Documente Academic
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Documente Cultură
Philippines Department
of Education Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
Self-Learning Module in
Quarter I: Week 4
MELC: Evaluate and make judgements about a range of texts using a
set of criteria e.g. comparing arguments on the same topic, critiquing a
short story
Self-Learning Module in English 10
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation
of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalty.
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Author/Layout ROY ALLEN C. PEREZ
Artist
SST III
LIZA M. MAGALONG
Editor: SSHT VI
VIRGIL R. GOMEZ
Reviewers: Principal IV
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Quarter I | Week 4
Enabling Competencies
Explain how the elements specific to a selection
build its theme
Make generalizations
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PRETEST
As a starter, let us appraise your prior knowledge about
some things that you are going to encounter in this
module. Supply the missing letters to identify the word
being referred in each item.
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1. It is a series of sentences revolving
→P _ _ A _ _ _ P _
in one main idea.
Great! It is a nice start! Now, all you have to is to study more about these
things in this learning module! Make sure to have fun while learning.
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WARM UP
You have learned from the previous module that the
information that you get from various sources can be
used in your daily life. But these sources of information
need to be scrutinized first to filter out irrelevant and
improper ones. Try to do the following task where you
are going to tell whether the materials described are
good or bad. Check the column appropriately.
Evaluating
Texts
GOOD BAD Te
xt
1. A news article with so many grammar glitches
Motive Questions:
MINDS ON
Awesome! It seems that you remember so much from
the discussion. This time, let’s try to evaluate the following
texts. Read it carefully and respond to the prompts that
follow.
A Year Full of
Sickness
by Thea Isabell P.
Fernandez
Dengue was always just an intermittent part of our tropical country, a casual “rainy season
disease,” deemed ordinary by the common people. Until, it was declared a national epidemic this August 6
by the Department of Health.
With the sudden rise of the cases, questions are asked and suspicions are raised on whether who’s
at
fault. Is it a natural phenomenon? Is it the government? Dengvaxia? Or is it just us?
According to Health Secretary Francisco Duque, "It's a phenomenon. No science is able to explain
it.” Duque said peak in dengue cases has been observed every 3 to 4 years. Though it is said to be a
phenomenon, there are still obvious factors that caused the sudden outbreak.
Even so, there are ways to help prevent a wider spread of Dengue. In this case, the maxim,
“An ounce of cure is worth a pound of cure,” is without a doubt unquestionable, considering Dengue has no
actual cure. Traditional ways of preventing the disease involve early detection. Once symptoms are
observed, it is a must to admit for a check up to our local hospitals.
Keeping ourselves hydrated and mosquito-free should be our priority, especially during the rainy
season. Insect repellents are effective yet costly. But local herbal concoctions can pose as
alternatives. Surroundings should be kept free of spots where stagnant water can accumulate. More than
ever, the 4S campaign is an important weapon to use: 1) Search for and destroy mosquito-breeding places;
2) Use self protection measures; 3) Seek early consultation for fever lasting more than two days; and 4) Say
“No” to indiscriminate fogging, with a 5th S to be announced in the early future.
We need to address the connections between access to flowing water and the proliferation of
mosquitoes, dengue prevalence, stagnant economies and access to health care. Recognizing the link
between environment and health should make us realize how thinking about who’s at fault is a waste of
time, that somehow, we are all at fault and that we are all in this together.
Organization
The text is clear and readable. Font style and size are reasonable.
Signal words are present to guide the readers .
The text has introduction, body and conclusion.
Coherence
The text has topic sentence, main idea and supporting details
There are no irrelevant information written in text.
All sentences help convey the main point of the text.
Language Use
Mechanics
Content
HANDS ON
This time, it is time for your practice further your
learnings from this lesson. Do as you are told in the
following instructions.
A. Evaluating a Poem
1. Look for a poem from any high school English book, references, or any
website accessible to you.
2. Note the title and author of the poem and the date of reading the poem.
3. Evaluate the said literary piece by answering the questions.
4. Use the following template to accomplish the tasks.
Literary Evaluation Template
Title of the Literary Piece: Genre:
Date Read:
2. As you read the poem, were these impressions validated by the content of the
poem? How?
3. Describe the speaker in the poem. What made you say so?
5. What picture was formed on your mind upon reading the poem?
6. What can you say about the structure of the poem? (Lines, Stanzas, Rhymes
Scheme)
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B. Evaluating a Short Story
Read the story, “Orpheus” and accomplish the succeeding tasks.
Orpheus
by Alice Low
There were nine goddesses called Muses. Born out of Zeus and a Titan named
Mne- mosyne, each muse presided over a different art or science. Calliope, one of
these sisters, was the inspiration of poets and musicians. She was the mother of
Orpheus (a mortal be- cause his father was one) and gave to her son a remarkable
talent for music.
Orpheus played his lyre so sweetly that he charmed all things on earth. Men
and women forgot their cares when gathered around him to listen. Wild beasts lay
down as they gathered around him as if they were tame, entranced by his soothing
notes. Even rocks and trees followed him, and the rivers changed their direction to
hear him play.
Orpheus loved a young woman named Eurydice, and when they were married,
they looked forward to many years of happiness together. But soon after, Eurydice
stepped on a poisonous snake and died.
Orpheus roamed the earth, singing sad melodies to try to overcome his grief.
But it was no use. He longed for Eurydice so deeply that he decided to follow her to the
under- world. He said to himself, “No mortal has ever been there before, but I must try
to bring back my beloved Eurydice. I will charm Persephone and Hades with my music
and win Eu- rydice’s release.”
He climbed into a cave and through a dark passage that led to the underworld.
When he reached the river Styx, he plucked his lyre again, and Cerberus, the fierce
three-
headed dog who guarded the gates, heard the sweet music and lay still to let him pass.
Orpheus continued to play his lyre tenderly as he made his way through the
gloomy underworld. The ghosts cried when they heard his sad music. Sisyphus, who
had been condemned to roll uphill forever, stopped his fruitless work to listen.
Tantalus, who had been sentenced to stand in a pool of receding water, stopped trying
to quench his thirst. And even the wheel to which Ixion was tied as punishment stopped
turning for one mo- ment.
At last Orpheus came to the palace of Hades and Persephone, King and
Queen of the underworld. Before they could order him to leave, he began his gentle
song, pleading for Eurydice.
When stern Hades heard Orpheus’ song, he began to weep. Cold Persephone
was so moved that, for the first time in all her months in the underworld, her heart
melted.
“Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with Or-
pheus.”
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And Hades replied, “I, too, feel the sadness of Orpheus. I cannot refuse him.”
They summoned Eurydice, and the two lovers clasped each other and turned to
leave.
“Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one con-
dition.”
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“She must follow you, and you must not look back at her until you are on earth
again.”
“I understand,” said Orpheus, “and I am forever grateful.”
Orpheus and Eurydice left the underworld and made their way through the dark
passage that led to the upper world. At last they reached the cave through which
Orpheus had descended.
“I can see daylight ahead” called Orpheus to Eurydice. “We are almost there.”
But Eurydice had not heard him, and so she did not answer.
Orpheus turned to make sure that she was still following him. He caught one
last glimpse of her arms stretched out to him. And then she disappeared, swallowed by
dark- ness.
“Farewell,” he heard her cry as she was carried back to the underworld.
Orpheus tried to follow her, but this time the gods would not allow it. And so he
wan- dered the earth alone. He sang his sad songs to the trees and longed for the time
when he, too, would die and be reunited with his beloved Eurydice in the underworld.
Orpheus
by Alice Low
Setting Theme
Conflict Lesson
1. Are the setting and the characters realistic? How do these contribute to the
effectiveness of conveying lesson from the story?
2. Was the theme of the story effectively portrayed by the course of events in story? Explain.
3. Was the author’s purpose of writing the story achieved? How did setting,
characterization, and plot help in conveying and achieving the author’s
purpose? Explain.
4. Over all, what can you say about the story? Is it a good instrument of
——-End of Module——-
Hooray! Count this as one of your achievements. By finishing this module, you
are continuously improving your skills in English. Good job!
References