks, "The Arab World Unbound"). I continue to
believe that consumers are going to be in the 86% of the world — where the GDP per capita is less than $10,000. Since
1948, other than Japan, very few countries have managed to be a part of the 14% World (GDP per capita more than
$10,000). Some examples include Gulf Cooperation Council countries, Singapore, Taiwan, Israel, South Korea, Slovenia
and other Eastern European countries. Brazil and Russia just hit that mark but there are no guarantees that they will
continue to be part of the 14%. In fact, since 1948, other than Japan, less than 200-300 million people have managed to
be part of 14% World. I do not think this situation is going to change in my lifetime including for China and India —
though certain parts may look like 14% there).
Solution
Rather than looking at the 86% World as Charity (like Africa with more than 1 billion consumers), entrepreneurs
and companies need to focus on 86% solutions — be that toilets, housing, diseases, education, women hygiene
products, transportation, energy, infrastructure, banking, media, etc. I wish, like COMDEX, where high-tech industry
used to showcase its state-of-art products, there would an annual global exhibition where entrepreneurs and companies
from all over the world (both 14% and 86%) showcase their leapfrog 86% Solutions (such exhibitions can be done in the
individual countries also). This will accelerate the diffusion of ideas and may even provide an opportunity to investors to
bring to the market products and services to meet the aspirations of 7 billion consumers. I believe that many of the 86%
solutions will also be good for the 14% world. This will also help us in the U.S. to move away from what I call the "2,400-
square-feet mindset" — the average size of the house in the U.S. is 2,400 square feet so our innovation and marketing
processes are focused on [a] 2,400-square-foot house with about 1.8 to two persons, on the average, living in the
houses — throw in some pets like a dog or cat. This can also make U.S. companies more competitive and give access to
the 86% markets.
Grammar Workout
B. Write C if the underlined word is used correctly. If not, write the correct word on the blank.
1. compliment
2. confidant
3. C
4. C
5. adopted
6. morale
7. ascent
8. canvas
9. C
10. C
Unit 3
Lesson 9: Reforms
Period: 5 Meetings
Established Goals
From DepEd
societies.
EN10WC-IVf-14.1.1: Expand ideas using principles of cohesion and coherence.
EN10WC-IVf-14.1.2: Use a variety of informative, persuasive, and argumentative writing techniques.
Reading
 Students will analyze the conflict in a literary text.
 Students will explain how the plot is driven by conflict.
 Students will evaluate the character’s actions in a text.
Language
 Students will explain the importance of cohesion.
 Students will use transitions to write a cohesive first draft.
 Students will revise a paragraph to improve unity and cohesion.

Reading Reading
 How does one analyze conflict in a literary text?  Analyzing plot involves understanding the causes
 How is the plot driven by conflict? and effects of the events in a story.
 How does one evaluate the character’s actions in a  A plot-driven story is when the events concerning
text? the conflict is the main focus.
 Readers judge a character’s action with regards to
specific criteria, namely the readers’ own values,
experiences, and knowledge of what is reasonable.
Language Language
 What is the importance of cohesion?  A cohesive paper allows the reader to understand
 How are transitions used to write a cohesive first and see relationships among the arguments.
draft?  Transitions are used to move from one idea to
 How does one revise a paragraph to improve unity another by showing how they relate to one another
and cohesion? logically.
 Organizing ideas in a research paper such that they
have logical flow, along with the use of transitional
devices is one way to improve the unity and
cohesion of a paragraph.

Reading Reading
 Analyzing Conflict in a literary text  Analyze the conflict in a literary text.
 Conflict  Describe how a plot is driven by conflict.
 Evaluating a Character’s Actions  Evaluate the character’s actions in a text.
Language Language
 Cohesion  Describe the importance of cohesion.
 Use transition to write a cohesive first draft.
 Revise a paragraph to improve unity and cohesion.
Interview Engagement Activities:

G – interview someone who has moved away to find their Reading
fortune in a different city  Conflict
R – journalist  Judging a Character’s Actions
S – You are tasked to interview someone who has moved Language
away to find their fortune in a different city as part of a  Grammar Workout
documentary about movement and diaspora.  Collaborative Task
P – audiovisual presentation  Cohesion Exercises
S – creativity, appeal, depth and insightfulness of the  Research Paper First Draft
presentation

Reading
1. Reflect on how conflict is analyzed in a literary text.
2. Self-assess one’s plot analysis.
3. Reflect on how one evaluates the character’s actions in a text.
Language
1. Reflect on the importance of cohesion.
2. Self-assess one’s first draft.
WHERETO
Reading
1. Introduction
a. Introduce the overall theme of the lesson which is Reforms. Ask the students what comes to mind when
they hear the word “reforms”. Write their answers as a concept web on the board.
b. Have the students determine if they can organize their answers into distinct categories.
a. Prepare the sentences and vocabulary given in Important Words as a worksheet for the student.
a. Ask the students in what aspects of life are reforms usually associated with. Emphasize aspects related to
poverty / crime if the students bring it up. What do the students think drives people to a life of crime or
begging? What circumstance in a person’s life makes them resort to such ways in order to survive?
b. To further explore the subject, ask the students to conduct the following activities:
i. Look for or recall the platforms of recent presidential candidates nationally or internationally.
What reforms did they have to alleviate poverty, or ease the problems of the working class? Do
you think they are effective reforms? Why or why not? Share answers with a seatmate.
ii. Listen to an article titled “Don’t Give Money to Beggars, Help Them Instead.” Based on what
you’ve learned, what do you think are the reasons why people beg? What are the circumstances
of these people? How should you treat them? Why? Is anything being done to alleviate their
problems and do you think they have been effective?
a. Motivation Question: In the Philippines, it’s not uncommon for street children to have supposedly
undergone seminars at the DSWD then return to their life on the streets. What are their reasons for
doing so? Where do you think does the problem lie?
b. Introduce the reading selection, “The Dignity of Begging” by William Modisdane
c. Motive Question: Find out the circumstances of the main character and discover the reason behind the
selection’s title.
5. During Reading
a. Ask the following questions as the students read certain parts of the selection:
i. (after 3) What do you think is this story about?
ii. (after 4) Does this remind you of anything you have already seen or heard in television or on the
radio?
iii. (after 5) How would you describe Nathaniel?
iv. (after 6) How does Serurubele view being a cripple? Is it similar to Nathaniel’s view? What makes
you say so?
v. (after 7) If you were Nathaniel, would you also leave?
vi. (after 8) Do you know someone like Nathaniel?
vii. (after 9) What comes to your mind as you read this paragraph? Does it remind you of something
that you have experienced?
viii. (after 10) What do you think will happen next?
ix. (after 11) Is your prediction correct?
x. (after 12) What has happened so far?
xi. (after 13) Do you agree with this decision? Why or why not?
xii. (after 14) What do you think does this mean?
6. After Reading
a. Ask the students which part of the text they found interesting and why. Which parts of the text did they
find confusing and why? As a class, clarify the confusing points and transition to a discussion of what
happened in the story from there. If need be, create a timeline of Nathaniel’s life as narrated in the story.
b. Ask the students what they think the conflict in “The Dignity of Begging” is (encourage the students to
find several layers of conflict the story may have i.e. Nathaniel’s immediate struggles alongside man vs
society).
c. Build a discussion on Conflict. Conflict is defined as the struggle between two opposing forces.
Differentiate between external and internal conflict / ask the students to infer what they mean based on
the terminology.
d. To practice determining the conflict of a story, task the students to complete the given graphic organizer
to see how the plot of a story is driven by conflict.
7. Synthesis
a. Ask the students to summarize their insights on the day’s discussion. How is the reading selection
related to the theme of Reforms?

Judging a Character’s Actions
8. Ask the students if they like or dislike any of the characters in “The Dignity of Begging.” Why or why not? Build a
discussion on Judging a Character’s Actions. Getting emotionally invested in a narrative shows how the readers
have either approved or disapproved the characters’ actions. In doing so, readers are actually judging his actions
or evaluating his or her behavior with regards to a specific set of criteria: the readers’ own values, experiences,
and their knowledge of what is reasonable.
a. Reread the story and take note of the actions taken by Richard Serurubele and Nathaniel Mokgomare.
Use the chart to analyze the characters’ actions and decide whether their actions are valid.
Character’s Action Character’s Action
Why the character has taken this course of Why the character has taken this course of
action… action…
Criteria Used for Judging Criteria Used for Judging

Reasonable action or not? Reasonable action or not?

Interview
Divide the class into groups. Task them to interview someone who moved away to find their fortune in a different
city. Be guided but not limited to the following questions. The students are to compile their research into a
creative audiovisual presentation.
 What city did they move into?
 Why did they move to that city?
 What was their life like in their old city?
 What are/were the struggles they encountered surviving in a new place?
 How are they now?
11. Synthesis – Ask the students about their insights on the day’s discussion. What is the significance in being able to
judge a character’s actions?

Performance Task: Interview
12. Give time for the students to present their interviews.
13. Afterwards, ask the class what presentations they enjoyed and why. How can they relate their interviewees to
the characters of the story?
14. Synthesis – What are the insights that the students gained from the activity? In what way is the activity related to
the theme of Reforms?
Language
1. Inform the students that you will be reviewing Common Preposition Combinations. The purpose of this review is
to ensure that student foundation of grammar is established enough for more complex writing tasks.
2. Ask the students to recall what the functions of prepositions are along with some examples. Have the students
use these examples in sentences.
3. Present the list of common verb and preposition combinations.
Collaborative Task
6. Divide the class into groups. Play several rounds of Pass the Message. The group with the most number of
successful messages passed wins.
7. Afterwards, process the activity by discussing the changes that might have happened during the passing of
incorrect messages. Why do they think such changes occurred and why is it important to keep the message true
and correct until the end? What kind of misunderstandings can happen?
8. Synthesis – Ask the students the importance of being able to clearly deliver a message.
Writing the First Draft: Using Transitions for Cohesion
9. Now that the students have developed the individual parts of their paper, it is time to put it all together
cohesively.
10. Based on past lessons, ask the students what they think cohesion means. Cohesion makes the flow of your paper
easy to understand because the connections between your ideas are reinforced. A cohesive paper allows the
reader to understand the relationships among the arguments presented.
11. Present some guidelines in writing the first draft as well as examples of transitional devices.
12. To practice, the students are to revise the following paragraph to improve the unity and cohesion.
The Charter Change or Cha-Cha, a constitutional reform in the Philippines, refers to the amendment
of the 1987 Constitution. The first attempt on constitutional reform was made under President Ramos.
There was similar attempt during the Estrada administration. Stronger attempts were made by
President Arroyo. Most recent President Aquino has no plans regarding the reform. There have been
numerous proposals over the years. The Constitution has never been amended.
Individual Activity
13. Guide the students as they write / compile their first draft. Ensure that they have all their previous writing and
pre-writing tasks with them for reference.
15. Synthesis – What is the significance of transitional devices? What are the benefits of good transitions?
Before Reading
The listening text to this activity can be accessed here:

http://www.theguardian.com/commentisfree/2013/dec/06/dont-give-money-beggars-help-them
Don’t Give Money to Beggars, Help Them Instead
by Dave Hill
Amazing change is taking place in my neck of the woods. Every few days it seems a new restaurant
opens its doors, a laptop cafe pops up, or a stripped-down vintage shop appears. Gentrification, sweeping
eastwards across London towards the Olympic Park, is transforming the landscape. House prices are going
through the roof. But amid the organic veg mounds and coffee fetishists one feature of neighbourhood life
remains the same – the daily presence of beggars on the streets.
What is to be done? It's easier to say what shouldn't – easier, at least, as in clearer. That is, you
shouldn't give beggars money. The argument for what at first glance can seem like hard-heartedness is not
new but worth repeating. Jeremy Swain, chief executive of the London homelessness charity Thames Reach,
has lately made the case again under the stark heading Killing with kindness."I am fascinated by the impulses
that lead us to give money to people begging on the street," he writes. "In fact, to be candid, I am frequently
left incredulous at the justification given for dropping money into the cap next to the sign that says 'hungry
and homeless'."
For 10 years Thames Reach and others have been trying to persuade us that handing loose change to
sad, dishevelled, beseeching suitors on high streets does more harm than good. Campaigns to stop it are
needed, argues Swain, "because of the incontrovertible evidence that the vast majority of people begging on
the streets are doing so in order to purchase hard drugs".
Outreach workers know it. The police know it. They are the ones who have to deal with the
consequences, handling the harder cases, directing them to rehab, hoping not to have to fish a corpse out of a
hostel's bath. Swain doesn't buy the line that austerity has spawned a new type of beggar, desperate only for
food. The majority of those arrested aren't actually homeless. Denial and complacency among those who fund
addiction the odd pound at a time can induce "hot waves of anger" in him.
The stories you need to read, in one handy email

Read more
I took this argument on board years back but I have stopped giving to beggars for another reason too.
It is, I'm afraid, because I'm sick of them. One of the regulars round my way, a bit clever, fag in hand, became
so persistent, so intrusive, that I got quite hostile, dismissing him with the same curt tone I find myself using
with cold callers who plague my phone.
I don't like being pestered, even pawed, when approaching the corner shop with my small daughter. I
feel quite insulted by the bolder ones' never-changing ploys: the proffered handshake and old pals greeting
("Hello, my friend! I need just a little favour …"); the tall tales about the meter running out, the urgent need
for a bus fare, or of wives having babies a taxi ride away. I don't like being picked out as a sucker. I learned
long, long ago that junkies lie.
These feelings don't fill me with pride. That is because I know that beggars, from the outrageously
brash to the pathetically passive, are almost always in a truly desperate plight. It's just not the one they claim
it is. Beneath my narkiness I want to help. What is the best way?
Thames Reach doesn't discourage engaging with members of street populations in London or, of
course, other cities and towns: buy someone food or a cup of tea if you wish and, best of all, if you think they
are sleeping rough, contact local homelessness organisations (the StreetLink webpage can direct you to those
in England. Thames Reach points out too, though, that most rough sleepers don't beg and most beggars aren't
rough sleepers. Local authorities and police, linked with voluntary groups and health and addiction services,
are alternative avenues for constructive action.
If you want to help with money, give it to a relevant charity. And don't feel bad if, like me these days,
you find beggars unpleasant as well as concerning. Thames Reach considers such feelings along with worries
about the wider effects of begging on communities understandable and justified. Individuals doing the right
things in response to it shouldn't fear they are colluding in the persecution of the needy. The effort to help
beggars needs public support.
Some days, it seems to me that the trendier my neighbourhood gets the more begging there is in it. If
so, maybe it's no coincidence. Whatever, the message is the same, wherever you live. Don't give money to
street beggars. Help them instead.
Grammar Workout
A. Here are the answers to this activity:
1. of
2. to
3. on
4. with
5. on
6. on
7. on
8. to
9. in
10. in
Unit 4
Lesson 1: Epiphany
Period: 5 Meetings
Established Goals
From DepEd
EN10SS-IVa-1.5- Use locational skills to gather information from primary and secondary sources of information.
EN10LC-IVa-16- Listen to simplify, reorganize, synthesize, and evaluate information to expand, review, or update
knowledge.
EN10VC-IVa-15- Compare and contrast the contents of the materials viewed with outside sources of information in
terms of accessibility and effectiveness.
EN10V-IVa-30- Get familiar with technical terms used in research.
EN10LT-IVa-2.2- Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
EN10LT-IVa-2.2.1- Express appreciation for sensory images used.
EN10WC-IVa-14.1.1- Expand ideas using principles of cohesion and coherence.
EN10OL-IVa-3.9- Use appropriate language when delivering campaign speeches.
EN10G-IVa-32- Observe the language of research, campaigns, and advocacies.

 What is plot?  Plot is the arrangement of events in a story.
 What is British English?  British English is the variety of English used in the
 What is American English? United Kingdom.
 American English is the variety of English used in
the United States.

 meaning of epiphany  Explain what epiphany means.

 elements of a plot  Recognize the elements of a plot.
 how to analyze a plot  Analyze the plot of a story.
 difference between plot and structure  Differentiate plot and structure.
 how to write an autobiographical essay  Create a character sketch of the boy from Araby.
 varieties of English  Write an autobiographical essay.
 inappropriate language when writing an academic  Write a letter of advice.
paper  Be familiar with some varieties of English.
 Differentiate between British and American English.
 Recognize Philippine English.
 Know when to use the different varieties of English.
 Recognize and avoid inappropriate language when
writing an academic paper.
 Edit one’s paper for appropriate language.
If I Were the Boy Engagement Activities:

Poster Making
Goal: to deliver a monologue based on the story Point of Reflection
Role: speaker
Situation: Students will deliver a monologue in a dramatic

way.
Product/Performance and Purpose: dramatic monologue

to explain the story
Standard Criteria for Success: a good and dramatic

monologue
Use the rubrics on dramatic monologue to assess this

performance task.
1. Reflect on how people view epiphany.

2. Reflect on why people live according to epiphany.
3. Self-assess the performance task If I Were the Boy.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Epiphany.
b. Inform the students that they are going to read a selection that deals with a disappointing experience.
a. Tell the students that epiphany means a moment of sudden realization.
b. Explain to them that it was used to describe scientific, religious, or philosophical discoveries.
c. Ask the students to do Activity 1.
d. Let them watch the video interview of Maira Kalman.
e. Allot 10 minutes for Activity 2.
f. Let them look at the illustration carefully.
g. Ask them what they think the characters are doing in the illustration.
h. Let them describe their observations.
a. Introduce the selection “Araby” after the whole class has talked about their observations on the
illustration.
b. Motivation Question: “Have you ever been disappointed about something? How did you feel? What did
you learn from the experience?”
c. Motive Question: Let's find out what the main protagonist learned from his experience.
5. During Reading
b. Ask them to proceed to the worksheet.
6. After Reading
Poster Making. Ask the students to make a poster showing an epiphany in the field of science.
Point of Reflection. What are the trials that you have encountered in your life that you consider as
disappointing?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on plot.
8. Explain to the students that plot is the arrangement of events in a story.
9. Explain that it shows how an action causes or affects another action in the text.
10. Tell the students that it has five parts.
11. Instruct them to explain each part.
12. Explain the example to the students.
14. Tell them to work on Activity B.
15. Let them work with a partner.
a. How was epiphany manifested in the selection?
b. How do people live according to epiphany?
c. How have you lived according to epiphany?

Oral Communication
19. Ask the students to form four groups.
20. Let each group discuss whether the boy’s reaction at the end of the story is proper or not.
21. Instruct them to synthesize the discussion.
22. Let them create a character sketch of the boy.
23. Tell them to choose three characteristics and explain to the class why they were chosen.
24. Proceed to the performance task entitled If I Were the Boy.
25. Ask each student to do a dramatic monologue based on some parts of the story. (H,E)
Use the rubrics on dramatic monologue to assess this performance task.
26. Ask them to give feedback on their classmates’ presentations.
27. Explain to the students that many works of literature often draw from real life to inform its story.
28. Tell them to research on the place that is very important to them.
29. Let them write an autobiographical essay about this place.
30. Let them submit the essay for possible revision.
31. Give them the checked essays.
32. Ask them to present their essays in front of the class. (E, R, E-2)
Use the rubrics on essay writing to assess this output.

33. Proceed to the discussion for Skills Development.
34. Explain to them that we usually read letters of advice in advice columns.
35. Explain to them that an advice column provides readers with suggestions on how to solve problems.
36. Tell them that when they are tasked to write an advice column for either a fictional character or a real-life
person, they have to keep in mind some guidelines.
37. Instruct them to read the guidelines on the book. (H)
38. Let the students work on Activity A.
39. Ask the students to proceed to Activity B.
40. Introduce Grammar Review.
41. Discuss the varieties of English using the guided discussion in the book. (E, R)
42. Tell them that British English is the variety of English used in the United Kingdom.
43. Explain that American English is the variety used in the United States.
44. Introduce Philippine English.
45. Tell them to read the examples.
47. Instruct them to work on Grammar Workout B on their own.
48. To check the students’ understanding of the lesson, let them give a sentence using different varieties of English.
(H,T)

51. Let each group design a Peace Wall in the classroom.
52. Tell them to create posters that remind students about the importance of using appropriate and non-derogatory
words in speech and in writing.
53. Tell them to give feedback on the finished design. (H)
54. For Writing Topic, explain to the students how to edit for appropriate language.
55. Explain to them that it is important that they pay attention to the language that they use.
56. Tell them that using the appropriate language means fitting their language to the topic, purpose, and audience.
58. Instruct them to do Individual Activity.
Before Reading
Important Words
Activity. The underlined words below are words you that will encounter when you read the story in this lesson. Read the
sample sentences, and come up with possible synonyms and antonyms for the underlined words.
Instead of coming up with synonyms and antonyms, the students are to provide the possible meaning of each word and
write a sentence using each word.
Below is the meaning of each word.
1. annihilate – destroy; obliterate

2. garrulous – talkative
3. misgive – fill with doubt
4. tedious – tiresome
5. luxuriate – take self-indulgent delight
6. throng – a large group
7. pervade – spread through; permeate
 https://www.youtube.com/watch?v=Ze_Pz5fTdrY
Grammar Workout
B. Edit the paragraphs so that they follow American English.
I distinctly remember the last day of classes. The sweltering heat in the soccer field made our shirts stick to our back, as
Mr. Dantes and I talked about my plans after graduation.
Mr. Dantes was my English teacher. His kindness and easy humor endeared him to his students.
"When are you leaving for college?" he asked.
The question made me frown. I had been accepted in a university abroad, but I haven't made up my mind about going
just yet. He began to recognize the doubt on my face, and said "I see you haven't made a decision yet."
I have always dreamed of going to another country to study. For years I spent lazy afternoons browsing through catalogs
of schools I wished to attend. I used to be so excited, now I'm just scared.
I took a deep breath and told Mr. Dantes exactly what I felt.
"I'm scared to leave. I wouldn't know what to do without my mum. And what if I fail? I don't want to fail."
His face was thoughtful. I saw him weighing his words carefully before saying them aloud.
"A bigger failure would be to not try at all," he finally said.
It took me a while to organize his words in my head. Try. That one word was enough to trigger a realizationan
epiphany even.
I could just try. Sure, I was frightened, but I thought of all new things I would experience, the new places I would go to,
and the new friends I would make.
Suddenly, the thought of going away wasn't as scary anymore.
Unit 4
Lesson 2: Voices
Period: 5 Meetings
Established Goals
From DepEd
EN10SS-IVb-1.7- Get vital information from various websites on the internet.

EN10LC-IVb-3.18- Get different viewpoints on various local or global issues.
EN10LC-IVb-16.1- Distinguish the important points from less important ones in any listening text.
EN10VC-IVb-15- Compare and contrast the contents of the materials viewed with outside sources of information in
terms of accessibility and effectiveness.
EN10V-IVb-30- Get familiar with technical terms used in research.
EN10LT-IVb-2.2- Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
EN10LT-IV-b-2.2.2- Explain the literary devices used.
EN10WC-IVb-14.1.2- Use a variety of informative, persuasive, and argumentative writing techniques.
EN10OL-IVb-3.8.1- Show courtesy and politeness when delivering campaign speeches.
EN10G-IVb-32- Observe the language of research, campaigns, and advocacies.

 What is paraphrasing?  Paraphrasing is a way of restating a message
 What are prefixes? without using the exact words of the speaker.
 Why is it important to use credible sources?  Prefixes are syllables added to the beginning of a
root word to change its meaning.
 It is important to use credible sources to make sure
that the facts presented are accurate.

 how to understand a message by situating it in a  Understand the message of a text by situating it in a
larger historical context larger historical context.
 how to use a graphic organizer to analyze the main  Analyze the main points of a speech using a graphic
points of a speech organizer.
 culture of an ancient civilization  Produce an effective and precise paraphrase of a
 what an author’s bias is message.
 common prefixes and their meanings  Write an informative essay that explores the culture
 importance of using credible sources of an ancient civilization.
 Understand what author’s bias is.
 Determine whether an author has a bias evident in
a text.
 Evaluate author’s bias and analyze how he or she is
able to influence the reader.
 Recognize common prefixes and their meanings.
 Infer the meaning of a word by analyzing its prefix.
 Understand the importance of using credible
sources.
 Edit a paper for accuracy.
Voices that Care Engagement Activities:

Collage Making
Goal: Present a musical play showing different situations Point of Reflection
where people can show care to people they do not know.
Role: actors/actresses/dancers
Situation: Students will present a musical play to show

their care to other people.
Product/Performance and Purpose: a musical play to

present different ways of showing care
Standard Criteria for Success: a well-presented musical

play
Use the rubrics on musical play to assess this performance

task.
1. Reflect on how people desire to be heard.

2. Reflect on the things people do make their voices heard.
3. Self-assess the performance task Voices that Care.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Dilemmas.
b. Inform the students that they are going to read a selection that shows how people face conflicts.
a. Ask the students if they know how the civilizations began.
b. Let them state what they know about the roots of Western Civilization.
c. Instruct them to identify the different western civilizations.
d. Let them enumerate the thinkers of civilization.
e. Let them watch the video about Ancient Greece.
f. Tell them to do Activity 1.
g. Let them accomplish the second activity with a group.
h. Ask them to look at the illustration.
i. Tell them to analyze the significance of the illustration.
a. Introduce the selection “The Speech of Aristophanes” after the whole class has talked about their
observations on the illustration.
b. Motivation Question: “What are the characteristics you associate with each gender? Can the other
gender also manifest these characteristics? What does this tell you about humankind?”
c. Motive Question: Let's find out how the selection is related to the theme.
5. During Reading
b. Let them do the worksheet activity.
c. While reading, ask them to answer the comprehension questions.
6. After Reading
Collage Making. Ask the students to make a collage of the different things associated with people’s
voices.
Point of Reflection. How important it is to be able to express our own desires?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Work with Technology. Research on some cases where people had to voice out their desires in society.
7. Proceed to the discussion on literary analysis.
8. Tell the students that to understand Aristophanes and his arguments, we must first situate his speech in a larger
context.
9. Explain to them that Aristophanes was just one participant in a symposium that night in Ancient Greece.
10. Tell them that a symposium is a drinking party where friendly conversations take place.
11. Tell them that in Plato’s Symposium, the discussion takes place in the house of Agathon.
12. Explain to them that every participant in attendance was required to give a speech in honor of Love.
13. Tell them that in the selection they have just read, some references and turns of phrase may be difficult to
understand.
14. Explain to them that this is because they are not exactly the intended audience of Aristophanes.
15. Instruct them to do the activity.
16. Let them work on Activity B.
a. Which should be prioritized when making policies in the government?
b. How can one voice out his opinion?
c. How do you voice out your sentiments?

Oral Communication
19. Tell them that paraphrasing is a way of restating a message without using the exact words of the speaker.
20. Explain to them that there are several techniques in paraphrasing.
21. Tell them that they may use synonyms, different sentence constructions, and different connectors to come up
with their own version of the message.
22. Instruct them to come up with an 8-10 sentence paraphrase of Aristophanes’ definition of love.
23. Proceed to the Performance task entitled Voices that Care.
24. Let them present a musical play showing people giving care to people they do not know.
25. Tell them to practice the play.
26. Ask them to present their musical play in front of the class. (H,T)
Use the rubrics on play to assess this task.
27. Instruct the students to research on the different aspects of Greek Culture.
28. Let them write an informative paper about Greece during Plato’s time.
29. Tell the students to focus on one aspect of the Greek culture or history.
30. Tell them to describe in an informative essay the Greek way of life.
31. Instruct them to read their essays in front of the class. (E, R, E-2)
Use the rubrics on essay writing to asses this activity.

32. Proceed to the discussion on recognizing author’s bias.
33. Tell the students that writers do emphasize certain facts or statements in their articles.
34. Explain that they must be able to recognize the author’s bias or point of view towards an event to understand
the purpose of the writer for stressing some important details.
35. Tell them that phrases and statements with positive or negative associations can be used as clues. (H)
36. Let them proceed to the activity.
37. Instruct them to study the organizer on the book and use it when identifying the author’s bias in texts that they
will read. (E)
38. Let the students work on Activity B.
39. Introduce Grammar Review. Discuss prefixes using the guided discussion in the book. (E, R)
40. Tell them that prefixes are syllables added to the beginning of a root word to change its meaning.
41. Explain to them that prefixes originated from English, Latin, and Greek Languages.
42. Tell them to look at the chart and study the prefixes.
43. Ask the students to read the meanings of prefixes. (E)
44. Tell them to give other examples.
46. To check the students’ understanding of the lesson, let them work on Activity B. (H,T)
47. Let their seatmates check their answers.

49. Instruct them to form groups of five.
50. Let them gather several local broadsheets with the same publication date.
51. Instruct them to find similar news from these newspapers.
52. Tell them to evaluate the accuracy of the details they presented about the subject.
53. Ask them to present their findings in front of the class. (R)
Use the rubrics on reporting to assess this activity.
54. For Writing Topic, explain to the students that as a writer, it is important to use credible sources to make sure
that the facts they present are accurate.
55. Tell them to read the guidelines when editing their work for accuracy.
57. Ask them to do Individual Activity.
58. Instruct the students to refer to the essay they wrote in the previous lesson.
59. Let them exchange papers with their partners and edit their partners’ essays using the editing guidelines for
accuracy.
Before Reading
Important Words
Activity. Solve the crossword puzzle by giving the synonym of the underlined words in the sentences below. You will
encounter these words later when you read the main selection.
1. obstacle
2. original
3. disrespect
4. reversal
5. agreement
6. manner
7. feeling
8. confusion

 https://www.youtube.com/watch?v=jxKwysVTeYg
Grammar Workout
A. Complete each sentence by writing the correct prefix for the root word.
1. The place wasn’t special but the food was _non_ (pareil).
2. The black dress created a _contra_ (distinction) against her pale skin.
3. The woman delivered a moving __eu__ (logy) for her deceased husband.
4. Swans practice __mono_ (gamy) because attracting a new mate will minimize their reproductive time.
5. Scientists studied the _sub_ (terranean) cave to study the eating patterns of bats.
6. People who are _mal_ (content) tend to complain often.
7. You can find many _ante_ (bellum) houses in this historic town center.
8. The __in_ (articulate) student had difficulty answering his teacher’s question.
9. You will encounter many dangers up ahead. You have been _fore_ (warned).
10. On sale today are _hypo_ (allergenic) products for those with sensitive skin.
B. Study the underlined word and explain why the prefix used is incorrect.
1. The citizens were unhappy with the king and asked him subdicate the throne.
The prefix sub means under. The correct answer is abdicate where the prefix ab means away or to leave the
throne.
2. Workers in the factory were being retreated by their cruel boss.
The prefix re means again. The correct answer is maltreated which means to be treated badly.
3. Jealousy pushed Camille to malcredit her friend by spreading lies around school.
The prefix mal means bad. The correct answer is discredit which means not to be believed.
4. They married without the proper license required for a marriage and were subsequently anticommunicated
from the church.
The prefix anti means opposed to. The correct answer is excommunicated which means to be out of or cut off
from church.
5. Seeing a snake in the wild made Alec dismobile with fear.
The prefix dis means apart. The correct answer is immobile which means not being able to move.
6. Clarissa’s propathy towards her boss is evident in the way she disregards orders.
The prefix pro mean forward. The correct answer is antipathy which means opposed to.
7. The city center is a place where there is a great contrafluence of people and trade.
The prefix contra means against. The correct answer is confluence which means coming together.
8. Kosher laws discribe pork and prohibit eating meat and dairy together.
The prefix dis means to fail to. The correct answer is proscribe which means to prohibit.
9. Filipino fans in Las Vegas came to watch the boxing match of their expatriot Manny Pacquiao.
The prefix ex means to stretch out. The correct answer is compatriot which means belonging to the same
nationality.
10. Attending the seminar relightened the students about the social issues in the Philippines.
The prefix re means again. The correct answer is enlightened which means to provide with knowledge.
Unit 4
Lesson 3: Time
Period: 5 Meetings
Established Goals
From Dep.Ed
EN10SS-IVc-1.8- Synthesize essential information about a chosen issue.

EN10LC-IVc-3.18- Get different viewpoints on various local or global issues.
EN10LC-IVc-16.1- Distinguish the important points from less important ones in any listening text.
EN10VC-IVc-29- Appraise the unity of plot, setting, and characterization in a material viewed to achieve the writer’s
purpose.
EN10V-IVc-30- Get familiar with technical terms used in research.
EN10LT-IVc-2.2.3- Determine technical terms used in research.
EN10SS-IVc-1.6.3- Acknowledge sources by preparing a bibliography.
EN10OL-IVc-3.8- Demonstrate the appropriate stage stance and behavior when persuading others in a campaign speech.
EN10G-IVc-32- Observe the language of research, campaigns, and advocacies.

 What do we do when we attempt to analyze a  When we attempt to do a narrative analysis, we try
narrative? to make sense of the story.
 What are suffixes?  Suffixes are added letters attached to the end of a
 Why do we have to be mindful of time? root word to create a new meaning.
 We have to be mindful of time because the
moment it passes by, it cannot be brought back
anymore so it would be best to make the most out
of it.

 fantasy as a literary genre  Recognize fantasy as a literary genre.
 how fantasy stories reflect real life  Discuss how fantasy stories reflect real life.
 how to retell a story from a different perspective  Narrate a story by participating in a story circle.
 difference between denotations and connotations  Retell a story from a different perspective.
 suffixes and their meanings  Recognize denotations and connotations.
 what suffixes to attach to a word  Explain the connotations of words in context.
 how to edit a work based on style  Recognize suffixes and their meanings.
 Determine the appropriate suffix to attach to a
word.
 Understand the meaning of words using their
suffixes.
 Edit one’s work with attention to style.
Time in a Bottle Engagement Activities:

Timeline
Goal: Present scenes that show people who have already Point of Reflection
lost the opportunity to do things that they are bound to
do.
Role: narrator/actors/actresses
Situation: The students will present a skit showing scenes

of things people fail to do at one point in their lives.
Product/Performance and Purpose: skit presentation to

show how people fail to do things at the right time
Standard Criteria for Success: a well-presented skit
Use the rubrics on skit presentation to assess this

performance task.
1. Reflect on how people value time.

2. Reflect on the things people neglect as time passes by.
3. Self-assess the performance task Time in a Bottle.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Time.
b. Inform the students that they are going to read about a narrative that deals with something useful to be
done to spend time.
a. Ask the students about the things they know about the entire universe.
b. Let them determine how much they have discovered about the entire universe.
c. Let them enumerate some things that they know.
d. Instruct the students to answer the first activity with their seatmates.
e. Let them do Activity 2.
f. Let them share their answers to the class.
h. Tell them to identify who the man is on the picture.
a. Introduce the selection “The Library of Babel” after the whole class has talked about their observations
b. Motivation Question: “What if a library of all possible books exists? What book would you look for?”
c. Motive Question: Let's find out if the tone of the story is one of helplessness or hope.
5. During Reading
b. Instruct the students to work on the worksheet activity.
c. While reading the narrative, ask them to answer the comprehension questions.
6. After Reading
Timeline. Ask the students to make a timeline of the events where they experienced all sorts of
accomplishments and losses.
Point of Reflection. Which do you consider as the biggest loss in your life? What is your greatest
accomplishment?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on fantasy.
8. Explain to the students that when a narrator tells their story, they give narrative form to experience.
9. Add that narrators position characters in space and time and give order to make sense of what happened.
10. Tell the students that narratives attempt to explain or normalize what has occurred.
11. Explain to them that when we attempt to do a narrative analysis, we try to make sense of the story.
12. Tell them that narratives are human stories that tell, whether directly or indirectly, something about existence.
13. Explain to them that “Library of Babel” falls under the fantasy genre but despite its fictional nature, it
encourages philosophical thought by having the main character explain his circumstances.
14. Proceed to Activity A.
15. Instruct the students to answer the questions.
16. Ask the students to do Activity B.
17. Instruct them to work in groups of five.
18. Let them use rhyme and meter if need be.
19. Give the students time to create a movie poster and write a movie review that will encourage people to watch
it. (E, R)
a. What are the reasons why people neglect time?
b. How do people usually deal with time management?
c. Have you ever felt that you are always running out of time?

Oral Communication
22. Instruct the students to form a storytelling circle composed of five to seven students.
23. Provide them with a prompt and each member of the group will have a turn in completing the middle of the
story.
24. Tell one member to start the story and the next member will add to the narration and so on.
25. Remind them that each member must contribute at least five sentences.
26. Proceed to the activity for Performance Task entitled Time in a Bottle.
27. Ask the students to form groups of six.
28. Tell the students to prepare a script for a skit presentation about things that people fail to do and would just
realize when time has already passed.
29. Let the students practice their presentation.
30. Ask them to present in front of the class and remind them to end their presentation with the last part of the
song “Time in a Bottle.”
Use the rubrics on skit presentation to assess this performance task.
31. Explain to the students that narratives are an inherent part of human culture.
32. Tell them that whoever tells the story makes a different story.
33. Instruct the students to rewrite the story from a different perspective. (E, R, E-2)
34. Let them choose a more youthful theme.
35. Let them submit their outputs for checking.
36. Tell them to read their narratives in front of the class.

37. Proceed to the Skills Development discussion on explaining connotations.
38. Tell the students that in the previous activity, they may have identified that the words were used in a positive,
negative, or neutral sense. (H)
39. Explain to them that this is because ideas are expressed through words and hence, their connotations are
culturally influenced.
40. Tell the students to use the chart to organize ideas and come up with a sound explanation of a word’s
connotation.
41. Ask the students to do the activity.
42. Instruct them to complete the chart with the connotations that they identified for the following words used in
the story.
43. Introduce the Grammar Review discussion on suffixes.
44. Discuss suffixes using the guided discussion on the book.
45. Explain to the students that suffixes are added letters attached to the end of root words to create new
meanings.
46. Tell them that these have Latin, English, and Greek origins.
47. Ask them to study the examples of commonly used suffixes.

51. Explain to the students that style is usually associated with fashion and fashion changes over time.
52. Let them conduct a fashion show.
53. Divide the class into different groups.
54. Instruct them to work collaboratively and discuss how the concept of style in fashion connects to the concept of
style in writing.
55. Tell them that the show must present the summary of their discussion. (R)
56. For Writing Topic, explain to the students how to edit style.
57. Tell them to read the guidelines to follow when they are editing their work for style.
58. Ask them to read the examples.
Before Reading
Important Words
Look for or infer the meaning of each underlined word in the first column based on how it was used in the given
sentence. Provide a synonym or a modern equivalent in the second column, and use your chosen synonym in
constructing your own sentence in the third column.
Here are possible answers:

1. abysmal – deep, endless
2. axiom – aphorism, adage
3. repudiate – renounce, reject
4. fallacious – erroneous, flawed
5. usurp – unseat, overthrow
6. prodigious – immense, tremendous
7. arcana – secret, mystery
8. infinitesimal – miniscule, minute
9. facsimile – duplicate, copy
10. tautology – repetition, redundancy
11. ubiquitous – omnipresent
The listening selection can be found through this link:

 http://youtu.be/ipdRhgLWGXo
Grammar Workout
A. Complete the sentences by adding the correct suffix to the root word.
1. After spending the weekend with him, she realized that her (attract) tion to him was only superficial.
2. The warriors from the east were (pity) less against their enemies.
3. The appraiser was called in to check the artifact’s (authentic) ity.
4. Joe’s (parochial) ism was apparent after he commented that all women belong in the kitchen.
5. Her biggest character flaw is her (timid) ity when it comes to making important decisions.
6. The discount offered by the company served as (appease) ment to their angry customers.
7. Police officers put up yellow tape around the house as (demarcate) ion of the crime scene.
8. Red foxes are (nocturne) al animals that eat both plants and animals.
9. The accusations against the defendant were (base) less because they lacked evidence.
10. It is through the president’s (generous) ity that the museum’s collection was greatly increased.
B. Study the underlined words. If the suffix used is correct, place a checkmark after the sentence. If incorrect,
provide the correct answer.
1. fraternal
2. temerity
3. ingenuity
4. guttural
5. bewilderment
6. correct
7. alteration
8. impediment
9. skepticism
10. insistence
Unit 4
Lesson 4: Modernization
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IVd-2.13- Distinguish facts from beliefs.

EN10LC-IVd-3.14- Summarize important points discussed in the text listened to.
EN10VC-IVd-29- Appraise the unity of plot, setting, and characterization in a material viewed to achieve the writer’s
purpose.
EN10V-IVd-30- Get familiar with technical terms used in research.
EN10-LT-IVd-2.3- Draw similarities and differences of the featured selections in relation to theme.
EN10SS-IVd-1.6.4- Use writing conventions to acknowledge sources.
EN10OL-IVd-3.11- Produce the sounds of English correctly and effectively.
EN10G-IVd-32- Observe the language of research, campaigns, and advocacies.

 What is motif in literature?  Motif is an object or idea that repeats itself

 When does faulty parallelism occur? throughout a literary work.
 What is peer review?  Faulty parallelism occurs when two or more words,
phrases, clauses, or sentences are put together but
do not belong to the same part of speech.
 Peer review is the act of having classmates or peers
read one’s work and provide feedback.

 ideas on modernization  Reflect on and discuss ideas on modernization.
 story motif  Recognize the story motif.
 how to analyze a motif  Analyze the motif of a story and explain how it
 author’s diction contributes to the overall meaning of a text.
 faulty parallelism  Practice diction by creating a product
 peer reviewing advertisement.
 Evaluate the author’s diction.
 Recognize and revise faulty parallelisms.
 Familiarize oneself with peer reviewing.
 Peer review a partner’s paper.
No to Pollution Engagement Activities:

Comic Strips
Goal: to be able to come up with solutions for problems Point of Reflection
related to pollution
Role: advertisers
Audience: teacher and peers
Situation: The students will present an advertisement

showing products to reduce pollution.
Product/Performance and Purpose: an advertisement of a

product that will solve problems related to pollution
Standard Criteria for Success: well-presented

advertisement.
Use the rubrics on advertisement to assess this

performance task.
1. Reflect on how people consider modernization in their lives.

2. Reflect on the things that manifest modernization.
3. Self-assess the performance task No to Pollution.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Modernization.
b. Inform the students that they are going to read a poem related to the week’s big idea.
a. Ask the students about their views on modernization.
b. Tell them to identify the advantages of modernization.
c. Ask them to enumerate the disadvantages of modernization.
d. Instruct them to do Activity 1.
e. Ask them to complete the chart with details about their own perspective on modernization and about
their inferences on what dependency theory means.
f. Let them do Activity 2.
h. Tell them to describe what they can see in the illustration.
a. Introduce the selection “Transposition” after the whole class has talked about their observations on the
illustration.
b. Motivation Question: “Would you rather choose to live in a busy but modernized city or in a peaceful
but rural village? How do you feel when you are in the midst of a crowded city? What do you like or
dislike most about cities? Why do you say so?”
c. Motive Question: Let's find out how modernization is manifested in the selection.
5. During Reading
b. Instruct them to do the worksheet activity.
c. While reading the selection, ask them to answer the comprehension questions.
6. After Reading
Comic Strips. Ask the students to make comic strips showing things that people do to modernize their
lives.
Point of Reflection. Explain the best advantage of modernization.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on motif.
8. Explain to the students that a motif is an object or idea that repeats itself throughout a literary work.
9. Tell them that any recurring object, subject, or concept in the story is a motif.
10. Explain to them that motifs help create the mood of a story or poem.
11. Tell them that motifs help the reader find coherence in the work.
13. Let the students proceed to Activity B.
a. What aspect of society manifests modernization?
b. How do nations view modernization?
c. How does modernization help people improve their lives?

Oral Communication
16. Once the students are done answering the question (either through oral or written output), proceed to the
activity for Oral Communication.
17. Explain to the students that diction is typically defined as the writer’s choice of words.
18. Tell them that diction is the distinctive tone or tenor of an author’s writings.
19. Explain to them that it can include the mood, attitude, dialect, and style of writing and it is also understood as
the selection of certain words or phrases that become peculiar to a writer.
20. Tell them that diction is important not only when they are writing a story.
21. Proceed to the performance task entitled No to Pollution.
22. Instruct the students to form groups of three.
23. Instruct the students to make a make a 1-2 minute advertisement of a product that will help reduce any kind of
pollution in our country.
24. Tell them to come up with a brand name and a tag line for their product.
25. Ask them to present their advertisement in front of the class.
Use the rubrics on advertisement to assess this performance task.
26. Instruct the students to reflect on their life experiences.
27. Ask them to share the considerations they made with their advertisements.
28. Tell them to write a 3-5 paragraph critique of an advertisement of their choice.
29. Let them focus on the word choice used in the commercial and how these words relate to how the advertisers
view their target market.
30. Let them submit their articles for feedback and possible revision. (H)
31. Give the papers back to the students. (E)
32. Let them read their works in front of the class. (E-2, R)
Use the rubrics on critique writing to assess this activity.

33. Proceed to the lesson for Skills Development which is all about evaluating diction.
34. Remind the students that diction refers to a writer’s distinct choice of words.
35. Explain to them that each word is carefully chosen to fit the theme, imagery, and rhythm of the poem.
36. Add that pauses and full stops are important in reading poems aloud.
37. Tell them that in poems where punctuations are used, it is easy to know when to pause and to emphasize on a
stop. (H)
38. Instruct them to do the activity on the book.
39. Let the students read the poem aloud.
40. Instruct them to evaluate the author’s diction.
42. Discuss faulty parallelism using the guided discussion in the book. (E, R)
43. Tell them that faulty parallelism occurs when they put two or more words, phrases, clauses, or sentences
together that do not belong to the same part of speech.
44. Tell them that to join parallel structures, coordinating conjunctions are often used.
45. Instruct them to study the list of examples provided in the book.
46. After the discussion, let the students answer Grammar Workout numbers 1-10 with your guide. (E)
47. Let them work on Grammar Workout numbers 11-20 independently to check their understanding of the lesson.
(H,T)
Fifth Meeting (Collaborative Task and Writing Topic)

49. Explain to them that giving compliments to other people about their work boosts their self-esteem and self-
confidence.
50. Instruct them to form groups.
51. Ask them to create a list of words that may be used in complimenting someone else’s work.
52. Let them make a list of guidelines on how points for improvement may be rephrased or turned into motivating
and constructive remarks.
53. Tell them to create a poster that will be displayed inside the classroom as reminders for everyone.
54. For Writing Topic, discuss peer review.
55. Tell them that peer review is the act of having their classmates read their work and provide feedback.
56. Let them read the three steps to follow when providing feedback.
Before Reading
Important Words
Activity. Using context clues, determine the meaning of the underlined word in each sentence. Then, write your own
sentence using each underlined word.
1. transposition – adaptation
2. labyrinthine – intricate
3. clamour – to express outrage vehemently
4. jostle – push against
5. throng – densely packed crowd

 https://www.youtube.com/watch?v=FCNuT_jIZYs
Grammar Workout
Correct the faulty parallelism in the following sentences.
Answers may vary.
1. To complain is easy, but to find solutions is difficult.

2. I want either to win the contest or to get at least a consolation prize.
3. The man and his wife were served soup that disgusted them, a main course that sickened them, and a dessert
that nauseated them.
4. When trying to impress a prospective employer, people should pay attention to their clothing, their posture, and
they should not use too much slang.
5. Critics argue that the television show trivializes violence, glamorizes drug use and promotes alcohol
consumption.
6. He was chosen to play the part because of his good looks rather than his skills as an actor.
7. The accountant in this department has the responsibility of forming budget procedures, maintaining related
records, rendering financial information, and submitting special reports.
8. Even at an early age, Dominique could stand on her head, do forwards flips, and show excellent balance.
9. The manager in this department has the responsibility for the approval of budget procedures, maintenance of
related records, rendering of sales figures, and submission of special reports.
10. The chef chopped the parsley, peeled the potatoes and cut the carrots into cubes.
11. The living room was filled with old magazines and broken televisions.
12. There are two ways to get a promotion: working hard or making friends in high places.
13. He was a dazzling interviewer and a controversial celebrity.
14. The man walked down the street, stopped at a shop window, and tied his shoelace.
15. Although modeling is often perceived as an easy job, it requires talent, patience, and stamina.
16. It is hoped that this class will succeed in showing its participants the extent of the environmental crisis,
presenting lifestyle alternatives to meet the crisis, and involving the class in projects that will accomplish
significant improvement in the environment.
17. People often try to avoid eye contact with others, whether riding on the train, strolling through a shopping mall,
or lining up at the bank.
18. Smith faced his trial, believing in his own innocence and desiring the truth.
19. Swimming in the lake during the summer is more fun than skating on it in the winter.
20. My desires were to visit the exhibit and see everything in the displays.
Unit 4
Lesson 5: Media
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IVe-15.1- Evaluate the accuracy of given information.

EN10LC-IVe-2.9- React intelligently and creatively to the text listened to.
EN10VC-IVe-30- Assess one’s viewing behavior.
EN10V-IVe-30- Get familiar with technical terms used in research.
EN10LT-IVe-21- Evaluate literature as an instrument to express and resolve conflicts within, between, and among
societies.
EN10SS-IVe-2.3- Compose a research report on a relevant social issue.
EN10OL-IVe-5- Use the correct prosodic features of speech.
EN10G-IVe-32- Observe the language of research, campaigns, and advocacies.

 How is historical criticism conducted?  Historical criticism is conducted by finding the

 What is cultural research? meaning in a text using history and the dominant
 What are coordinators? ideas and beliefs during the author’s time.
 Cultural research deals with finding out how
different nations impose their cultural beliefs and
traditions on other nations due to increased
accessibility of information.
 Coordinators are used to combine ideas that are
equally important.

 how to use historical criticism  Use historical criticism to analyze a text.

 importance of historical and social contexts  Understand the importance of historical and social
surrounding a text contexts surrounding a text.
 how to write a memorial speech  Write and deliver a memorial speech to talk about
 socio-political context an event that one wants people to give importance
 how local and international media portray soldiers to.
and warfare  Write an essay that analyzes the socio-political
 how to revise faulty coordination context of a particular era in history.
 Write a comparative essay of how local and
international media portray soldiers and warfare.
 Recognize and revise faulty and excessive
coordination.
 Be familiar with the different formats of
presentation notes.
 Prepare notes for an oral presentation of one’s
research paper.
No Victors Engagement Activities:

Poster Making
Goal: Present a speech to honor soldiers who died in wars. Point of Reflection
Role: orator
Situation: They are going to deliver a speech to honor

dead soldiers.
Product/Performance and Purpose: memorial speech to

honor soldiers who died in the war
Standard Criteria for Success: well-delivered speech
Use the rubrics on speech delivery to assess this

performance task.
1. Reflect on how media influence society.

2. Reflect on how dependent people are on anything brought by media.
3. Self-assess the performance task No Victors.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Media.
b. Inform the students that they are going to read a poem that talks about war.
a. Discuss to the students that some people have a misconception of history as a mere memorization of
facts.
b. Tell them that history is not a static image of the past.
c. Explain to them that it also affects us today.
d. Tell them that the world is governed by cause and effect and what has happened in the past will have a
consequence in the future.
e. Let them work on Activities 1 and 2.
f. Ask the students to look at the illustration of the story.
h. Tell them to make inferences based on the illustration.
a. Introduce the poem “Suicide in the Trenches” after the whole class has talked about their observations
b. Motivation Question: “Do you have friends and relatives that serve in the military? How do you view
their profession? What problems and risks do they face? What do you think could be their greatest fear
when they go to war?”
c. Motive Question: Let's find out what happened to the young soldier that goes to war.
5. During Reading
b. While reading the selection, ask them to answer the worksheet activity.
6. After Reading
Poster Making. Ask the students to make a poster depicting the wars in present society.
Point of Reflection. What is the greatest lesson you have learned from the poem?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on historical criticism.
8. Explain to the students that there are various ways of understanding a text.
9. Tell them that the poem they read can be read by looking at the socio-cultural situation at the time of its writing.
10. Explain that when we try to find meaning in a text using history and the dominant ideas and beliefs during the
author’s time, we then are conducting historical criticism.
11. Ask the students to do Activity.
12. Let the students answer the questions on the book.
13. Give the students time to discuss their ideas with a small group. (E, R)
14. Let them give comments on their classmates’ answers.
a. When can people see chivalry in war?
b. How do media view war?
c. What is media’s role when it comes to military operations?

Oral Communication
17. Explain to the students that the poem they read humanizes the soldier, contrary to how media portray him and
all the other soldiers who go to war for their country.
18. Tell them to think about an event that they want other people to pay more attention to and remember.
19. Tell them that it can be an international, national, or a personal incident.
20. Proceed to the performance task entitled No Victors.
21. Instruct them to make a memorial speech to honor soldiers who risked their lives for their country.
22. Let them submit their written output before calling them for presentation.
23. Let them deliver their speech in front of the class.
Use the rubrics on speech delivery to assess this performance task.
24. Explain to the students that a single event in history is always connected to a larger historical context.
25. Tell them to research more about the social and political events, issues, and responses about the First World
War.
26. Let them to write an essay that discusses the findings of their research.
27. Tell them to submit their reports for checking. (E, R, E-2)

28. Proceed to the Skills Development discussion on cultural research.
29. Tell the students that cultural research deals with finding out how different nations impose their cultural beliefs
and traditions upon other nations due to increased accessibility of information.
30. Explain to them that the process of cultural research includes describing how information is distributed and
retrieved by individuals across all nations and how culture affects social relations and absorption of ideas.
31. Tell them that the poem they read depicts one of the grislier realities of life during trench warfare. (H)
32. Tell them to do the activity.
33. Let the students research more about how various news networks and newspapers in different countries discuss
or present issues about war.
34. Ask them to write a comparative analysis essay of how local international media present the same event.
36. Discuss faulty and excessive coordination using the guided discussion in the book. (E, R)
37. Explain to them that coordinators are used to combine ideas that are equally important.
38. Explain the examples on the book.
39. Tell them that faulty coordination happens when a coordinator is used to join elements that are not logically
equal.
41. Let them answer Activity B independently to check their understanding of the lesson.

43. Explain to the students that our perspectives in life affect how we do things.
44. Give the students 3x5 index cards.
45. Let them poke a hole on each card using a pencil or a pen.
46. Instruct them to look through the hole for a minute.
47. Let them describe what they see to a partner.
48. Ask them to report to a small group about the new perspective that they learned from this activity.
49. For Writing Topic, discuss preparing presentation notes.
50. Tell them that presentation notes can help in presenting a paper in front of an audience.
51. Explain to them that presentation notes are different from their paper.
52. Tell them that presentation notes should take the form of a list of main points and ideas.
53. Explain to them the different types of presentation notes that they can use.
54. Tell them to proceed to Guided Reading.
55. Proceed to Individual Activity to check the students’ knowledge about the topic.
56. Ask them to prepare an outline that covers all the talking points they need in their presentation.
Before Reading
Important Words
Activity. Read the words below and look at their corresponding meaning. Give the synonym of each word based on how
it was defined, then construct a sentence for each.
Here are possible answers.
1. lonesome - remote
2. cow – bully, tyrannize
3. glum – morose, downcast
4. kindling – lightwood
5. crump – crackle
The listening selection can be found in the first two pages of this link:
 http://www.claytonschools.net/cms/lib/MO01000419/Centricity/Domain/177/13.%20The%20Trenches%20-
%20Shell%20Shock.pdf
Grammar Workout
A. Combine the following sentences. Remember that there are various ways to show coordination.
Here are the answers to the activity.
1. Following the 9/11 attacks, many countries strengthened their anti-terrorism laws and expanded law
enforcement.
2. Osama bin Laden evaded capture for years but he was finally killed in May 2011.
3. American President Obama addressed the nation and announced the death of Osama bin Laden.
4. The body of Osama bin Laden was buried at sea, and many Islamic clerics criticized this.
5. There are conspiracy theories that say bin Laden has not died and there are conspiracy theories that suggest the
US government created a hoax.
B. Rewrite the paragraphs to eliminate faulty and excessive coordination.
The Vietnam War, also called the Second Indochina War, occurred in Vietnam, Laos, and Cambodia. From 1955 to 1975,
the war was fought between North Vietnam and South Vietnam. They were supported by China and by United States
respectively.
Historical criticism is a type of literary criticism that explores the historical, social, political, and cultural background of
when the text was created. Its premise is that these backgrounds affect the creation of literary texts. Therefore, studying
these backgrounds will enable us to understand a work of literature more clearly.
Unit 4
Lesson 6: Suspension of Disbelief
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IVf-2.12- Draw conclusions from a set of details.

EN10LC-IVf-3.2- Raise questions and seek clarifications on issues discussed in a text listened to.
EN10VC-IVf-6.1- Evaluate how the elements that make up reality and fantasy affect viewing habits.
EN10V-IVf-30- Get familiar with the technical terms used in research.
EN10LT-IVf-14.2- Explain how the elements specific to a selection build its theme.
EN10WC-IVf-14.1.1- Expand ideas using principles of cohesion and coherence.
EN10WC-IVf-14.1.2- Use a variety of informative, persuasive, and argumentative writing techniques.
EN10OL-IVf-5- Use the correct prosodic features of speech.
EN10G-IVf-32- Observe the language of research, campaigns, and advocacies.

 What is science fiction?  Science fiction is a genre of fiction that incorporates
 What does suspension of disbelief mean? unusual and strange elements related to science
 What is a double negative? and technology in the story.
 Suspension of disbelief means that the reader must
first stop questioning the reality of the world in the
story.
 A double negative is the use of two negatives in one
sentence.

 meaning of suspension of disbelief  Explain the meaning of suspension of disbelief.
 texts under science fiction  Recognize texts that fall under the literary genre of
 meaning of science fiction science fiction.
 popular science fiction ideas  Define science fiction in one’s own words.
 idioms and their meanings  Present a skit with a science fiction theme.
 how to identify double negatives  Write a short scientific report about a popular
 how to avoid double negatives science fiction idea.
 how to create presentation slides  Recognize idioms and understand their meanings.
 Identify and revise double negatives.
 Avoid double negatives when writing or speaking.
 Learn some pointers in creating presentation slides.
 Create a slideshow presentation of one’s research
paper.
It’s Unbelievable
Point of Reflection
Goal: To present something unbelievable that can happen Picture Mosaic
in a hundred years’ time. Slogan Making
Role: actors/actresses
Situation: The students will present a skit featuring

something they think will happen after a hundred years.
Product/Performance and Purpose: skit to suspend the

disbelief of the audience
Standard Criteria for Success: well-presented skit
Use the rubrics on skit to assess this task.
1. Reflect on how people manage without technology.

2. Reflect on the situations wherein technology is a necessity.
3. Self-assess the performance task It’s Unbelievable.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Suspension of Disbelief.
b. Inform the students that they are going to read a selection that in which some parts seem unbelievable.
a. Tell the students that when they read fantasy stories or fictional films, they tend to process the ideas
that seem to be unrealistic.
b. Ask them if they think these ideas really exist.
c. Let the students do the activities that follow to learn more about the literary term “suspension of
disbelief.”
d. Ask them to do Activity 1.
e. Let them complete the chart on the book.
f. Allot 5 minutes for Activity 2.
g. Let them look at the illustration on the book.
h. Let them discuss their observations.
a. Introduce the story “The Nine Billion Names of God” after the whole class has talked about their
b. Motivation Question: “Have you ever been in a monastery? What do you usually associate with
monasteries? Would you find it weird if a monastery has modern facilities?”
c. Motive Question: Let's find out what would be hard to believe in the story.
5. During Reading
b. Ask them to do the worksheet activity while reading the selection.
c. While reading the selection, ask them to answer the comprehension questions.
6. After Reading
Picture Mosaic. Ask the students to make a picture mosaic of unbelievable things.
Point of Reflection. Why do some people believe the unbelievable?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Slogan Making. Make a poster slogan of the things that people believe in when they are in times of
trouble.
7. Proceed to the discussion on science fiction.
8. Tell to the students that science fiction is a genre of fiction that incorporates unusual and strange elements
related to science and technology in the story.
9. Explain to them that science-related elements may be found in the characters, in an object, or in the setting
itself.
10. Tell them that these elements may or may not already exist in reality as we know it.
11. Explain to them that if these elements already exist in our reality, science fiction will find a different use for
these elements.
a. How important is it to know whether things are real or not?
b. Why do we disbelieve some things?
c. How can people live surrounded by lies?

Oral Communication
activity entitled It’s Unbelievable.
16. Explain to them that the success of a sci-fi story depends much on the reader’s suspension of disbelief.
17. Tell them that this means that the reader must first stop questioning the reality of the world in the story.
18. Ask the students to form groups of four.
19. Tell them to come up with a script of what they think will be possible a hundred years from now.
20. Let them prepare props and costumes for their presentation.
21. Ask them to present their skits in front of the class.
Use the rubrics on skit to assess this task.
22. Tell the students that the beauty of science fiction lies in the endless possibilities that it offers.
23. Explain to them the table that contains some popular ideas that recur in the genre.
24. Tell them to pick one topic.
25. Instruct them to write a scientific report about the topic chosen.
26. Tell them that a scientific report uses the scientific method and its approaches to make sense of a phenomenon.
27. Instruct them to submit their essay for checking.
28. Give them their essays back for revision if needed. (E, R, E-2)

29. Proceed to the Skills Development discussion on idiomatic structures.
30. Explain to the students that non-native speakers often find the English language difficult to comprehend
because of the many idiomatic structures embedded in it.
31. Tell them that idioms are phrases or expressions that cannot be understood from the meanings of the words
that comprise them but have separate meanings of their own. (H)
32. Explain to them that in understanding idioms, it is important that they research about the etymology of the
idioms and make associations of the words used in the expressions.
33. Tell them to work on the activity afterwards.
34. Instruct them to find at least five idiomatic structures used in the short story they read.
35. Ask them to use the diagram shown to understand and remember the meaning of these expressions.
36. Let them show their answers to the class for feedback.
38. Discuss double negatives based on the guided discussion in the book. (E, R)
39. Reiterate to them that a double negative is the use of two negatives in one sentence. (H,T)
40. Tell them to look at the chart and study the negative words and negative prefixes.
41. Let them read an example of a sentence with double negatives.
42. Tell them to read the guidelines in correcting double negatives.
43. Let them read and study the example.
44. After the discussion, let the students answer Grammar Workout A to check their knowledge of the lesson. (E)
45. Ask them to do Grammar Workout B with a partner.

47. Ask the students to illustrate the topic they have worked on for their research paper.
48. Instruct them to let their audience visualize the topic without using words.
49. Ask them to show their output in class and let their audience tell them what their topic is and what they think
about their visualization.
50. Let them write a short reflection paper about the importance of properly visualizing work.
51. For Writing Topic, discuss to the students how to prepare the presentation.
52. Explain to them that presenting their paper through a presentation software is a great way to visualize the ideas
that they explain in their speech.
53. Tell them that they must be careful in creating their presentation so that it is professional looking, clear, and
informative.
54. Ask the students to read about ways of developing their PowerPoint presentation.
56. Instruct them to proceed to Individual Activity
57. Let them use their presentation outline and note cards as basis for the flow and the talking points of their
presentation.
Before Reading
Important Words
Activity. Words may sometimes be formed through the addition of prefixes and suffixes. These additions may change
the root word’s meaning or part of speech. You will encounter such words in the story for this lesson.
Answers for the third column may vary.
Word used in a sentence Root word Prefixes and suffixes added

imperturbably perturb im- , -ably
permutations permute -tion
vertiginous vertigo -ous
morosely morose -ly
ebullience ebullient -ence

 http://www.mediacollege.com/glossary/s/suspension-of-disbelief.html
Listening text:
Suspension of Disbelief
In the world of fiction you are often required to believe a premise which you would never accept in the real
world. Especially in genres such as fantasy and science fiction, things happen in the story which you would not
believe if they were presented in a newspaper as fact. Even in more real-world genres such as action movies,
the action routinely goes beyond the boundaries of what you think could really happen.
In order to enjoy such stories, the audience engages in a phenomenon known as "suspension of disbelief". This
is a semi-conscious decision in which you put aside your disbelief and accept the premise as being real for the
duration of the story.
Suspension of disbelief only works to a point. It is important that the story maintains its own form of
believability and doesn't push the limits too far. There are many factors for the budding story-writer or filmmaker
to consider, including the following...
The initial premise can be quite outrageous as long as the story maintains consistency within that premise. There
are many things about the Star Trek universe which are basically impossible in the real world, but because Star
Trek makes an effort to work consistently within its own universe, the stories become believable. For example,
as long as you're willing to accept that the Galaxy is mostly populated by humanoids then there is nothing within
the series that will break the believability.
The quality of special effects must be believable. It is harder to suspend disbelief in movies where the special
effects appear fake.
The genre will determine the lengths to which you can push believability. Audiences will be willing to believe an
action hero can perform super-human feats, but the same feats performed suddenly in a romantic drama would
result in confusion and disbelief.
Some stories purposely push the suspension of disbelief to the limit. The Indiana Jones movies were a good
example, where the audience was expected to find the improbable antics amusing.
One important area of belief is in human actions and emotion. People must act, react and interact in ways which
are believable. In cases where such interactions do require suspension of disbelief, the normal rules of
consistency apply. Audiences are very unforgiving if they think a character is behaving in an unbelievable
fashion.
Grammar Workout
A. Rewrite each sentence to eliminate double negatives. Remember that there is more than one way to correct
each error.
1. Most students can hardly wait for their summer break.
2. The little girl wouldn't go anywhere without her favorite stuffed panda.
3. Leave me be because I don't want any of your help.
4. Gerry has been looking for his keys but found them nowhere.
5. I've never heard anything from Sam since she went to college.
6. Macky insists that she didn't do anything wrong.
7. We have scarcely enough food for the party.
8. I joined a marathon but I could barely keep up with the other runners.
9. Please talk louder as people at the back can hardly hear you.
10. The other members think the project does not make any difference.
B. Encircle the word in the parentheses that makes the sentence negative without making a double negative.
1. anything
2. can’t
3. don’t
4. none
5. any
6. anybody
7. had
8. any
9. ever
11. had
Unit 4
Lesson 7: Instructions
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IVg-2.12- Draw conclusions from a set of details.

EN10LC-IVg-16.2- React to the falsity or soundness of an argument.
EN10VC-IVg-15- Compare and contrast the contents of materials viewed with outside sources of information in terms of
accessibility and effectiveness.
EN10V-IVg-30- Get familiar with technical terms used in research.
EN10LT-IVg-3- Explain how a selection may be influenced by culture, history, environment, or other factors.
EN10SS-IVg-1.6.3- Acknowledge sources by preparing a bibliography.
EN10SS-IVg-1.6.4- Use writing conventions to acknowledge sources.
EN10OL-IVg-3.10- Use appropriate multimedia resources that accompany language.
EN10G-IVg-32- Observe the language of research, campaigns, and advocacies.

 What is repetition?  Repetition is the use of the same words or phrases

 How can literature be analyzed by relating structure in a literary work.
to theme?  When analyzing literature by relating structure to
 What are shifts in writing? theme, we have to identify the central message or
insight revealed in the literary work first.
 Shifts in writing are changes in the structure of a
text.

 different gender roles  Discuss gender roles in class.
 repetition as a literary device  Recognize repetition as a literary device.
 how repetition in a text contributes to its overall  Explain how repetition in a text contributes to its
meaning overall meaning.
 people’s opinion on gender roles  Give own examples of repetitions.
 how to relate the structure of a text to its theme  Interview people about gender roles and present
 shifts in sentences one’s findings in a report.
 difference between critique and criticism  Write an essay about other texts that talk about
gender roles.
 Relate the structure of a text to its theme.
 Analyze the structure and theme of a text.
 Recognize and revise unnecessary shifts in
sentences.
 Differentiate critique and criticism.
 Write a critical response paper on a peer’s research.
I Would Like to See Equality Engagement Activities:

Slogan Making
Goal: to present ideas about the things that should be Point of Reflection
done to uphold equality in society. Poster Making
Role: speaker
Situation: The students will present a monologue sharing

their ideas on things that should be done to uphold
equality.
Product/Performance and Purpose: a monologue to

present their ideas.
Standard Criteria for Success: well-delivered monologue
Use the rubrics on monologue to assess this performance

task.
1. Reflect on how people follow instructions.

2. Reflect on the way people are guided with instructions.
3. Self-assess the performance task I Would Like to See Equality.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Rights.
b. Inform the students that they are going to read a selection that manifests the need for equal rights.
a. Ask the students about the role of women in the 21st century.
b. Discuss to the students that many people will say that the fight for gender equality has come a long way.
c. Tell them that women’s right to vote has been honored in many countries, but there are places in the
world where this right is still being fought for.
d. Explain to them that women have occupied positions of power in corporations and countries.
e. Tell them that various aspects and ideologies prevalent in society today show that gender equality still
has long way to go.
f. Tell them to do Activity 1.
g. Proceed to Activity 2.
i. Tell them to make inferences based on the illustration.
a. Introduce the selection “The Woman” after the whole class has talked about their observations on the
illustration.
b. Motivation Question: “How does society view the role of women? How do you view the status of
women in every field?”
c. Motive Question: Let's find out what drives the main character to state her claims and stand by her
choices.
5. During Reading
b. While reading the selection, ask them to answer the worksheet activity.
6. After Reading
Slogan Making. Ask the students to make a slogan about the different rights of different groups of
women.
Point of Reflection. What symbols best represents women’s rights?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Poster Making. Ask the students to make a poster showing how people fight for their rights.
7. Proceed to the discussion on repetition.
8. Explain to the students that repetition is the use of the same words or phrases in a literary work.
9. Tell them that it is used both in prose and in poetry to emphasize an idea or to create a rhetorical effect.
10. Explain to them that by using repetition, the text creates patterns and in this way calls the attention of the
reader.
11. Explain to them that if badly handled, the use of repetition may cause the text to be wordy, boring, and
redundant.
12. Tell them to identify the words or phrases that the author repeats.
13. Instruct them to do Activity A.
14. Let them read their answers.
15. Give the students time to discuss their feedback on each other’s answers. (E, R)
a. Have you always felt equality among men and women?
b. How do people fight for their rights?
c. When does one’s exercise of his or her right end?

Oral Communication
18. Ask them to interview people from a different generation about their ideas on gender roles.
19. Let them present their findings through a PowerPoint presentation.
20. Proceed to the performance task entitled I Would Like to See Equality.
21. Tell the students to think of the equality that they would like to happen in society.
22. Let them talk about how they can contribute in bringing about these changes.
23. Ask them to prepare a monologue to present their ideas.
24. Let them deliver their monologue using necessary gestures.
Use the rubrics on monologue to assess this performance.
25. Have the students research essays, speeches, or stories which were created around the same time and are
similar to the selection they read.
26. Ask the students what they think was the reason behind the creation of such works.
27. Let them answer the questions on the book.
28. Tell them to compose an essay for this activity.
29. Ask them to submit their essays for checking.
30. Instruct them to report their output in front of the class.
Use the rubrics on reporting to assess this activity. (E, R, E-2)

31. Tell the students that when analyzing literature through structure and theme, they have to identify the central
message or insight revealed in the literary work first.
32. Explain to them that they can identify the structure by asking the questions provided on the book.
33. Tell them that after identifying these details, they have to proceed with finding connections between the theme
and how the literary work is structured.
34. Tell them that they have to determine if the structure gives emphasis to the theme. (H)
35. Ask them to work on Activity.
36. Let them conduct an analysis on the selection using the table. (E)
37. Instruct them to make sure to base their answers on the selection and provide textual evidence.
39. Discuss unnecessary shifts using the guided discussion in the book. (E, R)
40. Tell the students that shifts are changes in the structure of a text.
41. Explain to them that a shift is unnecessary when it causes inconsistencies and when reason or logic does not
require any shift.
42. Discuss the examples of the four categories of shifts.
44. Let them read their answers for checking. (H,T)
45. Ask them to work on Grammar Workout B.

47. Tell the students to play the game Back-to-Back.
48. Let them ask their partner to tape a sheet of paper on their back.
49. Give them the signal to go around and ask their classmates to write one word that describes their strength. (R)
50. Instruct them to review the words written on their paper.
51. For Writing Topic, explain to the students how to write a critical response paper.
52. Tell them that a critical response paper or critique is an analysis of a text.
53. Explain to them that a criticism notes the faults or negative aspects of something.
54. Tell them that a critique is a careful judgement that notes both the negative and the positive parts of something.
56. Instruct them to proceed to Individual Activity.
Before Reading
The listening selection can be found through this link:

 https://www.youtube.com/watch?v=-VqsbvG40Ww
Grammar Workout
A. Edit each sentence so that it becomes consistent in person, number, and tense. The first one has been done for
you.
1. Mothers always give advice to your children. (their)

2. I watched intently as my mother taught me how to sew.
3. Mother also taught my brother to sew so that he can sew his patches himself.
4. My mother is very creative. She designs and sews her own dresses in her free time.
5. She is also very perceptive. She knows if there is something bothering any of her children.
6. On her next birthday, I plan to give her a pair of earrings.
7. It is my way of showing her that I appreciate her.
8. I will ask my siblings to chip in because I do not think I can afford to buy a pair of earrings myself.
9. My brothers and sisters will like the idea of buying something for our mom.
10. My mother always gives advice and instructions, but I learn more through her kind and gracious example.
B. Rewrite the following sentences to avoid the shift in indirect and direct quotation. Revise each sentence twice to
show indirect speech and direct speech. Use the example as your guide.
Original Quote "A woman is like a tea bagyou can't tell how strong she is until you put
her in hot water." - Eleanor Roosevelt
Shift Eleanor Roosevelt said that a woman is like a teabag, and that you only
know her strength "until you put her in hot water."
Revised Indirect Eleanor Roosevelt said that a woman is like a teabag because you can
only tell how strong she is when you put her in hot water.
Revised Direct Eleanor Roosevelt said, "A woman is like a tea bagyou can't tell how
strong she is until you put her in hot water."
Original Quote "I am neither a man nor a woman but an author." - Charlotte Brontë
Shift Charlotte Brontë said that she was "neither a man nor a woman", but
that she is an author.
Revised Indirect Charlotte Brontë said that she is neither a man nor a woman but an
author.
Revised Direct Charlotte Brontë said "I am neither a man nor a woman but an author."
Original Quote "Let parents bequeath to their children not riches, but the spirit of
reverence." - Plato
Shift According to Plato, parents should not bequeath riches to their children,
but instead "the spirit of reverence."
Revised Indirect Plato said that parents should bequeath not riches to their children but
the spirit of reverence.
Revised Direct Plato said “Let parents bequeath to their children not riches, but the
spirit of reverence."
Original Quote "I was obsessed with religious questions, the basics: Why are we here?
Why is the world so beautiful?" - Anne Rice
Shift Anne Rice said she was obsessed with religious questions like why we are
here and why is the world beautiful?
Revised Indirect Anne Rice said she was obsessed with religious questions like why we are
here and why the world is beautiful.
Revised Direct Anne Rice said “I was obsessed with religious questions, the basics: Why
are we here? Why is the world so beautiful?"
Unit 4
Lesson 8: Singularity
Period: 5 Meetings
Established Goals
From DepEd
EN10SS-IVh-1.8.1- Point out relationships among statements.

EN10LC-IVh-14.3- Show appreciation for songs, poems, plays, etc.
EN10LC-IVh-6.5- Describe the emotional appeal of a listening text.
EN10VC-IVh-29- Appraise the unity of plot, setting, and characterization in a material viewed to achieve the writer’s
purpose.
EN10V-IVh-30- Get familiar with technical terms used in research.
EN10-LT-IVh-2.3- Draw the similarities and differences of featured selections in relation to theme.
EN10SS-IVh-2.3- Compose a research report on a relevant social issue.
EN10F-IVh-1.16- Deliver self-composed campaign speeches on advocacies, social issues, and concerns.
EN10G-IVh-32- Observe the language of research, campaigns, and advocacies.

 What is a social commentary?  A social commentary is a criticism of a practice or
 When do mixed constructions happen? tradition in society.
 What does singularity mean?  Mixed constructions happen when a sentence
consists of two different grammatical structures.
 Singularity means something unique or unusual.

 how to analyze a social commentary using present-  Analyze a social commentary using present-day
day context context.
 feminism  Discuss feminism by participating in an open forum.
 three waves of feminism  Come up with a definition of feminism by
 mixed constructions researching and writing a paper about its three
 guidelines in revising one’s work waves.
 Analyze the audience for whom a text is written.
 Recognize and revise mixed constructions.
 Be familiar with some guidelines in revising one’s
work.
 Revise one’s paper to improve argument,
organization, and style.
Radio Drama Engagement Activities:

Poster Making
Goal: to present some scenes about the plight of women Point of Reflection
Role: radio announcer, radio drama actors and actresses
Situation: Students will present the plight of women in

society in a creative manner.
Product/Performance and Purpose: a short radio drama

to present some scenes
Standard Criteria for Success: a well-conducted radio

drama
Use the rubrics on radio drama to assess this performance

task.
1. Reflect on how people treat singularity.

2. Reflect on how society perceives singularity.
3. Self-assess the performance task Radio Drama.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Singularity.
b. Inform the students that they are going to read an essay about women.
a. Discuss to the students that singularity means something unique or unusual.
b. Ask them if they have ever thought of what makes them unique from other people.
c. Let them watch a short video of Joyce Meyer.
d. Tell them to find out what she thinks about being unique.
e. Let them describe the women Joyce Meyer invited for her talk.
f. Ask them to justify whether they agree or not with Joyce Meyer’s argument.
h. Tell them to infer as to what is happening in the illustration.
a. Introduce the selection “A Room of One’s Own” after the whole class has talked about their
b. Motivation Question: “How important are women in society? What is the basis for the significance of
women?”
c. Motive Question: Let's find out how the essay relates to the theme.
5. During Reading
b. Tell them to cite passages from the text that exemplify each of the following methods for explanation.
c. While reading, ask them to answer the comprehension questions.
6. After Reading
Poster Making. Ask the students to draw a poster showing the different roles of women in society.
Point of Reflection. How do you view powerful women?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Proceed to the discussion on social commentary.
8. Explain to the students that a social commentary is a criticism of a practice or tradition in society.
9. Tell them that social commentaries lay out the facts and then appeal to the reader’s sense of justice and
judgement.
10. Explain to the students that it can be delivered through many forms, both visually and orally.
11. Tell them that its criticism may also be direct and literal.
12. Let them explain each example provided on the book.
14. Instruct them to answer the questions on the book.
15. Instruct them to complete the chart on the book.
a. What are the advantages of singularity?
b. When does singularity become disadvantageous?
c. How do people view singularity?

Oral Communication
19. Ask the students to hold an open forum that attempts to answer the question, “is feminism necessary and
why?”
20. Let any member of the class speak his or mind regarding the topic.
21. Remind them that the speaker should be able to give one solid reason and a good explanation of his or her
answer.
22. Tell them that speakers are not allowed to rebut or argue with another person’s opinion.
23. Proceed to the performance task entitled Radio Drama.
24. Tell the students to work in groups of five.
25. Ask them do a radio drama about the plight of women in society.
26. Instruct them to present the live radio drama.
Use the rubrics on radio drama to assess this performance.
27. Ask them to include an announcer and use sound effects if necessary.
28. After the drama, let the other students explain the scenes presented in the radio dramas.
29. Tell the students that there are three waves of feminism.
30. Explain to the students that each one arose because of a particular event in world history.
31. Instruct them to research on each of these waves.
32. Tell them to write a three to five-page paper that describes the similarities and differences among them.
33. Remind them that they must be able to come up with a working definition of feminism that encompasses all
three waves.
34. Ask them to submit their essay for checking. (E, R, E-2)
Use the rubrics on essay writing to assess this activity output.

35. Ask the students as to proceed to the discussion for Skills Development.
36. Tell the students that to analyze the audience for whom a text is written, they may go through the sequence of
questions shown in the book.
37. Explain to them the chart of questions.
38. Tell them to use the chart to evaluate whether Woolf’s A Room of One’s Own was crafted with a specific
audience in mind.
39. Tell them to answer the questions in the flowchart to map their ideas.
40. Ask them to share their answers to their seatmates.
41. Introduce the Grammar Review lesson on mixed constructions.
42. Tell the students that mixed constructions happen when a sentence consists of two different grammatical
structures. (E, R)
43. Discuss the common mixed constructions.
44. Tell them to read the different examples on the book.
46. Proceed to Grammar Workout B and let them work independently. (H,T)

48. Ask the students to work as a class.
49. Let them create a huge infographic using cartolina and coloring materials about the history of erasers.
50. Instruct them to reflect on the value of the invention of the eraser and the importance of revising one’s work.
(R)
51. For Writing Topic, explain to the students the importance of revising.
52. Tell them that revising a paper means adding, removing, moving, and changing parts of a text to improve its
content.
53. Explain to them that this is also the time when they re-examine the ideas and arguments presented in their
paper.
54. Let them read the guidelines that they can follow when revising their paper.
55. Ask the students to do Guided Reading as an enrichment activity.
57. Instruct them to reread their paper and study their main idea.
58. Ask them to revise their paper to improve the arguments they presented and to fix the organization of their
paper.
Before Reading
Important Words
Activity. Look up the meanings of the underlined words in a dictionary. Then, decide if these words are used correctly in
the sentences. If they are incorrectly used, choose a more suitable word and write it on the space before the number. If
the words are correctly used, write nothing.
1. replace—answers may vary

2. replace – answers may vary
3. correct use
5. correct use
7. replace—answers may vary
8. correct use
9. correct use
10. correct use

 https://www.youtube.com/watch?v=cnleA2lbLj0
Grammar Workout
A. Rewrite the following sentences to fix the mixed constructions.
1. His determination to get top honors helped him finish the research paper.
2. Many students who do not pass the exam increase their chance of repeating a grade.
3. The fact is that rats were overrunning the town and creating a health problem and nuisance to the people living
there.
4. An ideal place to vacation in would be a compromise between Enchanted Kingdom and Boracay.
5. The court decided that Brian would not be safe living with his father.
6. John got fired for not finishing the project on time.
7. The dog believes that he should be given the table scraps when his owner sits down to eat.
8. His teachers want to ask him, “Is he going to participate in the spelling contest tomorrow?”
9. The latest trends in the country are that women want to shed ten pounds and that men want to fill out the arms
of their shirts.
10. The best way to understand is by reading all the directions carefully.
B. Identify and correct the mixed constructions in the essay.
According to global gender gap index published by the World Economic Forum, the Philippines ranked fifth when it
comes to gender equality. Equality is when men and women have the same opportunities in education, healthcare, and
economy. What is the reason for this ranking? The reason for this high ranking is that women hold key positions in the
government. In the Philippines, women are equal to men when it comes to education. Women have the same
opportunities when it comes to applying for college and they can choose what course they want to take. Healthcare is
also equally available to both men and women. There is also equality in economic participation. Lastly, there is equal
spending power between men and women.
Unit 4
Lesson 9: Beginning
Period: 5 Meetings
Established Goals
From DepEd
EN10RC-IVi-10.2- Distinguish between general and specific statements.

EN10LC-IVi-3.14- Summarize important points discussed in the text listened to.
EN10VC-IVi-6.1- Evaluate how the elements that make up reality and fantasy affect viewing habits.
EN10VC-IVi-30- Assess one’s viewing behavior.
EN10V-IVi-30- Get familiar with technical terms used in research.
EN10LT-IVi-21- Evaluate literature as an instrument to express and resolve conflicts within, between, and among
societies.
EN10SS-IVi-2.3- Compose a research report on a relevant social issue.
EN10F-IVi-1.16- Deliver self-composed campaign speeches on advocacies, social issues, and concerns.
EN10G-IVi-32- Observe the language of research, campaigns, and advocacies.

 What is a backstory?  A backstory is a story that happened in the past

 What does inferring a speaker’s attitude mean? that affects the present.
 How does a backstory differ from a flashback?  Inferring a speaker’s attitude means determining
the persona’s views on ideas and events.
 A backstory is a narrative apart from the current
timeline while a flashback is a literary device that
can be used to tell this narrative.

Reading Reading
 a backstory for the speaker  Write a backstory for the speaker of a poem.
 how to write a fair and balanced news report  Interview a person to get information about his or
 how to infer the speaker’s attitude her prior experiences.
 some common spelling rules  Write a fair and balanced news report about an
 how to revise spelling mistakes issue of national importance.
 common strategies for editing  Infer the speaker’s attitude and analyze how it
 determine one’s own writing style contributes to the meaning of a text.
 Follow some common spelling rules when writing.
 Identify and revise spelling mistakes.
 Be familiar with some common strategies for
editing.
 Reflect on one’ own writing style.
The Most Awaited Day of My Life Engagement Activities:

Timeline
Goal: to share to the class the most awaited day of their Point of Reflection
lives
Role: speaker
Situation: Students will prepare a short talk to tell the class

the most awaited day of their lives so far and why they
anticipated for it.
Product/Performance and Purpose: short talk to share

one’s personal experience
Standard Criteria for Success: a well-delivered short talk
Use the rubrics on short talk to assess this task.
1. Reflect on how people look at the beginning of things.

2. Reflect on the things that can be viewed as the beginning of everything.
3. Self-assess the performance task The Most Awaited Day of My Life.
WHERETO

1. Introduction
a. Introduce the lesson by telling the students about this week’s big idea which is Beginning.
b. Inform the students that they are going to read a poem that talks about an anticipation for something.
a. Tell the students that the most difficult part of any process is the beginning.
b. Explain to them that many of us have experienced apprehension when faced with the challenge of
starting something, be it a small project or a major change in life.
c. Tell them to form small groups.
d. Instruct them to share their insights about the quotations shown in the book.
e. Tell them to listen as well as their classmates tell them how they feel about the upcoming graduation
and how this event in their lives relates to the theme of the lesson.
f. Inquire as to what the students can see in the drawing.
g. Tell them to infer as to how relevant the illustration is to the theme for this lesson.
h. Ask them to discuss their answers.
a. Introduce the selection “Sense of Something Coming” after the whole class has talked about their
b. Motivation Question: “What do you feel if you know something not so good is bound to happen? What
do you think people feel if they see that another typhoon is coming? What do you think fishermen feel
when they know that there would be a storm?”
c. Motive Question: Let's find out the circumstances in the poem.
5. During Reading
b. Instruct them to take note of the words that they think are related to one another.
c. Instruct them to write these words down on each of the boxes and show how closely related these
words are through connect word mapping.
d. Let them answer the comprehension questions while reading the selection.
6. After Reading
Timeline. Ask the students to make a timeline of the different problems in the country.
Point of Reflection. How do you see yourself in terms of being calm when you see something not so
good is going to happen?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Work with Technology. Research on the different instances wherein people were not prepared for the
bad thing that would happen to them. Paste any picture of such instances.

7. Proceed to the discussion on backstory.
8. Explain to the students that stories do not start at the beginning because it is often not the best point to begin a
narrative.
9. Tell them that most stories begin in the middle of things, when something important is already happening.
10. Explain to the students that when there is a need to tell the past, the writer can insert the character’s backstory.
11. Tell them that a backstory is a story that happened in the past that affects the present.
12. Explain to them that the writer may inject the backstory through dialogues, monologues, or flashback.
13. Tell them that a backstory is a narrative apart from the current timeline while a flashback is a literary device that
can be used to tell this narrative.
15. Let them work on a backstory for the character by filling out the graphic organizer on the book.
a. What are the things that people do to prepare for something bad that might happen?
b. How prepared are people for disasters?
c. On what instances can a person consider an ending as a beginning?

Oral Communication
19. Tell the students to find a partner.
20. Instruct them to decide who will be the interviewer and the interviewee.
21. Tell them that the interview will be about a high school student who is applying for a college scholarship.
22. Let them switch roles after 6-7 minutes.
23. Ask them to proceed to the performance task The Most Awaited Day of My Life.
24. Ask the students to reflect on the day that they really anticipated for.
25. Let them prepare a short talk to be presented in front of the class.
26. Instruct them to present their short talk in front of the class.
Use the rubrics on short talk to assess this task.
27. Ask the students to find a controversial issue of national importance.
28. Instruct them to research about its roots.
29. Let them include the views of opposing factions to come up with a fair and balanced news report.
30. Ask them to interview reliable people if necessary.
31. Let them focus on the importance of the topic and how it will affect our future as a nation.
32. Ask them to submit their work. (E, R, E-2)

33. Tell the students to proceed to the Skills Development discussion on inferring the speaker’s attitude in poems.
(T)
34. Explain to them that inferring a speaker’s attitude means determining the persona’s views on ideas and events.
35. Tell them that the clues are usually found in several lines of the poem.
36. Tell them that they can use the organizer shown in the book to ease their process of interpretation.
37. Ask them to infer the speaker’s attitude in the poem that they read.
39. Introduce Grammar Review. Discuss spelling rules using the guided discussion in the book. (E, R)
40. Discuss the different spelling rules provided on the book.
41. Ask them to read and give their own examples.
43. Let them give examples of words applying the spelling rules. (H,T)

46. Instruct each group to play the game Save the Egg.
47. Tell them to read the rules with their groups. (R)
48. For Writing Topic, discuss strategies for editing.
49. Tell them that as a writer, it is important that their work is free from errors because this can affect the credibility
of their paper.
50. Discuss the guidelines that they can use when editing their work.
51. Let them proceed to Guided Reading.
52. Proceed to Individual Activity to check the students’ knowledge about the topic.
53. Instruct them to write an essay reflecting their own writing style.
Grammar Workout
Read the paragraph and identify any spelling mistakes. Underline the misspelled word and write the correct spelling on
top of it.
When we read a book or watch a movie, we usually follow the story of heroes. According to the American scholar Joseph
Campbell, every hero’s story has something in common. From ancient stories to modern stories, a hero’s journey always
follows a pattern. First, the hero is living an ordinary life when they get the call to adventure. This is an event that
compels or requires the hero to go on a journey. Before the hero proceeds with his quest, he first receives help from
someone who is wiser or older. This could be in a form of advice or an item that he can use on his quest. An older or
wiser character can also help the hero as he hatches a plan to achieve his goal. The hero then starts his journey and
faces many trials. During this time, the hero might fight a monster or solve a puzzle. The hero then undergoes a crisis
where he faces a life or death situation. When the hero overcomes this crisis, he will gain a treasure such as a magical
item or riches. The adventure will bring about a change in the hero. Resolution is the part where all the characters’
storylines find closure. Finally, the hero will return to his everyday life thus ending the journey. Think about the different
parts of a hero’s journey and try to relate in your life. Is there any fictional hero that you can relate to?

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Unit 1

Stage 1 – Desired Results

Essential Questions Desired Understandings

Key Knowledge and Skills

 How to be objective in a biography.  Identify and evaluate objectivity in a biography.

Moral Politics Engagement Activities:

Audience: Peers and teacher

Situation: Students will come up with a list of the qualities

Product/performance and Purpose: A panel discussion to

Standard Criteria for Success: A good and well-presented

Use the rubrics on panel discussion to assess this

Student Self-Assessment and Reflection

1. Reflect on how government officials and employees serve the people.

First Meeting (Directed Reading Activity)

Second Meeting (Literary Analysis)

Third Meeting(Responding to Literature and Skills Development)

Fourth Meeting (Skills Development and Grammar review)

Fifth Meeting(Collaborative Task and Writing Task)

Underline Word Synonyms of the underlined word Use of the underlined

derangements dementia, madness, disruption, disturbance disruption, disturbance,

revenues earnings, gains, income, profit, funds, money money, finances

conspicuous prominent, well-known, outstanding, prominent, remarkable,

scruples hesitation, reluctance, misgiving doubt, hesitation

conspirators conniver, schemer conniver, schemer

However, as previously mentioned, Octavian was ruthless and pursued Marc

Some questions for critical thinking:

Skills Development: Reading Biographies

Grammar Review: Avoiding Wordiness

A small number of young people like reading biographies regularly.

Few young people like reading biographies regularly.

It is important that readers who enjoy biographies also admire logic.

Writing Topic: Doing Research

Stage 1 – Desired Results

Essential Questions Desired Understandings

Key Knowledge and Skills

Stage 2 – Determine Acceptable Evidence

The Verdict Engagement Activities:

Role: Judges and the person accused of murder

Audience: Peers and teacher

Situation: Students will perform a skit presenting a court

Product/Performance and Purpose: Skit presentation to

Standard Criteria for Success: A good skit with good

Use the rubrics on skit presentationor dialogues to assess

Student Self-Assessment and Reflection

1. Reflect on how hospitable the Filipinos are.

First Meeting (Directed Reading Activity)

Third Meeting(Responding to Literature and Skills Development)

Fourth Meeting (Skills Development and Grammar review)

Fifth Meeting(Collaborative Task and Writing Task)

The Jews were enslaved.

The Passover Guest

Research and Writing

Skills Development: Hypothesizing

Stage 1 – Desired Results

Essential Questions Desired Understandings

Key Knowledge and Skills

Stage 2 – Determine Acceptable Evidence

Alike or Unlike Engagement Activities:

Audience: Peers and teacher

Situation: The students will present the similarities and

Product/Performance and Purpose: A pantomime to show

Standard Criteria for Success: Well-presented pantomime.

Use the rubrics on pantomime to assess this performance.