Englishgrade10tg Unit2 150809130021 Lva1 App6891 - 2 PDF

10
Celebrating Diversity through

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

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email
their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education
Republic of the Philippines
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Celebrating Diversity through World Literature Grade 10
English - Teachers Guide
First Edition 2015
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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or office wherein the work is created shall be necessary for exploitation of such work for
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of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trade-marks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in
seeking permission to use these materials from their respective copyright owners. All
means have been exhausted in seeking permission to use these materials. The publisher
and authors do not represent nor claim ownership over them.
Only institutions and companies which have entered an agreement with FILCOLS
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Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 439-2204, respectively.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teachers Guide
Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango

Authors: Liza Almonte, Lerma Flandez, Angelou Hermosa, Nedia Lagustan, Liberty
Mangaluz, Elenita R. Miranda, Paul Anthony Mendoza, Lito Palomar, Grace
Annette Barradas-Soriano, and Karen Villanueva
Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson
S. Juan, Jennifer E. Lopez, Carlo Erba Manalo Pacinos, Dr. Sterling Plata,
Jeanette M. Romblon, Leilani T. Seires, and Dr. Roderick Tadeo
Language Editor: Dr. Ma. Antoinette Montealegre
Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador
Dionisio, and Ms. Anna Marie B. San Diego
Illustrators: Angielyn G. Barian, Eric S. De Guia, and Jayson M. Gaduena
Layout Artists: Camille Francesca Mondejar, Matthew Leysa, and Jerby S. Mariano
Printed in the Philippines by REX Book Store, Inc.

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 5th Floor Mabini Bldg., DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
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INTRODUCTION
This Teachers Guide is specially designed to provide you the roads to cooperative,
collaborative, and independent learning of the target themes, concepts, and
competencies that will develop your 21st century real life-based skills. This module
provides you with meaningful tasks to develop your skills for academic success and
the world of work. It is anchored on the general principles, goals, and objectives of the
K to 12 Basic Education program for Grade 10 that will enable you to become self-
actualizing, productive and effective participant of the society and the world at large.
This learners material provides a variety of texts particularly world literary pieces
that are both relevant and meaningful to your life. It offers opportunities for you to
be engaged in varied, interesting, motivating, challenging, meaningful and worthwhile
tasks to further develop and improve your listening, speaking, viewing, vocabulary,
literary, grammar and reading skills. These tasks are generated as communicative and
real life-based activities anchored on the integration of literature and language skills.
Positively, this material will help deepen your understanding on how you can enrich,
enhance and lead a meaningful life.
There are four modules in this learning material. Each module builds around a particular
text for you to explore meaningfully through a variety of integrated, challenging, and
interesting tasks.
Module 1 : Overcoming Challenges
Module 2 : Establishing Solidarity
Module 3 : Reconciling with Nature
Module 4 : Rebuilding Our Societies
Each module consists of six lessons wherein each lesson is developed through the
following phases.
1. Your Journey - provides an overview of what you should understand in the

lesson. This includes clear directions and purpose of the lesson.
2. Your Objectives states the expectations in line with what you should
know, understand, and be able to do, produce, or perform to show there is
transfer of learning.
3. Your Initial Tasks activates your prior knowledge and prepares you for
higher level tasks.
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4. Your Text -presents the main reading or literary text and the activities/
tasks that leads you to acquire knowledge, make sense of, and construct
meaning out of the information and experiences contained therein.
5. Your Discovery Tasks includes activities that will expand, enrich, enhance,
and broaden your understanding of the target concepts and skills.
6. Your Final Task presents the real life- based product or performance task
as final output for the lesson that serves as evidence of understanding of
the target concepts and skills. This is an enabling task for the main real life-
based product or performance task covering the entire module.
7. My Treasure enables you to express your insights, learning, and

realization on the lesson. This part contains prompts and other organizers
that will help you sum up and synthesize what you have learned.
This learners material includes formal pre and post assessments in both written
response and multiple-choice formats.
We hope that through this material, you will be provided with meaningful learning
experiences and relevant competencies necessary for you to successfully meet the
demands of the 21st century.
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TABLE OF CONTENTS
MODULE 2: Establishing Solidarity
Lesson 1: Finding Common Ground 118

Lesson 2: Building Ties 131
Lesson 3: Being Sensitive To Others 145
Lesson 4: Empathizing With Others 174
Lesson 5: Accepting Individual Differences 195
Lesson 6: Embodying Solidarity 207
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Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
vi
K to 12 Curriculum Guide
ENGLISH
(Grade 10)
December 2013
K to 12 BASIC EDUCATION CURRICULUM
THE FRAMEWORK
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I. PHILOSOPHY AND RATIONALE
Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is
governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in
understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and
contributing to a better society. Language, therefore, is central to the peoples intellectual, social and emotional development and has an essential role in all key
learning areas1.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with
each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the
world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of
and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the
wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.
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All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L 2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the
development of both the first language (L1) and the second language (L2) 2. It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive
throughout students lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing
sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and
incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests.
1
1998. English Curriculum Framework. Australia
2
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware: International
Reading Association
3
Learning requires meaning . We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce
new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make
connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term text refers to any form
of written (reading and writing), oral (listening and speaking) and visual communication involving language4. The texts through which students learn about
language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The study of specific texts is the means by which
learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced
by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 5. Language learning should include a plethora of
strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students existing language competence, including the use of
non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop
functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to
reflect on and critically analyze their own use of language and the language of others.
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An effective language arts and multiliteracies curriculum satisfies the following principles 6.
1. develops thinking and language through interactive learning;

2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in
school and in civic life, and;
10. assesses and reflects the students ability to interpret and/or communicate in the target language 7.
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
5
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
6
2011.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts
7
2004. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.
III. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were
born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often
termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members
of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on
the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health
problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate
details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones,
emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the
way companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced
attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they
cannot focus for very long.
While we dont know much about Gen Z yet... we know a lot about the environment they are growing up in. This highly diverse environment will make the
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grade schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized
instruction, data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners.
IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and
skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may
engage in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.8
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules, and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-
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cultural conventions in social contexts. They are the context and topic of discourse, the participants social status, sex, age, and other factors which influence
styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the
development of sociolinguistic competence is essential for communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social
meaning, particularly when the literal meaning of an utterance does not lead to the speakers intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at
the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual
guessing, and tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multiliteracy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using
texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange meaning in
our society while professional literacy links with the notion of literacy for school or the workplace.
8
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used
medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand
that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values,
beliefs, and ways of thinking about ourselves and the world we dwell in. Through multiliteracy skills, learners will be able to appreciate and be sensitive to
sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose, and audience.
IV. CONCEPTUAL FRAMEWORK
The world is now in the Knowledge age where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age
must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make
decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino, and English follow a unified framework
which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners ability to communicate effectively in a language leading them to achieve communicative
competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through
language and aims to develop graduates who are communicatively competent and multiliterates.
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Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as
guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and
strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding;
writing and representing) and the development of thinking skills (critical thinking, creative thinking, and metacognition) allowing students to make meaning through
language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school
administrators, and curriculum developers.
COMPONENT 1: Language Learning Process
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the
natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow
students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes,
topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
3. Integration
The areas of language learning the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of
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relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly
(skills, content, theme, topic, and values integration).
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students needs, abilities and interests. Effective pedagogies will
be used to engage them and to strengthen their language development.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned
around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken
and written language to suit the purpose, audience, context, and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on
and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and
psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are
described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world,
including ones culture Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms
and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values,
beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who
does the communicating. These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society.
Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge
the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical
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environments as well as the social, economic, historical, and political environments influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to
recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this
knowledge and understanding to create their own spoken, written, and visual texts. Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of
other languages, students understand that each language is different, but has identifiable patterns within its own system.
3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a
variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and
audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and
discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify
what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts
such as tables of contents, headings, indexes, forewords, and glossaries as aids in locating information. They assess the usefulness of information for particular purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information
and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of
presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account
the possible effects of and responses to the presentation of ideas and information.
COMPONENT 3: Making Meaning through Language
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding
students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations
where communication demands greatly vary.
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The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students
to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and
viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).
The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education.
This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to learn and that
teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.
Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language
2. Phonological Awareness
3. Book and Print Knowledge
4. Alphabet Knowledge
5. Phonics and Word Recognition
6. Fluency
7. Spelling
8. Writing and Composition
9. Grammar Awareness & Structure
10. Vocabulary Development
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11. Reading Comprehension
11.1 schema & prior knowledge
11.2 strategies
11.3 narrative text
11.4 informational text
12. Listening Comprehension
13. Attitudes towards language, literacy and literature
14. Study Strategies

Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency
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Spelling
Writing and composition
Grammar awareness and structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language, literacy and

literature
Study strategies
Viewing
Coherence with the Basic Education Program Goals
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program
goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.
COMPONENT 4: Holistic Assessment
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should
go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative
feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of
student learning. It will also enable parents to support their children's development and growth.
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Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value.
These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life.
2. A holistic view of language
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole.
Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social,
academic, and physical context.
3. An integrative view of learning
Assessment attempts to capture the learners total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment
procedures are based on the idea that various aspects of a learners life, both academic and personal, are integral to the development of language proficiency and
cannot be ignored. These dimensions include not only processes such as acquiring and integrating knowledge, extending and refining knowledge, and using
knowledge meaningfully, but also issues such as varying student attitudes towards learning.
4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of
assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational
experiences.
5. Multiple referencing
Assessment entails obtaining information about the learner from numerous sources and through various means.
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For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume responsibility for
their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are doing in school. For teachers,
the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In addition, it reports the success of the
curriculum and provides teachers with a framework for organizing students works.
Definitions of the Content Standards for the Integrated Language Arts Curriculum
for the K to 12 Basic Education Program of the Department of Education
Content Standards Performance Standards at the end of Grade 3
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal
Oral Languages in English
experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.
Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter
Phonic and Word Recognition
combinations, affixes and contractions
Fluency Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting Write legibly in manuscript or cursive writing
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Demonstrate grammatical awareness by being able to read, speak and write correctly
Grammar Awareness and Structure
Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts
Reading Comprehension and Study Strategies
Use of Content and Prior
Activate prior knowledge conceptually related to text and establish a purpose for reading
Knowledge
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar
Comprehending Informational Text Locate information from expository texts and use this information for discussion or written production
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively
KEY STAGE STANDARD
GRADE 12 - Students should be able to integrate communication and language skills for creating meaning
using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
GRADE 10 - Students should be able to interpret, evaluate and represent information within and between
learning area texts and discourses.
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GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate
and grammatically correct oral and written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written
texts and to communicate meanings and feelings effectively.
GRADE 10
FIRST QUARTER
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of other countries.
The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper
GRADE LEVEL STANDARD
appreciation of World Literature, including Philippine Literature.
The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
CONTENT STANDARD conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
RC LC VC V WC F G
LT
Week Reading Listening Viewing Vocabulary Writing and Oral Language and Grammar
Literature
Comprehension Comprehension Comprehension Development Composition Fluency Awareness
EN10RC-Ia-2.15.2: EN10LC-Ia-11.1: EN10VC-Ia- EN10V-Ia-13.9: EN10LT-Ia- EN10WC-Ia- EN10OL-Ia-3.14: EN10G-Ia-27:
Determine the effect Get information that 1.4/2.4: Differentiate 14.2: Explain 12.1: Identify Identify the factors Use reflexive and
of textual aids like can be used in Determine how formal from how the features of of public speaking intensive pronouns
advance organizers, everyday life from connected events informal elements specific persuasive texts
xxii
1 titles, non-linear news reports, contribute to the definitions of to a selection
illustrations, etc. on speeches, informative totality of a words build its theme
the understanding of talks, panel material viewed
a text discussions, etc.
EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib-13.9: EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use

Determine the effect Determine the 1.4/2.4: Differentiate Explain how the 12.1: Identify Describe and reflexive and
of textual aids like implicit and explicit Determine how formal from elements specific features of interpret the ethics intensive pronouns
advance organizers, signals, verbal, as connected events informal to a genre persuasive texts of public speaking
titles, non-linear well as non-verbal, contribute to the definitions of contribute to the
illustrations, etc. on used by the speaker totality of a words theme of a
the understanding of to highlight significant material viewed particular literary
2
a text points selection
EN10LT-Ib-
2.2.1: Express
appreciation for
sensory images
used
RC LC VC V WC F G
LT
Literature
EN10RC-Ic-2.15.2: EN10LC-Ic-4: EN10VC-Ic- EN10V-Ic-13.9: EN10LT-Ic-2.2: EN10WC-Ic- EN10OL-Ic-3.16: EN10G-Ic-26: Using
Determine the effect Determine the 1.4/2.4: Differentiate Explain how the 12.2: Formulate a Describe the words and
of textual aids like implicit and explicit Determine how formal from elements specific statement of techniques in expressions that
advance organizers, signals, verbal, as connected events informal to a genre opinion or assertion effective public emphasize a point
titles, non-linear well as non-verbal, contribute to the definitions of contribute to the speaking
illustrations, etc. on used by the speaker totality of a words theme of a
3 the understanding of to highlight significant material viewed particular literary
a text points selection
EN10LT-Ic-
2.2.2: Explain
the literary
devices used
EN10RC-Id-2.15.2: EN10LC-Id-4.1: EN10VC-Id-25: EN10V-Id-13.9: EN10LT-Id-2.2: EN10WC-Id- EN10OL-Id- EN10G-Id-26: Using
Determine the effect Single out direct and Express insights Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like indirect signals used based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, by a speaker presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear material viewed definitions of contribute to the sample public
xxiii
illustrations, etc. on words theme of a speaking situation
4 the understanding of particular literary
a text selection
EN10LT-Id-
2.2.2: Explain
the literary
devices used
EN10RC-Ie-2.15.2: EN10LC-Ie-14.1: EN10VC-Ie-25: EN10V-Ie-13.9: EN10LT-Ie-2.2: EN10WC-Ie- EN10OL-Ie- EN10G-Ie-26: Using
Determine the effect Point out the Express insights Differentiate Explain how the 12.2: Formulate a 3.16.1: Employ the words and
of textual aids like effectiveness of the based on the ideas formal from elements specific statement of techniques in public expressions that
advance organizers, devices used by the presented in the informal to a genre opinion or assertion speaking in a emphasize a point
titles, non-linear speaker to attract and material viewed definitions of contribute to the EN10WC-Ie- sample public
illustrations, etc. on hold the attention of words theme of a 12.3: Compose a speaking situation
the understanding of the listener particular literary persuasive text of
5 a text selection three paragraphs
expressing ones
EN10LT-Ie- stand on an issue
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
RC LC VC V WC F G
LT
Literature
EN10RC-If-21: EN10LC-If-14.2: EN10VC-If-25: EN10V-If-13.9: EN10LT-If-2.2: EN10WC-If-12.3: EN10OL-If- EN10G-If-3.6: Use
Compare new insights Determine the roles Express insights Differentiate Explain how the Compose a 3.16.1: Employ the modals
with previous of discourse markers based on the ideas formal from elements specific persuasive text of techniques in public
learnings (e.g. conjunctions, presented in the informal to a genre three paragraphs speaking in a
gambits, adverbs) in material viewed definitions of contribute to the expressing ones sample public
signaling the words theme of a stand on an issue speaking situation
functions of particular literary
6 statements made selection.
EN10LT-If-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-Ig-21: EN10LC-Ig-8.7: EN10VC-Ig- EN10V-Ig-13.9: EN10LT-Ig-3: EN10WC-Ig- EN10OL-Ig- EN10G-Ig-3.6: Use
Compare new insights Make generalizations 1.5/2.5: Draw Differentiate Explain how a 12.3: Compose a 3.16.1: Employ the modals
with previous generalizations and formal from selection may be persuasive text of techniques in public
learnings conclusions based informal influenced by three paragraphs speaking in a
7
on the materials definitions of culture, history, expressing ones sample public
viewed words environment, or stand on an issue speaking situation
other factors
xxiv
EN10RC-Ih-21: EN10LC-Ih-14.3: EN10VC-Ih- EN10V-Ih-13.9: EN10LT-Ih-2.3: EN10WC-Ih- EN10OL-Ih- EN10G-Ih-3.6: Use
Compare new insights Show appreciation for 1.5/2.5: Draw Differentiate Draw similarities 12.3: Compose a 3.16.1: Employ the modals
with previous songs, poems, and generalizations and formal from and differences persuasive text of techniques in public
learnings other listening texts conclusions based informal of the featured three paragraphs speaking in a
8
on the materials definitions of selections in expressing ones sample public
viewed words relation to the stand on an issue speaking situation
theme
EN10RC-Ii-21: EN10LC-Ii-14: EN10VC-Ii- EN10V-Ii-13.9: EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use

Compare new insights Examine how spoken 1.5/2.5: Draw Differentiate Evaluate Compose short 3.16.1: Employ the modals
with previous communication may generalizations and formal from literature as a persuasive texts techniques in public
learnings be repaired or conclusions based informal way of using a variety speaking in a
9
enhanced on the materials definitions of expressing and ofpersuasive sample public
viewed words resolving ones techniques and speaking situation
personal conflicts devices
10 Culminating Activity
SECOND QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving
CONTENT STANDARD conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.
PERFORMANCE STANDARD The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
RC LC VC V WC F G
LT
Literature
EN10RC-IIa-11: EN10LC-IIa-11: EN10VC-IIa-3.8: EN10V-IIa- EN10LT-IIa- EN10WC-IIa- EN10OL-IIa5: EN10G-IIa-29:
Transcode Switch from one Assess the 13.9: Give 14.2: Explain 13.1: Identify Employ appropriate Observe correct
information from listening strategy to effectiveness of the technical and how the parts and features pitch, stress, grammar in making
xxv
1 linear to non-linear another to extract ideas presented in operational elements specific of argumentative juncture, definitions
texts and vice-versa meaning from the the material viewed definitions to a selection essays intonation, etc.
listening text taking into account build its theme
its purpose
EN10RC-IIb-11.2: EN10LC-IIb-15.1: EN10VC-IIb-3.8: EN10V-IIb- EN10LT-IIb- EN10WC-IIb- EN10OL-IIb- EN10G-IIb-29:
Explain illustrations Assess the Assess the 13.9: Give 14.2: Explain 13.2: Formulate 5:Employ Observe correct
from linear to non- effectiveness of a effectiveness of the technical and how the claims of fact, appropriate pitch, grammar in making
2 linear texts and vice material listened to ideas presented in operational elements specific policy, and value stress, juncture, definitions
versa taking into account the material viewed definitions to a selection intonation, etc.
the speakers purpose taking into account build its theme
its purpose
EN10RC-IIc-5.4: EN10LC-IIc-15.2: EN10VC-IIc-3.8: EN10V-IIc-13.9: EN10LT-IIc- EN10WC-IIc- EN10OL-IIc- EN10G-IIc-29:
Present information Assess whether the Assess the Give technical and 2.2: Explain how 13.3: Use patterns 3.11: Observe correct
using tables, graphs, speakers purpose is effectiveness of the operational the elements and techniques of Use the correct grammar in making
and maps achieved or not ideas presented in definitions specific to a developing an sound of English definitions
the material viewed genre contribute argumentative when delivering
taking into account to the theme of a claim impromptu and
3 its purpose particular literary extemporaneous
selection speech
EN10LT-IIc-
2.2.1: Express
appreciation for
sensory images
used
RC LC VC V WC F G
LT
Literature
EN10SS-IId-1.5.2: EN10LC-IId- EN10VC-IId- EN10V-IId- EN10LT-IId- EN10SS-IId- EN10OL-IId- EN10G-IId-29:
Scan for needed 3.15:Evaluate 26:Detect bias and 13.9: Give 2.2: Explain how 1.6.3: 3.11:Use the Observe correct
information listening texts in prejudice in the technical and the elements Acknowledge correct sound of grammar in making
terms of accuracy, material viewed operational specific to a citations by English when definitions
validity, adequacy, definitions genre contribute preparing a delivering
and relevance to the theme of a bibliography impromptu and
4 particular literary extemporaneous
selection speech
EN10LT-IId-
2.2.2: Explain
the literary
devices used
EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use

Read closely to get Employ analytical Detect bias and 13.9: Give 2.2: Explain how 1.6.4: Use writing Observe the correct words and
the authors purpose listening in problem prejudice in the technical and the elements conventions to stance and proper expressions that
solving material viewed operational specific to a indicate stage behavior as affirm or negate
definitions genre contribute acknowledgement deemed necessary
to the theme of a of resources EN10OL-IIe-
particular literary 2.6.2: Establish
5 selection eye contact
EN10LT-IIe-
xxvi
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf- EN10OL-IIf-3.8: EN10G-IIf-28: Use

Read closely to get Employ analytical Detect bias and Give technical and 2.2: Explain how 1.6.6: Use Observe the correct words and
explicitly and listening in problem prejudice in the operational the elements quotation marks or stance and proper expressions that
implicitly stated solving material viewed definitions specific to a hanging stage behavior as affirm or negate
information genre contribute indentations for deemed necessary
to the theme of a direct quotes EN10OL-IIf-
particular literary 2.6.2: Establish
6
selection eye contact
EN10LT-IIf-
2.2.3: Determine
tone, mood,
technique, and
purpose of the
author
RC LC VC V WC F G
LT
Literature
EN10RC-IIg-13.1: EN10LC-IIg-13.3: EN10VC-IIg-27: EN10V-IIg- EN10LT-IIg- EN10SS-IIg- EN10F-IIg-3.7: EN10G-IIg-28: Use
Read closely to get Detect biases and Use previous 13.9: Give 2.3: Draw 1.6.5: Use in-text Demonstrate words and
explicitly and prejudices experiences as technical and similarities and citations confidence and expressions that
implicitly stated scaffold to the operational differences of the ease of delivery affirm or negate
7 information message conveyed definitions featured
by a material selections in
viewed relation to the
theme
EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28:

Evaluate text content, Determine Use previous 13.9: Give Explain how a Compose an Demonstrate Use words and
elements, features, unsupported experiences as technical and selection may be argumentative confidence and expressions that
and properties using generalizations and scaffold to the operational influenced by essay ease of delivery affirm or negate
8
a set of criteria exaggerations message conveyed definitions culture, history,
by a material environment, or
viewed other factors
EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use
xxvii
Evaluate text content, Determine Use previous Give technical and Evaluate Compose an Make and deliver words and
elements, features, unsupported experiences as operational literature as a argumentative impromptu and expressions that
and properties using generalizations and scaffold to the definitions vehicle of essay extemporaneous affirm or negate
a set of criteria. exaggerations message conveyed expressing and speeches with ease
9 by a material resolving and confidence
viewed conflicts between
and among
individuals or
groups
THIRD QUARTER
PROGRAM STANDARD
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
CONTENT STANDARD resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
PERFORMANCE STANDARD The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
RC LC VC V WC F G
LT
Literature
EN10RC-IIIa-22.1: EN10LC-IIIa-16: EN10VC-IIIa-12: EN10V-IIIa- EN10LT-IIIa- EN10WC-IIIa- EN10OL-IIIa- EN10G-IIIa-31:
Overall artistic value of Listen to simplify, Raise questions to 13.9: Give 2.2: Explain how 14.1.1: Expand 3.8: Use the Use pronouns
the structure and reorganize, clarify issues expanded the elements ideas using correct stage effectively
elements of the synthesize, and covered in the definitions of specific to a principles of stance and
selection evaluate information material viewed words genre contribute cohesion and behavior when
(structuralist/formalist) to expand, review, or to the theme of a coherence giving a roast and a
xxviii
1 update knowledge particular literary toast and when
selection paying tribute to
EN10LT-IIIa- someone in a
2.2.1: Express eulogy
appreciation for
sensory images
used
EN10RC-IIIb-22.2: EN10LC-IIIb-16.1: EN10VC-IIIb-23: EN10V-IIIb- EN10LT-IIIb- EN10WC-IIIb- EN10OL-IIIb- EN10G-IIIb-31:
Treatment of underlying Distinguish the Share viewpoints 13.9: Give 2.2: Explain how 14.1.2: Use a 3.8: Use the Use pronouns
or overarching issue important points from based on the ideas expanded the elements variety of correct stage effectively
concerning human less important ones in presented in the definitions of specific to a informative, stance and
experience (moralist) a text listened to materials viewed words genre contribute persuasive, and behavior when
to the theme of a argumentative giving a roast and a
2
particular literary writing techniques toast and when
selection paying tribute to
EN10LT-IIIb- someone in a
2.2.2: Explain eulogy
the literary
devices used
RC LC VC V WC F G
LT
Literature
EN10RC-IIIc-22.3: EN10LC-IIIc-3.14: EN10VC-IIIc-10: EN10V-IIIc- EN10LT-IIIc- EN10SS-IIIc-1.6: EN10OL-IIIc-5: EN10G-IIIc-31:
Power struggles of Summarize important Evaluate the 13.9: Give 2.2.3: Determine Show respect for Employ the Use pronouns
characters (Marxist) points discussed in information expanded tone, mood, intellectual property appropriate effectively
the text listened to contained in the definitions of technique, and rights by prosodic features of
material viewed in words purpose of the acknowledging speech
terms of accuracy author citations made in
3
and effectiveness the critique
EN10SS-IIIc-
1.6.4: Use writing
conventions to
acknowledge
sources
EN10RC-IIId-22.4: EN10LC-IIId-3.2: EN10VC-IIId-28: EN10V-IIId- EN10LT-IIId- EN10SS-IIId- EN10OL-IIId- EN10G-IIId-31:Use
Gender relationships of Raise questions and Disclose the 13.9: Give 14.2: Explain 1.6: Show respect 1.4:Use polite pronouns effectively
characters (feminist) seek clarifications on personal expanded how the for intellectual expressions when
issues discussed in significance of a definitions of elements specific property rights by giving a roast
the text listened to. material viewed words to a selection acknowledging
EN10LC-IIId-3.18: build its theme citations made in
xxix
4 Get different the critique
viewpoints on various EN10SS-IIId-
local or global issues 1.6.6: Use
quotation marks or
hanging
indentations for
direct quotes
EN10RC-IIIe-22.5: EN10LC-IIIe-2.9: EN10VC-IIIe-12: EN10V-IIIe- EN10LT-IIIe-3: EN10SS-IIIe-1.6: EN10OL-IIIe- EN10G-IIIe-30:
Relevance of the React intelligently and Raise questions to 13.9: Give Explain how a Show respect for 3.9:Use the correct Use structures of
selection to the creatively to the text clarify issues expanded selection may be intellectual property and appropriate modification
historical context during listened to covered in the definitions of influenced by rights by language when
which it was produced material viewed words culture, history, acknowledging giving a toast or a
5
(historical) environment, or citations made in tribute to someone
other factors the critique and when
EN10SS-IIIe- delivering welcome
1.6.5: Use in-text and closing
citations remarks
EN10RC-IIIf-2.18: EN10LC-IIIf-3.13: EN10VC-IIIf-23: EN10V-IIIf- EN10LT-IIIf-3: EN10SS-IIIf- EN10OL-IIIf-3.9: EN10G-IIIf-30:
Personal significance of React to the falsity or Share viewpoints 13.9: Give Explain how a 1.6.3: Use the correct and Use structures of
the selection to the soundness of an based on the ideas expanded selection may be Acknowledge appropriate modification
6
reader (reader- argument presented in the definitions of influenced by sources by language when
response) materials viewed words culture, history, preparing a giving a toast or a
environment, or bibliography tribute to someone
RC LC VC V WC F G
LT
Literature
other factors and when
delivering welcome
and closing
remarks
EN10RC-IIIg-2.18: EN10LC-IIIg-14.3: EN10VC-IIIg-10: EN10V-IIIg- EN10LT-IIIg- EN10WC-IIIg- EN10OL-IIIg- EN10G-IIIg-30:
Personal significance of Show appreciation for Evaluate the 13.9: Give 20: Evaluate 14: Compose an 1.10: Deliver Use structures of
the selection to the songs, poems, plays, information expanded literature as a independent special speeches modification
reader (reader- etc. contained in the definitions of source of wisdom critique of a chosen like toast and roast
response) material viewed in words in expressing and selection speeches, tributes,
terms of accuracy resolving welcome and
7 and effectiveness conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
EN10RC-IIIh-23.1: EN10LC-IIIh-6.5: EN10VC-IIIh-28: EN10V-IIIh- EN10LT-IIIh- EN10WC-IIIh- EN10OL-IIIh- EN10G-IIIh-30:
Identifying textual Describe the Disclose the 13.9: Give 2.3: Draw 14: Compose an 3.11: Produce the Use structures of
details that affirm or emotional appeal of a personal expanded similarities and independent sounds of English modification
refute a claim listening text significance of a definitions of differences of the critique of a chosen correctly and
8
material viewed words featured selection effectively
xxx
selections in
relation to the
theme
EN10RC-IIIi-3.1.12: EN10LC-IIIi-2.9: EN10VC-IIIi-28: EN10V-IIIi- EN10LT-IIIi- EN10WC-IIIi-14: EN10OL-IIIi- EN10G-IIIi-30:
Examining biases React intelligently and Disclose the 13.9: Give 20: Evaluate Compose an 1.10: Deliver Use structures of
creatively to the text personal expanded literature as a independent special speeches modification
listened to significance of a definitions of source of wisdom critique of a chosen like toast and roast
material viewed words in expressing and selection speeches, tributes,
resolving welcome and
9 conflicts between closing remarks,
individuals or speeches to
groups and introduce guest
nature speakers/resource
persons etc.
effectively in varied
speech situations
FOURTH QUARTER
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.
The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also
CONTENT STANDARD
how to use the language of research, campaigns and advocacies.
PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue.
RC LC VC V WC F G
LT
Literature
xxxi
EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9: EN10G-IVa-32:

Use locational skills to Listen to simplify, Compare and Get familiar with 2.2: Explain how 14.1.1: Expand Use appropriate Observe the language
gather information reorganize, contrast the technical terms the elements ideas using language when of research,
from primary and synthesize and contents of the used in research specific to a principles of campaigns, and
delivering
secondary sources of evaluate information materials viewed genre contribute cohesion and advocacies
information to expand, review, with outside to the theme of a coherence campaign
1 or update knowledge sources of particular literary speeches.
information in selection
terms of EN10LT-IVa-
accessibility and 2.2.1: Express
effectiveness appreciation for
sensory images
used
EN10SS-IVb-1.7: EN10LC-IVb-3.18: EN10VC-IVb-15: EN10V-IVb-30: EN10LT-IVb- EN10WC-IVb- EN10OL-IVb- EN10G-IVb-32:
Get vital information Get different Compare and Get familiar with 2.2: Explain how 14.1.2: Use a 3.8.1: Show Observe the language
from various websites viewpoints on various contrast the technical terms the elements variety of courtesy and of research,
on the internet local or global issues contents of the used in research specific to a informative, politeness when campaigns, and
EN10LC-IVb-16.1: materials viewed genre contribute persuasive, and delivering advocacies
Distinguish the with outside to the theme of a argumentative campaign speeches
2
important points from sources of particular literary writing techniques
less important ones in information in selection
any listening text terms of EN10LT-IV-b-
accessibility and 2.2.2: Explain
effectiveness the literary
devices used
RC LC VC V WC F G
LT
Literature
EN10SS-IVc-1.8: EN10LC-IVc-3.18: EN10VC-IVc- EN10V-IVc-30: EN10LT-IVc- EN10SS-IVc- EN10OL-IVc-3.8: EN10G-IVc-32:
Synthesize essential Get different 29:Appraise the Get familiarwith 2.2.3: Determine 1.6.3: Demonstrate the Observe the language
information about a viewpoints on various unity of plot, technical terms tone, mood, Acknowledge appropriate stage of research,
chosen issue local or global issues setting and used in research technique, and sources by stance and campaigns, and
3 EN10LC-IVc-16.1: characterization in purpose of the preparing a behavior when advocacies
Distinguish the a material viewed author bibliography persuading others
important points from to achieve the in a campaign
less important ones in writers purpose speech
any listening text
EN10RC-IVd-2.13: EN10LC-IVd-3.14: EN10VC-IVd- EN10V-IVd-30: EN10-LT-IVd- EN10SS-IVd- EN10OL-IVd- EN10G-IVd-32:
Distinguish facts from Summarize important 29:Appraise the Get familiarwith 2.3: Draw 1.6.4: Use writing 3.11: Produce the Observe the language
beliefs points discussed in unity of plot, technical terms similarities and conventions to sounds of English of research,
the text listened to setting and used in research differences of the acknowledge correctly and campaigns, and
4
characterization in featured sources effectively advocacies
a material viewed selections in
to achieve the relation to the
writers purpose theme
EN10RC-IVe-15.1: EN10LC-IVe-2.9: EN10VC-IVe-30: EN10V-IVe-30: EN10LT-IVe- EN10SS-IVe-2.3: EN10OL-IVe-5: EN10G-IVe-32:
Evaluate the accuracy React intelligently and Assess ones Get familiar with 21: Evaluate Compose a Use the correct Observe the language
of given information creatively to the text viewing behavior technical terms literature as an research report on prosodic features of of research,
listened to used in research instrument to a relevant social speech campaigns, and
5 express and issue advocacies
xxxii
resolve conflicts
within, between,
and among
societies
EN10RC-IVf-2.12: EN10LC-IVf-3.2: EN10VC-IVf-6.1: EN10V-IVf-30: EN10LT-IVf- EN10WC-IVf- EN10OL-IVf-5: EN10G-IVf-32:
Draw conclusions from Raise questions and Evaluate how the Get familiar with 14.2: Explain 14.1.1: Expand Use the correct Observe the language
the set of details seek clarifications on elements that make technical terms how the ideas using prosodic features of of research,
issues discussed in up reality and used in research elements specific principles of speech campaigns, and
the text listened to fantasy affect to a selection cohesion and advocacies
viewing habit build its theme coherence
6 EN10WC-IVf-
14.1.2: Use a
variety of
informative,
persuasive, and
argumentative
writing techniques
RC LC VC V WC F G
LT
Literature
EN10RC-IVg-2.12: EN10LC-IVg-16.2: EN10VC-IVg-15: EN10V-IVg-30: EN10LT-IVg-3: EN10SS-IVg- EN10OL-IVg- EN10G-IVg-32:
Draw conclusions from React to the falsity or Compare and Get familiar with Explain how a 1.6.3: 3.10: Use Observe the language
the set of details soundness of an contrast the technical terms selection may be Acknowledge appropriate of research,
argument contents of the used in research influenced by sources by multimedia campaigns, and
materials viewed culture, history, preparing a resources that advocacies
7 with outside environment, or bibliography accompany
sources of other factors EN10SS-IVg- language
information in 1.6.4: Use writing
terms of conventions to
accessibility and acknowledge
effectiveness sources
EN10SS-IVh-1.8.1: EN10LC-IVh-14.3: EN10VC-IVh-29: EN10V-IVh-30: EN10-LT-IVh- EN10SS-IVh-2.3: EN10F-IVh-1.16: EN10G-IVh-32:
Point out relationships Show appreciation for Appraise the unity Get familiar with 2.3: Draw Compose a Deliver self- Observe the language
among statements songs, poems, plays, of plot, setting and technical terms similarities and research report on composed of research,
etc. characterization in used in research differences of the a relevant social Campaign campaigns, and
8 EN10LC-IVh-6.5: a material viewed featured issue Speeches on advocacies
Describe the to achieve the selections in Advocacies, Social
emotional appeal of a writers purpose relation to the Issues and
xxxiii
listening text theme Concerns
EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi-21: EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

Distinguish between Summarize important Evaluate how the Get familiar with Evaluate Compose a Deliver self- Observe the language
general and specific points discussed in elements that make technical terms literature as an research report on composed of research,
statements the text listened to up reality and used in research instrument to a relevant social Campaign campaigns, and
fantasy affect express and issue Speeches on advocacies
9
viewing habit resolve conflicts Advocacies, Social
EN10VC-IVi- within, between, Issues and
30:Assess ones and among Concerns
viewing behavior societies
CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
First Entry EN4
Fluency F
Grade Level Grade 4
Grammar G
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
Component/ Topic
Oral Language OL
- Phonics and Word Recognition PWR
Roman Numeral
Quarter First Quarter I Phonological Awareness PA
*Zero if no specific quarter
xxxiv
Lowercase Letter/s Reading Comprehension RC
*Put a hyphen (-) in between
Week Week six f Spelling S
letters to indicate more than a
specific week
Study Strategies SS
-
Viewing Comprehension VC
Compose clear and
coherent sentences using Vocabulary Development V
Arabic Number Competency 2.5
appropriate grammatical
structures Writing and Composition WC
Teachers Guide
ENGLISH GRADE 10
Program Standard:
The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade Level Standard:

The learner demonstrates communicative competence through his/her
understanding of literature and other text types for a deeper appreciation of World
Literature, including Philippine Literature.
MODULE 2
Description:
Module 2 covers the Middle Ages, Renaissance and Romanticism periods.
Selected materials are chosen from these periods that deal on Establishing Solidarity.
There are six lessons included in this module which are clustered around themes
designed to develop awareness and positive values in the students which will make
them more responsible in expressing themselves and resolving conflicts among
individuals and groups.
The culminating activity in this module is to deliver an argumentative speech
where the learners apply the different strategies which are included in the variety of
tasks and activities in the lessons comprised in this module.
Theme: Periods Covered:

Establishing Solidarity Middle Ages, Renaissance and
Romanticism
Content Standard:
The learner demonstrates understanding of how world literatures and other text
types serve as vehicles of expressing and resolving conflicts among individuals
or groups; also how to use strategies in critical reading, listening, and viewing,
and affirmation and negation markers to deliver impromptu and extemporaneous
speeches.
1
Performance Standard:
The learner proficiently delivers an argumentative speech emphasizing how to
resolve conflicts among individuals or groups.
Reminders to the Teacher:

Module 2 aims to introduce the conventions of Middle Ages, Renaissance and
Romanticism through the literary selections included in the module. It also guides
the learners to accomplish and deliver an argumentative speech emphasizing how
to resolve conflicts among individuals or groups. The strategies for executing the
lessons are merely suggestive, not prescriptive. You are free to modify and devise
the procedures which are deeming appropriate for your learners. Bear in mind that
the competencies that the learners must meet are non-negotiable.
Matrix of Essentials
No. of Language/Grammar
Sub Theme Enabling Activities
Lesson Focused
Observe correct
Finding Common
1 grammar in making Present a news report
Ground
definitions.
Observe correct Deliver an

2 Building Ties grammar in making extemporaneous
definitions. speech
Observe correct
Being Sensitive to Deliver an impromptu
3 grammar in making
others speech
definitions.
Use words and

Empathizing with Convey a personal
4 expressions that affirm
others testimony
or negate.
Accepting Use words and

5 Individual expressions that affirm Hold a debate
Differences or negate.
Use words and Deliver an

Embodying
6 expressions that affirm argumentative speech
Solidarity
or negate. (Culminating Activity)
117
Module 2
Lesson 1
Sub-theme: Finding Common Ground
Enabling Tasks
Reading/Literary
Language/Grammar Focus (leading to
Text
Culminating Task)
Inferno (Canto III)
Dante Alighieri Observe correct grammar in making Present a news
Translated by: John definitions. report
Ciardi
Instructional/Learning Plan
Phase of the WIPS

Activities/Tasks
Lesson Provision
Your Journey 1. Ask the students who among them Whole

This part of the experienced having misunderstanding Class
lesson is composed with others. (You may call a student to
of two paragraphs. share his or her experience on this.)
The first paragraph
provides a You may ask the following questions:
short and vivid Did you try to solve the problem
introduction of the right away?
lesson and the Or did you think of the cause of
discussion of the the problem first?
subtheme which 2. Let them read the quote by Steve Carell
is Discovering 3. Ask the class if they agree with the
Personal author. Follow up by asking why or why
Challenges. The not.
second paragraph 4. Encourage your class to participate
provides an actively in the variety of tasks prepared
overview of the for them for the weeks lesson.
lesson and asks
the enduring
question that sums
up the enduring
understanding one
should draw out of
this lesson.
118
Your Objectives Tell the class to read the objectives for Lesson Whole
This part of the 1 for them to know what are expected of them Class
module provides The following are the objectives:
the competencies. assess the effectiveness of the ideas
Remember that the presented in the material viewed
objectives: taking into account its purpose
are taken (EN10VC-IIa-3.8)
from the switch from one listening strategy to
Curriculum another to extract meaning from the
Guide (CG) listening text (EN10LC-IIa-11)
address the transcode information from linear to non-
enabling linear texts and vice versa (EN10RC-
knowledge IIa-11)
and skills explain illustrations from linear to non-
to develop/ linear texts and vice versa (EN10RC-
achieve IIb-11.2)
the desired give technical and operational definitions
content and (EN10V-IIa-13.9)
clarify express appreciation for sensory
expectations images used (EN10LT-IIc-2.2.1)
in terms observe correct grammar in making
of what definitions (EN10G-IIa-29)
students employ appropriate pitch, stress,
should juncture, intonation, etc. (EN10OL-IIa5)
know, identify parts and features of
understand argumentative essays (EN10WC-
and be IIa-13.1)
able to do formulate claims of fact, policy and
performance value (EN10WC-IIb-13.2)
standard present a news report
This part of the

lesson also informs
the learners of the
enabling activity.
Your Initial Tasks Task 1. What You See is What You Get
Pedagogy: 1. Instruct the class to work in pairs. Let Pair Work
In presenting this each pair observe the picture and list
part of the module, down in their notebook the things they
the teacher should see in the picture (two men, a pencil
be able to: that serve as a bridge and two islands)
diagnose 2. Let them answer the question in Task 1.
and activate 3. Call a pair of students who would like to
prior present their observation and discussion
knowledge; of the picture to the rest of the class.
119
hook and Task 2A. Predict and Expect
engage 1. Present the photo of Kodaline to the Whole
learners class. Tell the class that Kodaline is Class
interest; an Irish Band and that theyre going
ask to listen to their popular song which is
questions; included in Ireland Singles Top 100.
encourage
student
questions;
welcome
tentative
responses
as guide
to further
exploration; http://slatethedisco.com/2013/02/in-conversation-
and kodaline/
clarify 2. Write the title of the song Common
expectations Ground on the board.
and how 3. Let them do the activity on Task 2 A
learning 4. Let them explain their ideas/concepts of
shall be Common Ground.
assessed
by Task 2B.
presenting 1. Bring MP3 or CD of the song Common
the Ground by Kodaline Individual
enabling 2. Play the song Common Ground by
activity and Kodaline then let the students listen to
the rubrics. the song.
3. While theyre listening to the song, let
Assessment:
them check the words or phrases they
All the
listed if it appeared in the song.
activities
in this
phase are COMMON GROUND
diagnostic by Kodaline
Whole
in nature.
Scores must Its easy to win, Class
be recorded Its harder to lose
to help the To admit that youre wrong
teacher When youve got something to prove
plan the
succeeding You said it was easy
lessons and I tell you they are wrong.
not to grade So get busy learning,
the students are you already gone?
120
All answers are People will tell you
tentative and must What you want to hear
be written on their But the people who know you well
notebooks for Can make it all clear.
reference. Individual
Life isnt easy, Pair Work
You got to be strong.
So get busy learning,
Are you already gone?
And all will be forgotten

And we all fall apart,
Yeah all will be forgotten Individual
But the common ground,
Its a good place to start.
Sure all will be forgotten,
Yeah we will all be forgotten, fall apart.
We will all be forgotten,

But common ground,
Is a good place to start.
Common ground is a good place to start
http://www.youtube.com watch?v=HFamWUpFKh0
Task 2C. Pencil In

Instruct the students to answer the questions
about the song. Small
1. What is the song all about? Possible Group
answer common ground which is the
foundation of mutual understanding
2. What emotion did you feel while listening
to the song? Answers may vary.
3. What advice is given in the song? Do you
agree? Why? Why not? Possible answer
admit if one committed a mistake and
agree into something for understanding
4. Would you follow the advice given?
Answers may vary.
5. Explain what is emphasized in the
song. Possible answer that common
ground is a good place to start (if theres
commonality, one will be more confident
to act on something)
121
Task 2D. Whats in the Song?
1. Play the music for the second time. Whole
2. Instruct the students to do the activity Class
on this task.
3. Let the students find a partner and
discuss with each other their output.
Task 3. Read Me
1. Ask the students to answer the question Individual
in the introduction of the selection. You
may call a volunteer to share his or her
experience about misunderstanding in
the family.
2. Instruct them to read the text silently.
3. Let your students fill in the graph
Transcode Me found in the LM Answers
finances, siblings rivalry, favoritism,
in-laws
4. Let them answer the questions after the
graph. (Answers may vary)
Task 4. FYI
A. A Survey to Convey
1. Have the class form a group consisting
of ten members. Pair Work
2. Instruct them to do the activity found in
the LM.
3. Inform them that they may use different
graphs such as line graph, bar graph or
pie graph.
4. Ask a representative from each group to
present their output with the rest of the
class by explaining the interpretation of
the survey conducted.
B. Conflict Prevention
1. Raise a question to the class if
conflict can be prevented.
2. Have them complete the organizer
found in the LM.
3. Let them compare their answer with
a partner.
122
Your Text
In this part of 1. Assign the students the day before to
the module, the research on the background of Dante Whole
teachers must be Alighieri. Class
able to help the 2. Discuss with the class that youre going
students: to read and study a part of one of his
make masterpieces - Divine Comedy which is
sense of Canto III of The Inferno
information,
develop, Background of Divine Comedy and Inferno
reflect,
rethink, The Divine Comedy was the poetic journey of
validate, and a man struggling to reconcile himself to a bitter
political exile through the triumph of love. Individual
revise under-
standings of The Inferno is the first part of Dante Alighieris
the lesson; poem, the Divine Comedy, which chronicles
check for Dantes journey to God, and is made up of
under - the Inferno (Hell), Purgatorio (Purgatory), and Whole
standing; Paradiso (Paradise). The poems are quite Class
provide short: they would take about as long to read the
feedback; whole Inferno as it would to read the detailed
check canto summaries and analysis, although they
against might be helpful for understanding Dantes
content difficult language.
standard
(content to You may check the website below.
content); http://www.gradesaver.com/divine-comedyi-inferno/study-
assess guide/short-summary/ Small
students Group
skills Task 5. Think Through
(checking 1. Inform the students that they would
learners come across some unfamiliar words in
learning the selection.
progress and Let them look for a partner and ask them
interest); to answer the activity found in the LM.
Answers
1.) primordial
2.) coil
3.) omnipotence
4.) blaspheme
5.) throng
6.) lamentation
123
ask 7.) scourge
questions to 8.) retrogate
enable the 2. You may ask your students to use Whole
students to the word in a sentence for more Class
construct understanding.
their own
meanings/ Task 6. Read and Imagine
under- 1. Allow the students to answer the motive Pair Work
standings question before the text.
and 2. Encourage them to share their
provide a experiences on this.
variety of 3. Let your class look for a partner and ask
learning them to read the text silently.
resources 4. Instruct them to highlight important
points and take note of the different
Assessment: senses they discovered while reading
All the the text.
activities 5. Tell the class to answer Thinking about Whole
in this the text found in the LM. Class
phase are 6. Discuss the answers to the class
formative
in nature.
Scores Task 7. A Sense Chart
must be Tell the students to complete the chart by listing Pair Work
recorded for the details for each sense found in the LM.
instructional
decision not A. Show Me Your Sense
to grade the
students. 1. Orient the students about the name of
Refer the the activity.
students 2. Divide the class into 4 groups
back to the 3. Have them perform the task given found
tentative in the LM. Small
answers Group
they have Task 8. Applying what you read
written 1. Let the class read aloud the highlighted
on their question found in this activity.
Whole
notebooks 2. Instruct them to explain their answer on
Class
to validate the space provided after the question.
whether 3. Allow the students to share their
their explanation with the rest of the class.
tentative
answers are
correct
124
Task 9. Making Definitions
or not. This
process is 1. Ask the students how they define terms.
important in 2. Tell the class that youll discuss with
validating, them the guidelines in writing a definition
rethinking found in the LM.
and revising 3. Ask the class to form a small group and
their under- instruct them to do the activity found in
standing. the LM.
Your Discovery Task 10. Read to Write

Tasks 1. Ask the class to give their idea on Whole
Pedagogy: argumentative essay. Class
Remember that 2. Tell them that they are going to read a
your discovery sample of argumentative essay. Individual
tasks allow the 3. Have them answer the motive question
students to enrich found in the LM (answers may vary)
learning by 4. Call a student to share his/her answer
contextualizing, to the motive question with the rest of
localizing and the class.
differentiating 5. Let them read the model argumentative
instruction. essay.
Your main target
in this phase to A. Reason Out
provide them the Instruct the students to find a partner and Pair Work
understanding of work on the activity found in the LM.
content as applied Answers:
to a variety of 1. It causes crashes.
context. 2. It causes injuries.
Here is where the 3. It causes fatalities.
teacher associates (Explanation on these reasons should
the theme to the come from the students)
personal experience
of the learner and B. I Saw the Sign
should therefore 1. Ask the class what are the common Whole
provide them signage they see along the road. Class
the opportunity 2. You may ask the student to write his/her
to answer the answer on the board.
essential questions 3. Tell them that signages are of great help
established at the to motorists.
beginning of the 4. Instruct them to form a group consisting
lesson. of five members.
5. Let them do the activity found in the LM.
125
Assessment: 6. Tell the class that the best output Small
will be posted along the road in your Group
All the activities community.
in this phase are 7. Discuss with the rest of the class
formative in nature what an argumentative essay is and
and must not be its characteristics.
graded but must be
recorded as bases Task 11. Identify and Classify
for instructional 1. Inform the class that they need to go Whole
decision whether to over on the model argumentative essay. Class
proceed to the next 2. Let them do the activity found in the LM.
activity or insert
another activity Task 12. Have Your Say
depending on 1. Ask the class to answer the motive Individual
the needs of your question found in the LM.
learners. 2. Let them share the answer to the class.
Refer the students
back to the tentative A.
answers they 1. Have your students look for a Pair Work
have written on partner.
their notebooks to 2. Let them examine the examples
validate whether given found in the LM.
their tentative 3. Instruct them to differentiate the
answers are correct three examples.
or not. This process
4. Discuss with the class the three
is important in
specific types of questions which are
validating, rethinking
questions of fact, value and policy.
and revising their
understanding.
5. You may give more examples for
them to understand the lesson
better.
B. Formulate your own

1. Divide your class into five groups. Whole
2. Write the topics (found in LM) in Class
folded strips of paper.
3. Allow a representative of each group
to pick a topic.
126
Who
At the end of this is/are
phase, just before involved?
doing the final task,
the teacher may How did it What
provide a summative happen? happened?
test (pen-and-
paper or authentic
task) to sum up the
content standards. Why did it When did it
Remember that the happen? happen?
phase operates Where
in the premise did it
that performance happen?
standards are 4. Instruct them to do the activity found
done only if the in the LM.
content standards 5. Tell them to write their output in manila
are addressed and paper or cartolina to be presented in the
fully understood. class.
This summative
test is recorded and Task 13. News Writing and Reporting
graded. 1. Ask the class who among them reads
Teachers should newspapers. Pair work
bear in mind that 2. Make a follow up question by asking
Whole
this phase: what catches their attention when they
Class
read news.
serves as 3. Have them answer the motive question
enabling found in the story.
task for the 4. Tell your students to look for a partner
main product/ and brainstorm the characteristics of a Whole
performance at good news story. Class
the end of each 5. Discuss with the class the elements of
module; a news story. Pair Work
includes tasks
that are essential A. News News News
for learners 1. Ask your students to bring a newspaper
development; Whole
printed the day before. Class
is based on real 2. Have them look for a partner and
life situations evaluate one news article from the
(if the teacher newspaper if it contains the key
wishes to do components of a good news story.
modifications or 3. Call few students to share with the class Pair Work
improvisations). their evaluation on the news article one
at a time.
127
Assessment: 4. Let them explain if the news article is
good news story.
GRASPS-based
assessment criteria B. Write a News
Orient your class that they are going to write a Whole
news Class
1. Instruct your students to look for a
partner.
2. Give them time to study the organizer in
writing a lead.
(Be reminded that in writing a lead
they must start with the most important
whether its who, what, when, where,
why and how.)
3. Let them do the task found in the LM.
4. Remind your students that they are
to write a news giving emphasis on
resolving conflicts that happened in
their community.
5. Tell them that their news story must be
interesting and the title must be catchy.
6. Have them write the news story in a
short bond paper.
7. Encourage your students that the best
news story will be displayed in the
bulletin board in the classroom or may
be published in your school paper.
C. Report a News
Orient the class that the next activity is their
final output on the weeks lesson.
1. Ask your students who their favorite
news reporter is.
2. Let them explain by giving the qualities
of their favorite news reporter
Practice to Polish
1. Instruct your students to form a small Whole
group (consisting with 6 members) Class
2. Tell them to have a copy of the news
story written with their partner.
3. Give them enough time to practice
reporting and presenting the news.
128
4. You may provide them with a speaker
and microphone for them to be at ease
in the final performance. Small
5. One member of the group may video Group and
record the rehearsal of their classmate. Individual
6. Let the rest of the members of the group
give feedback.
7. Allow them to take turns in doing this
activity so that everybody in the group
has the chance to rehearse his/her
performance.
D. Present your News

Guided Critiquing on Presenting a News Whole
1. Present in your class the Oral News Class
Report Rubrics.
2. Remind them that they have to be
guided with the rubrics for them to have
a successful performance. Individual
3. Encourage your students that the best
news presenter will be recommended to
be member or contestant in the radio
broadcasting and scriptwriting contest
in your school or district.
4. Or upload in YouTube the video of the
best news presenter (or let the student
perform his news report during flag
ceremony).
5. Instruct the class to watch and observe
their classmate while delivering his
news report.
6. Let them rate the performance using the
rubrics found in the LM.
7. Let each student present his / her news
to the class.
8. Tell your students to present the result
of their observation of the performance
for discussion.
129
Final Task Task 14. Express Yourself
Pedagogy: 1. Ask your class what are the qualities of Whole
Final task is the a good speaker. Class
part of the module 2. Tell them that intonation matters in
that addresses speaking.
the performance 3. Discuss with the class the lesson on
standard. intonation, juncture, stress, and pitch.
4. Give practical examples of phrases or
But since this is the sentences that would differ in meaning
final task of Lesson when said differently
1, the task is referred A.
to as enabling task 1. Divide your class into five groups Small Group
or enabling activity. 2. Let them do the intonation activities
This enabling for oral fluency found in the LM
activity forms 3. Remind your class to be guided with the
a scaffold to rubrics
the succeeding 4. Give them time to practice first before the
activities to equip performance
the learners with
skills in performing B. Its your turn!
the culminating 1. Instruct the class to perform the activity Individual
activity or the found in the LM and Small
performance 2. Tell them that they need to perform the Group
standard of the first task individually within their group
quarter. 3. Allow the members of the group to
give feedback of the individuals
performance.
My Treasure Commend your class for having successfully Whole

completed their tasks for the weeks lesson. Class
This part of the
module sums up Encourage them to accomplish the activity
all the essential found in the LM for them to remember and Individual
understandings treasure.
one must draw
out of this lesson.
It is important
that answers are
authentic inasmuch
as the word MY
implies that this
part of the lesson is
where the students
develop a sense of
ownership.
130
Module 2
Lesson 2
Sub-theme: Building Ties
Enabling Tasks
Reading/Literary
Text
Culminating Task)
Deliver an
Observe correct grammar in making
Song of Roland extemporaneous
definitions
speech
Instructional / Learning Plan

Phase of the Activities / Tasks
Lesson WIPS Provision
Your Journey Invite the students to read the

introduction (Module 2 Lesson 2) for
This part of the them to get an overview of where Whole Class
lesson is composed they are headed to and be aware of
of two paragraphs. the desired result; that is, for them to
The first paragraph demonstrate understanding of how to
provides a short and build ties.
vivid introduction of
the lesson and the Emphasize to them that they will
discussion of the have a lot of opportunities to improve
subtheme which in the target concepts, language
is Discovering communication and literary skills
P e r s o n a l as they prove the need to build ties
Challenges. The and motivate them to give insights
second paragraph on Herman Melvilles quote (accept
provides an overview varied tentative answers).
of the lesson and
asks the enduring
question that sums
up the enduring
understanding one
should draw out of
this lesson.
131
Your Objectives Allot time for the students to read the
This part of the following objectives for them to focus
module provides more on the target concepts, language Individual
the competencies. communication, and literary skills.
Remember that the present information using
objectives: tables, graphs and maps
(EN10RC-IIc-5.4)
are taken assess whether the speakers
from the purpose is achieved or not
Curriculum (EN10LC-IIc-15.2)
Guide (CG) assess the effectiveness of the
address the ideas presented in the material
enabling viewed taking into account its
knowledge purpose (EN10LC-IIb-15.1)
and skills explain how the elements
to develop/ specific to a selection build its
achieve theme (EN10LT-IIa-14.2)
the desired explain how the elements
content and specific to a genre contribute
performance to the theme of a particular
standard literary selection (EN10LT-
clarify IIc-2.2)
expectations use the correct sound of English
in terms of when delivering impromptu
what students and extemporaneous speech
should know, (EN10OL-IIc-3.11)
understand observe correct grammar in
and be able making definitions (EN10G-
to do IIb-29)
use patterns and techniques of
This part of the developing an argumentative
lesson also informs claim (EN10WC-IIc-13.3)
the learners of the
enabling activity. Remind them that they are expected
to deliver an extemporaneous
speech emphasizing on building ties
based on the following criteria: topic,
subject knowledge and coverage,
organization, voice, manner and
appearance, closing and effectiveness.
132
Your Initial Tasks Invite the students to work on the pre-
requisites to check their background
Pedagogy: knowledge, and to prepare them for
In presenting this the development of their skills on the
part of the module, target concepts through the following Pair Work
the teacher should tasks/activities:
be able to: Task 1. What do you Perceive?
diagnose and 1. Make them visualize the
activate prior drawing, and relate it to the
knowledge; theme: Building Ties.
hook and 2. Instruct them to look closely on
engage the drawing for them to answer
learners the guide questions (Refer
interest; to the LM) (Accept varied
ask answers).
questions;
encourage Task 2. Listen and Imagine
student Orient the class on the next activity
questions; which is listening.
welcome
tentative 1. Let your students read and
Whole Class
responses analyze the motive question
as guide found in the module.
to further 2. You may ask few students to
exploration; share their answers with the
and rest of the class.
clarify 3. Tell your students that they are
expectations going to listen to a timeless
and how song Imagine by John Lennon
learning shall who was a member and
be assessed composer of the famous band
by presenting group Beatles.
the enabling 4. Have them look closely at
activity and pictures and let them identify.
the rubrics. See LM.
5. Let them do the activity A found
in LM.
6. Play the song to the class and Pair Work
let them check their answers in
activity A with their partner.
133
Assessment: IMAGINE
by John Lennon
All the activities
in this phase are Imagine theres no heaven
diagnostic in nature. Its easy if you try
Scores must be No hell below us
recorded to help Above us only 1.sky
the teacher plan the Imagine all the people
succeeding lessons Living for today...
and not to grade the
students. Imagine theres no countries
All answers are It isnt hard to do
tentative and must Nothing to kill or die for
be written on their And no religion too
notebooks for Imagine all the people
reference. Living life in 2.peace...
You may say Im a 3.dreamer

But Im not the only 4. one
I hope someday youll join us
And the 5. world will be as 6. one
Imagine no possessions
I wonder if you can
No need for greed or 7.hunger
A 8.brotherhood of man
Imagine all the people
Sharing all the 9. world...
You may say Im a 10.dreamer

But Im not the only 11.one
I hope someday youll join us
And the 12.world will live as 13.one
134
7. Play the song for the second Individual
time and let them do the activity
C found in LM.
8. Have your students answer the
questions found in LM.
Answers:
1.) Its all about dreaming.
2.) His vision of peace is
that all the people will
be united and will live
together as one.
3.) Answers may vary.
9. Instruct the class to form
groups (6-8 members) and do Small Group
the activity found in LM. Tell
your class to use cartolina,
crayons, colored pens, and
other coloring materials.
10. Emphasize to them that their
outputs will be displayed in the
bulletin board in the classroom Whole Class
or in the school.
(You may have a gallery walk
with your class and have
observation of all the outputs
displayed).
Task 3. Read to Lead

A. KWL
1. Write on the board the title of
the reading selection.
2. Have them do the activity
found in LM. Individual
3. You may ask few students to
give their insights on the title
of the text and what else they Pair Work
would like to know about it.
(Oral responses may vary).
4. Tell the class that they will
come across some unfamiliar
words in the text. Instruct them
to answer what is the word?
found in LM.
135
5. Let your students read the
selection silently. While
reading, instruct them to
highlight or underline the
important statements and
other details in the selection.
6. Have them do the activity B
found in LM.
B. TWOgether
1. Tell your students to look for
a partner and do the activity
found in LM. Small group
Important words or phrases

connected to Human Solidarity:
mutual respect
appreciation of our
common humanity
we are sisters and
brothers
human family
our home and our heritage
cultural diversity
dialogue between cultures
international and
intercultural understanding
strengthening the ties that
bind us together
universally-shared values
learning how to value
together
(You may still accept other

answers as long as the learners
can justify them.)
136
2. Let the students answer the
question in the activity.
C. My Point of View Pair Work

1. Instruct the class to form a
group (6-8 members) and
choose an important statement
from the speech (presented in
the bubble map found in LM).
2. Let them do the activity. LM.
3. Give them 8 minutes to
practice before they deliver
their 5 sentence paragraph.
4. Emphasize to them that they
need to deliver the speech with
conviction.
Task 4. I Want Pizza!

1. Tell your students to look Whole Class
for a partner and do the
activity found in LM.
Extension activity on this
task.
2. You may also ask them
to rank these values
according to its importance.
The most important should Individual
be written at the bottom.
You may use the sample
organizer below:
137
Your Text Lead the students to explore more,
process, illustrate, crystallize their
In this part of the knowledge and get a deeper
module, the teachers understanding of the target concepts,
must be able to help language communication and literary
the students: skills through engaging them in the
make sense following varied, integrated and Pair Work
of information, interactive activities/tasks.
develop, reflect, Task 4. My Hero
rethink, validate
,and revise 1. Have the class give the
understandings qualities of a hero. Let them
of the lesson; write their answer in the word
check for web.
understanding;
provide Small Group
feedback;
check against
content standard Individual
(content to
content); My Hero
assess students
skills (checking
learners
learning
progress and
interest); Small Group
ask questions
Task 5. R2 Read Roland
to enable the
students to 1. Beforehand, assign your class
construct their to research about epic.
own meanings/ 2. Have them read the short
understandings introduction on this task.
and 3. Ask your students to read
provide a variety the comics of The Song of
of learning Roland.
resources 4. Emphasize to the class that
while they read, they will take
note of the element like the
major characters, scenes,
events and the theme of the
epic.
138
Assessment: Task 6. Understanding The Song of
All the activities in this Roland
phase are formative A. Describe the Characters
in nature. Scores Let your class do the activity found in
must be recorded for the LM
instructional decision
not to grade the Roland strong, courageous,
students. and honorable. He is loved by
Refer the students his king Charlemagne
back to the tentative King Charlemagne good
answers they leader, moderate, great
have written on conqueror. Stands for ideal
their notebooks to Christian king.
validate whether Ganelon jealous, mean,
their tentative well-respected, clever. Stands
answers are correct for selfishness and treason.
is important in B. Have the class look for a partner
validating, rethinking and answer the questions about the
and revising their epic The Song of Roland.
understanding.
Answers:
1. Strong, heroic, bold and brave.

2. He has a deep resentment on
Roland. Certainly jealousy
plays a factor because King
Charlemagne treasures
Roland who is considered as
the perfect knight.
3. Response may vary
4. Response may vary
Roland refused not to blow
his Oliphant horn. His refusal
is based upon a question of
honor, dooming his army. But
he sound it at last for they are
already outnumbered in the
battle.
5. He is struck in the head and
dies.
139
C. Readers Response
1. Have the class form a group

and do the activity found in the
LM.
2. Instruct them to write their
experience in their reflective
journal.
Task 7. Understanding Theme
1. Let your class read and

understand the short
introduction of the task.
2. Have them group themselves
and instruct them to do the
activity found in LM
In order for them to be guided
well on the activity, you may
write and draw on the board
the graphic organizer as
shown below:
BETRAYAL
cause effect solution
3. Remind them that they should

be guided by the rubrics in
presenting their short drama
emphasizing how to build ties.
Your Discovery Invite the students to reinforce,

Tasks prove, extend, enrich, enhance their
Pedagogy: understanding of the target language
communication and literary skills and
Remember that of dealing with personal challenges
your discovery tasks through getting involved in meaningful, Whole Class
allow the students challenging, and real-life tasks.
to enrich learning
by contextualizing,
localizing and
differentiating
instruction.
140
Your main target
in this phase to 1. Instruct the class to answer the
provide them the motive question found in LM
understanding of 2. Discuss with your class the
content as applied to techniques on how to develop
a variety of context. and argument
Here is where the

teacher associates Task 8. Give your Stand!
the theme to the
personal experience 1. Divide your class into 5 groups
and let them do the activity Small Group
of the learner and
should therefore found in LM.
provide them 2. Remind them to follow the tips
the opportunity given previously discussed.
to answer the
essential questions
established at the
beginning of the
lesson.
Assessment:
All the activities

in this phase are
formative in nature
and must not be
graded but must be
recorded as bases
for instructional
decision whether
to proceed to the
next activity or insert
another activity
depending on
the needs of your
learners.
Refer the students

back to the tentative
answers they
have written on
their notebooks to
validate whether
their tentative
answers are correct
or not.
141
This process
is important in
and revising their
understanding.
At the end of this
phase, just before
the teacher may
provide a summative
test (pen-and-
paper or authentic
task) to sum up the
content standards.
Remember that
the phase operate
in the premise
that performance
standards are
done only if the
content standards
are addressed and
fully understood.
This summative
test is recorded and
graded.
Final Task Invite the students and guide them

Pedagogy: in demonstrating and making
independent applications of their
Final task is the understanding of the target concepts,
part of the module language communication, and Whole Class
that addresses literary skills through delivering an
the performance extemporaneous speech as evidence
standard. or transfer of their learning.
Since this is the final
task of Lesson 2, the Task 9.
task is referred to as A. Speak Out!
enabling task or Ask the class what makes a good
enabling activity. speaker.
142
This enabling (Draw answers from the students. Small Group
activity forms a Accept varied responses)
scaffold to the 1. Discuss with the class
succeeding activities the extemporaneous and
to equip the impromptu speech.
learners with skills 2. Have them read the tips found Individual
in performing the in the LM.
culminating activity
or the performance
standard of the first B. You Tube Sensation!
quarter. 1. Instruct the class to form a Whole Class
Teachers should small group consisting of 5
bear in mind that members
this phase: 2. Let them do the activity
serves as found in the LM. (In case the
enabling task for students dont have an access
the main product/ to the internet, you may show
performance at to the whole class a sample
the end of each extemporaneous speech
module; video).
includes tasks 3. Tell them to answer the
that are essential checklist found in the LM.
for learners
development; C. Stand and Deliver!
is based on real Challenge your students to do the final
life situations task delivering an extemporaneous
(if the teacher speech.
wishes to do 1. Present the extemporaneous
modifications or speech evaluation rubric to
improvisations) your class.
2. Emphasize to them that they
Assessment: are going to deliver a 5 minute
GRASPS-based extemporaneous speech.
assessment
criteria
My Treasure
This part of the Invite the students to summarize, Whole class
module sums up think back, reflect and focus on the
all the essential essential points of the lesson that they
understandings one enjoyed, found helpful and would like
must draw out of this to work further on. Let them keep a
lesson. record of all of these.
143
It is important Have them read and reflect on the Individual
that answers are prayer and the quote found in the LM.
authentic inasmuch Instruct your students to write their
as the word MY resolution.
implies that this
where the students
develop a sense of
ownership.
Materials:
1. Instructional aids (graphic organizers, rubrics)

2. Technology aids (MP3 player, CD, computer, internet, LCD projector,
television, video)
144
Module 2
Lesson 3
Sub-theme: Being Sensitive to Others
Enabling Tasks
Reading/Literary
Text
Culminating Task)
Petrarchan Poems: Deliver an
Observe correct grammar in making
Laura, The White impromptu speech
definitions
Doe, The Spring in a club meeting
Phase of the Activities/Tasks WIPS
Lesson Provision
Your Journey The theme being sensitive to

This part of the others means understanding human
lesson is composed beings joys, pains, and complex situations.
of two paragraphs. Remind your students that the test of our
The first paragraph sensitivity is when we understand other
provides a short and people without bias or prejudice.
the lesson and the Let the activities here help your
discussion of the students develop a caring attitude for
sub theme which others.
is Discovering
Personal This weeks lesson tells about one
Challenges. The mans undying devotion to his muse and
second paragraph other historical trivia during the age of
provides an overview rebirth the Renaissance. Our featured
of the lesson and literary pieces are sonnets rich in poetic
asks the enduring elements.
question that sums Please guide your students to
up the enduring understand more about bias that thrives in
understanding one our society. The use of correct grammar
should draw out of in making definitions and acknowledging
this lesson. citations in preparing a bibliography will
help them proficiently deliver an impromptu
speech that aims to resolve conflicts
among individuals or groups which is the
culminating activity for this lesson.
145
Your Objectives Here are the lesson objectives that will
This part of the guide you and your class in going through
module provides the different tasks in this lesson. Provide
the competencies. sufficient time for students to read and to
Remember that the be aware of the competencies they need
objectives: to acquire. Guide students in discovering
are taken the competencies they need to practice
from the more.
Curriculum scan for needed information
Guide (CG) (EN10SS-IId-5.2)
address the evaluate listening texts in terms of
enabling accuracy, validity, adequacy, and
knowledge relevance (EN10LC-IId-3.15)
and skills detect bias and prejudice in the
to develop/ material viewed (EN10VC-IId-26)
achieve give technical and operational
the desired definitions (EN10V-IId-13.9)
content and explain how the elements specific
performance to a genre contribute to the theme
standard of a particular literary selection
clarify (EN10LT-IId-2.2)
expectations explain the literary devices used
in terms of (EN10LT-IId-2.2.2)
what students use the correct sound of English
should know, when delivering impromptu
understand and extemporaneous speech
and be able (EN10OL-IId-3.11)
to do use words and expressions that
affirm or negate (EN10G-IIe-28)
This part of the acknowledge citations by preparing
lesson also informs a bibliography (EN10SS-IId-1.6.3)
the learners of the
enabling activity. Encourage the class to learn as much as
they can so they will be ready to deliver
an impromptu speech conveying their
personal testimony at the end of this
lesson.
146
Your Initial Tasks Your Initial Task is the introduction to
Pedagogy: the weeks lesson. It aims at setting the
mood and hooking the interest of the
In presenting this learners. While activities are provided
part of the module, here, as the teacher, you know more about
the teacher should your students strengths so you may come
be able to: up with with other related and appropriate
diagnose and activities that will suit your own learners.
activate prior
knowledge; Task 1. Pictures Talk
hook and engage
learners interest; Begin this lesson by asking your students
ask questions; to study the men, women and children in Individual
encourage the photos found in the LM. Work
student
questions; 1. Ask them what is revealed about
welcome tentative men, women and children in the
responses as photos.
Whole Class
guide to further
exploration; and 2. Allow for varied answers.
clarify Possible Answers:
expectations and The man in the photo is depicted
how learning as a strong fighter while the woman
shall be assessed is shown as busy doing chores.
by presenting the Lastly the children are shown to be
enabling activity doing hard labor.
and the rubrics.
3. Ask follow up questions to draw
out ideas from the students like: Whole Class
Assessment: Should women always be pictured
as doing household chores and
All the activities men as warriors? Why?
in this phase
are diagnostic in Cap this session by listening to the insights
nature. Scores of students and provide feedback to them.
must be recorded You may say: Its not right to put labels
to help the on people. History has proven that most
teacher plan women can perform the work of their male
the succeeding counterparts.
lessons and not
to grade the
students.
147
Task 2. Mind your Own Word
After the first task, prepare your students

to view a popular TV commercial featuring
a Filipina actress who claims that it is not
right to put label on anyone. This is to
support the learning on the first task.
1. Present to the class the guide

questions before they watch the
video found in the LM.
2. Guide the students as they Pair Group
watch the video and answer the
questions.
3. Process the students answers to
the questions about the video.
4. Ask the class what the message of Whole Class
the commercial is.
5. Let the students highlight the idea
that double-standard creates a
form of bias. Draw out from them
other examples of bias before
moving on to the next activity.
6. Tell the class to fill out the table
found in LM for more examples of Small Group
bias and prejudice experienced by Dynamics
the students They will work on it
with their partner.
7. Give feedback to the answers that
will be given by the class.
You may wrap-up the discussion through

the question: Can biases be avoided?
How? It is important that we draw out
answers from the students to help them
develop a sensitivity for others feelings.
148
Here is the transcript of the TV commercial:
Shame that there is still double
standard. Sayang daw ako, because I
am a single mother. If a guy gets a girl
pregnant, hes right and its natural. But if a
girl gets pregnant, malandi sya. When the
news spread of my pregnancy, people say,
shes on top of her game. People make
stories like shes malandi or a woman of
the world. Was I unfairly judged? Yes! But
then did it stop me? No, but does it keep
me stronger? Yes! Label is a challenge I
accepted. I want to show people that no
matter what happens to you, it should
never stop you from being successful. As
an actress, Ive never been happiest. And
being a single mom and parent give me
purpose. Sayang! I dont think so! Can you
whip it? I did!- Denise Laurel, shampoo
TV commercial.
Task 3. Bias Detectives

Continue the students practice on
determining bias around them by letting
them read an article from a group of
researchers who have identified the Seven
Forms of Bias in Instructional Materials.
http://www.sadker.org/curricularbias.html.
This information can be found in the LM.

1. Discuss to the class the seven
forms of bias.
2. Ask your students to form groups
of Detectives.
3. Guide your students to review
your schools English reference
books/textbooks and allow them
to identify if they have any of the
forms of biases.
149
4. Tell them to write the title of the
book and put a check mark on the
form of bias they have discovered
in the book(s). This activity is found
in the LM. You may provide them
with the sample textbooks so that
your students can just concentrate
on working on the activity.
5. After 5 minutes, allow the students
to present their work.
6. Finally, draw out from the class
suggestions on how to remove
these biases from your English or
other textbooks and even from the
classroom.
Let your students highlight the importance

of detecting biases around them.
Encourage the students to link these
biases to current events. Let them identify
these biases.
Your Text This phase of the lesson includes

In this part of the the featured literary piece during the
module, the teachers Renaissance. Guide your students as
must be able to help you journey together into the world of the
the students: Canzoniere by Petrarch.
make sense Task 4. Love is Everywhere

of information, Start the lesson by asking the class their
develop, reflect, favorite romantic films. You may also ask
rethink, validate, them to retell very briefly their favorite
and revise movie. Then, connect their answers to the
understandings of movie photos found in the LM.
the lesson;
check for 1. Tell the class to identify the title
understanding; of the movie using the characters
provide feedback; and the description of the story line
check against as clue.
content standard
(content to
content);
150
assess students
skills (checking Titanic
learners learning
progress and
interest); Whole Class
ask questions
to enable the Ever After
students to
construct their
own meanings/
understandings
and A Walk To Remember
provide a variety
of learning
resources
2. After identifying the movie titles,

Assessment: ask your class how they would
All the activities want to be courted or how they
in this phase would make a plan to win the heart
are formative in of their lady love someday.
nature. Scores
must be recorded 3. Tell them to list down or describe
for instructional their own dream of a courtship.
decision not
to grade the 4. Give them time to read the idea of
students. courtship during the middle ages SGD
Refer the and make them compare it with
students back their ideal courtship. Call on two
to the tentative or three representatives from the
answers they class. Chivalry and romantic ideals
have written on found in the LM
their notebooks to See more at:
validate whether h t t p : / / w w w. m a t c h . c o m / m a g a z i n e /
their tentative article/12357/#sthash.GSRJcl6o.dpuf
answers are
correct or not. 5. Help your students to connect
This process this lesson to the previous topic in
is important detecting bias.
in validating,
rethinking and
revising their
understanding.
151
6. Ask the class to describe an
experience about being blinded
by love. Tell the students to cite
an experience to prove that it
happened in real life.
7. Tell the class to read about

Francesco Petrarch. You might
want to present his life through
a trivia or download a video from
youtube featuring his life. This
is helpful in making the students
connect to the author.
Once done, invite your students to read

and enjoy the Petrarchan sonnets:
Laura, The White Doe, and Spring.
These sonnets can be found in the LM.
Task 5. Think About the Poems
After reading, tell the class to

answer the questions about the three
poems.
1. Discuss the first poem, Laura

with your class. Be guided by the
questions found in the LM:
Possible Answers:
1.) Golden hair, deep eyes, angelic

moves, divine
2.) The speaker remembers the

beauty of Laura in the past
and according to him nothing
has changed about her though
time has passed.
3.) Though the bows unbent

means: she is older and does
not have her original beauty.
The bow referred to is Cupid.
152
4. What remains unchanged is the
authors undying love for Laura.
Tinder means dry, easily flammable

material used for starting a fire. In the poem
it is compared to the burning love of the
author to Laura which cant be quenched.
(Accept varied answers from your
class)
White Doe
1. Guide your students as they

answer this item from the LM:
Possible Answer:
The time is sunrise and noon;

and the season is winter as in the
expression, seasons bitter cold.
2. Ask the students to describe or

define the following terms: suavely-
smoothly gracious manner; topaz
a yellow gem
Spring
1. Let the students continue

answering questions about the
poem, Spring which was written
after Lauras death.
2. Tell the students to work in groups
and answer the questions in the
LM.
Possible Answers:
a. That the spring is a symbol

of everything that is beautiful,
and everything that is new and
fresh.
b. But for the speaker, spring has
brought him and affects his
will to live because of Lauras
death.
153
c. He has lost his will to live which
is revealed in the expression
the beasts prowl on the
ungreening sand.
d. The three poems refer to
Laura.
e. Allow for varied answers.
Guide the students as they describe or

define the following terms found in the
poem: zephyr the west wind; Procne &
Philomel In Greek mythology, Philomel
was a princess of Athens raped by Tereus,
husband of her sister Procne. The gods
changed Philomel into a nightingale,
Procne into a swallow, and Tereus into a
hawk; Jove was the chief god of love in
Roman mythology, and Venus was the
goddess of love.
TPS
Task 6. Figure the Meaning (Individual, Pair
& Whole Class)
For this task, tell your students to work
on the next activity first by thinking about
the answers to questions in the LM. Then,
with a Partner, remind them to discuss
their answers. As soon as they have come
to an agreement, tell them to share their
answers with the whole group.
1. Discuss with the class the answers

to the questions about the sonnets
found in the LM.
Possible Answers:
a. The author compared Laura to

a white doe.
b. He felt like a desert, unfeeling
and without life.
c. The figures of speech in this
poems, the author made use
of are allegory and oxymoron.
154
Teachers Note: Petrarchs poetry often
uses allegory, an extended metaphor in
which the lovers experience is described
in terms of something else. An elaborate
allegory occurs in The White Doe, though
the final line of Spring also compares
the poets inner state to a landscape.
Petrarchs most used figure of speech,
however, is the oxymoron two words
that form a logical contradiction and often
express conflicting feelings. For example:
sweet despair, suavely merciless.
2. Provide other examples of
allegory and oxymoron to the
class before letting them give Whole Class
their own example.
3. Ask them the benefits one
can get from learning how to
use these figures of speech:
allegory and oxymoron.
4. Ask the class how the three
poems are called. Whole Class
5. Let the class give the
characteristics of a Petrarchan
sonnet before providing them
with information about it. (This
has to be pre-assigned so
that students come to class
with basic information about
Petrarchan sonnet.)
Here are some notes about Petrarchan
sonnet to supplement what the students Individual
will give.
The Petrarchan sonnet is a fourteen-
line poem divided by the rhymes into Group Work
two parts, an eight-line octave followed
by a six-line sestet. The octave has only
two rhyme-sounds and usually rhymes
abbaabba; the sestet has either two or
three rhyme-sounds combined in one of
many different patterns. This division into
two parts gives the sonnets meaning a
statement/response form; the octave
155
often takes a position that the sestet
contradicts or modifies or develops in a
different manner.
Petrarch did not invent the sonnet, but his
practice established it as the dominant
lyric form in the Renaissance.
Task 7. Sound the Sonnets
1. Continue with the lesson by telling

your students to go through the
poem The White Doe again.
2. Tell them that this time you will
focus on the structure of the poem.
Poems are said to have rhyme and
rhythm.
3. Guide the students in finding out
the rhyme scheme of this poem.
The White Doe

Translated by Anna Maria Armi
A pure-white doe in an emerald glade a

Appeared to me, with two antlers of gold, b
Between two streams, under a laurels
shade, a
At sunrise, in the seasons bitter cold. b
Her sight was so suavely merciless c

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

Was written with topaz and diamond
stone, f
My Caesars will has been to make me
free. e
Already toward noon had climbed the
sun, f
My weary eyes were not sated to see, e
When I fell in the stream and she was
gone. f
156
4. Discuss to the class the meaning
of octave in the sonnet White Doe
and the sestet in the same sonnet.
5. Let the students highlight the idea
behind the sudden changes in the
final line of the three sonnets.
6. Discuss the effect of the change in
the final line.
7. Let students share the insights
they have gained about Petrarchan
sonnet.
8. Wrap up the activity by allowing
the students to identify the rhyme
schemes of each sonnet.
Task 8. Distinct Sonnets
1. Facilitate the discussion on the

characteristics of Shakespearean
and Petrarchan Sonnet.
2. Let the class compare and contrast
the two sonnets by doing the
activity on the LM.
3. Give feedback to the answers of
the students.
Task 9. Tickle your Fantasy

1. Ask your class to imagine how
Petrarchs Laura was like.
2. Tell them to form a group and work
on the task that you will assign to
them.
3. Group the class according to their
interest.
Group 1 Based on Petrarchs

description of Laura, draw her
image on a short bond paper with a
dedication addressed to Petrarch.
157
Group 2 Choose a song that best
describes the love that Petrarch
has for Laura.
Group 3 Compare and contrast
courtship during Petrarchs time
and the present.
Group 4- Pretend that you are

Petrarch with undying love for
Laura as you write a love letter to
her.
Group 5 Write a letter giving

advice to people who have lost
their loved ones.
4. Allow each group to present for

two minutes.
After the presentation, draw insights from

the class on the important learning they
got from the discussion of the sonnets.
Your Discovery At this point of the lesson, the activities Whole Class
Tasks will help your students understand
Pedagogy: competencies to hone their listening,
Remember that vocabulary, and writing skills. Your careful
your discovery tasks facilitation will help a lot in making them
allow the students acquire important insights.
to enrich learning
by contextualizing, Task 10. Listen to a Point
localizing and Be sure to set the mood of the class to SGD
differentiating prepare them for the listening activity
instruction. by allowing them to sing a popular song
Your main target related to the news that the class will listen
in this phase to to.
provide them the
understanding of
content as applied to
a variety of context.
158
Here is where the 1. Tell your class that they will listen
teacher associates to a news report which you will Whole Class
the theme to the read to them or you may record
personal experience or download the report from http://
of the learner and www.rappler.com/move-ph/42214-
should therefore ph-male-female-inequalities
provide them the The news report is about male and
opportunity to female equalities in the country. SGD
answer the essential 2. Before the class listens, tell them
questions established to take note of information that will
at the beginning of help them decide whether the news
the lesson. report is valid, accurate, relevant
Assessment: and with adequate information
3. Present the questions that the
All the activities in this class will answer before the start
phase are formative of the listening activity. This has to
in nature and must not be done by group.
be graded but must be 4. After the second time that the class
recorded as bases for listens, discuss the answers to the
instructional decision questions found in the LM.
whether to proceed
to the next activity
Task 11. Agree or Disagree
or insert another
a c t i v i t y d e p e n d i n g Continue the listening task by reading at
on the needs of your least three short articles to the class.
learners.
1. Inform the class that the goal for
Refer the students listening is to determine whether
back to the tentative the article is valid, accurate, reliable
answers they have and with adequate information.
written on their 2. Tell the class to work on this task
notebooks to validate individually by writing agree in the
whether their tentative validity, accuracy of the article and
answers are correct disagree if they think otherwise.
is important in
and revising their
understanding.
159
Article 1
At the end of this Asia Business Council reported that

phase, just before there is a 100 million projected number of
doing the final task, green jobs from green companies in the
the teacher may next 20 years. It goes on to enumerate the
provide a summative countries in Asia with the most favorable
test (pen-and- conditions for green businesses. The list
paper or authentic includes the Philippines with geothermal
task) to sum up the energy as its area for environmental
content standards. progress.
Remember that the
phase operates Possible Answers:
in the premise Valid Agree
that performance
standards are done Reliable Agree
only if the content
standards are Accurate Disagree (It fails to mention
addressed and fully when the survey was conducted.)
understood. This With adequate information Disagree
summative test is (More details are needed especially with
recorded and graded. the Philippines included in the list as having
potential in green businesses.)
Article 2
Philippines in top 5 mature markets for
software industry Whole Class
The Philippines is now considered as

one of the five mature locations for software
services in the world, according to the
Philippine Software Industry Association
(PSIA) President, Nora Terrado during the
groups first general membership meeting
for 2012 held recently in Makati City.
Terrado cited a report by consultative

firm Everest Group that the Philippines
is currently ranked with China, Brazil,
India and Poland as mature locations for
having more than 50 software services
operators.
Source: Entrepreneur, July 2012
160
We can say that the article is valid, reliable,
accurate, and with adequate information.
Article 3 Individual
Made-to-order furniture is a great way
to tailor-fit your home. Sometimes you
have committed to a bold color scheme
that wasnt so popular when you checked
out off-the-rack sofa options. Or maybe
you are maximizing every square inch of
your new condo and need a dining table
of a certain size and shape. Perhaps you
found that must-have conversation piece
chair in a magazine but cant find it in the
local showrooms. Dont fret customized
furniture may be the solution to your
dilemma.
Source: Real Living, Aug. 2009
It may have adequate information but since

no author or source of the comment is
mentioned, the articles validity, accuracy
and reliability are doubtful.
Pair Work
3. Based on the reasons provided
by your students in giving their
answers to the article you read to
them, facilitate the discussion on
the characteristics of the following
concepts: valid, reliable, accurate
and adequate
Task 12. Read for Info
1. Provide more exercises on

determining whether an article
is valid, reliable, accurate and
adequate (if necessary).
2. Tell your class to scan the given
texts and an advertisement.
161
3. Let them decide whether the
content of the article or ad is
valid, accurate, relevant and with
adequate information by ticking
the column that corresponds to
their answer.
4. Remind them to support their
answer with proof from the given
articles/ad found on the LM.
5. Draw out insights from the class by Pair Work
answering the following questions:
What information did you get from
the given articles and an ad? Do
they give enough information
on the topic? and What makes
an article or an advertisement
Adequate, Valid, Accurate, and
Reliable?
6. Give feedback on the answers
given by the students.
Task 13. Define those Words
Congratulate your class for coming this

far in deciding whether an article has
valid, accurate, reliable and adequate
information.
1. Continue by asking them to define

those terms.
2. Work with a partner in defining the
key words in this task.
An article is valid when it is considered

true by a majority of people. When an
article contains an almost universal truth
and proven to be true by a good number of Whole Class
people. Its validity is acceptable. Reliability
of the articles content means citing the
authorized source of the information
found in the article. If it comes from a well-
known organization then the reliability of
an information becomes high.
162
We can say that what we read is accurate
when it contains facts and information
without bias or opinionated ideas.
Adequate information means providing
the right amount of data or details that
article calls for.
3. Guide your students in answering Pair Work

the questions in the activity
Possible Answer:
Republic Act 9710 ( Magna Carta

for Women) is an example of
parenthetical definition
Discrimination Against Women Individual

is technically defined using the
website as source
http://www.chanrobles.com/republicacts/
republicactno9710.php
As defined in Republic Act

7610, child abuse refers to the
maltreatment, whether habitual Pair Work
or not, of the child is defined
technically.
There are three ways to define

a term within a sentence.
Whole class
Parenthetical, operational and
technical.
4. Tell your students to give either

operational or technical definition of
the following terms and concepts:
love, population, global warming,
and government revenues. SGD
5. Remind them that they may use
the internet or their books for the
technical definition. They need to
include the source.
6. Allow for varied answers.
7. Give Feedback on the answers
given by the students.
163
Task 14. Bring in the Source Whole Class
Connect the previous task to the present
by asking the class why it is important to
cite sources when writing articles or even
when speaking about an important topic.
SGD
Say: Whether in speaking or in writing, you
need to cite your source when presenting
your argument. At the end of the quarter,
you will be presenting an argumentative
speech and it is important that you begin
your argument with facts and support all
your claims with accurate, reliable, valid
and adequate facts. But how do you make
attributions and recognize your source on
paper?
1. Guide your class in working on the

exercises found in the LM to help
the students know more about
citing sources.
2. Tell the class to go over Task 11 and
copy the internet website found in
the two items defined. Before the
internet website address or the url,
the students need to write first the
topic and after the url write the date
when the material was accessed.
3. Draw insights from the class by
asking: Why is it important to
acknowledge the source in your
speech or on your paper?
4. Remind the class about the
pointers in constructing simple
bibliographic citation for different
types of materials.
5. After discussing with them the
pointers on constructing simple
bibliographic citation, tell the class
to work with a partner.
164
6. Let the students analyze the
textbook or module issued to them
by the school.
7. Tell them to choose a topic that
can be found in the book they have
chosen.
8. Then, guide the class in writing
a bibliographic entry about their
book.
9. Make them share their answer to
the class and provide feedback.
Show examples or point out the
samples of an annotation from the
LM.
Remind your class that their annotated

bibliography sample should look like the
sample APA annotation found in the LM.
Task 15. Write your Bibliography

At this point, prepare your students in
writing their own bibliographic entries and
annotation.
1. Tell the class to do the task in the
LM
2. Guide your students in doing the
following: Brainstorm on a topic
that they feel strongly about. Here
are some examples:
- Why violence and sex on TV
shows is okay (or not); why free
internet is a good idea (or bad);
- Why the work week should be

shorter (or longer);
- Why all students should

participate in extra curricular
activities (or not);
- Why actors/actresses should be

elected for public office (or not);
165
- Why death penalty should be
revived (or not)
- Or other topics that are important
to you
3. Once they have chosen their main

topic, tell them to give it a good
title.
4. Remind them to do the following:
- Make an outline of the sub topics
that they would be needing to
argue their point.
- Research on those topics using
the books they and the internet.
- Using index cards, tell the
student to write down their
annotations to support their
topic or argument and on top of
it, write the bibliography. Each
subtopic should have at least
two paragraph annotations that
support it.
5. Ask the class how helpful this
lesson is to them.
6. Remind them that they are
gathering important, relevant,
valid, adequate and accurate facts
to help them in presenting an
impromptu speech for this lesson.
Tell how their bibliographical entry
will be graded.
7. Provide feedback to your students.
Final Task
Pedagogy: This phase prepares your students for the
final task for this lesson which is delivering
Final task is the an impromptu speech in a parliamentary
part of the module procedure. Activities to help your students
that addresses accomplish the final task are provided but
the performance you may add or modify the activities to
standard. better suit your learners.
166
But since this is the Task 16. Bring in the Source
final task of Lesson 3, From the list of topics given to you
the task is referred to for research on, which one are you most
as enabling task or passionate about? Try talking about your
enabling activity. passion in your group. Take turns doing SGD
This enabling activity the following:
forms a scaffold a. Decide on who will speak first.
to the succeeding b. Give each speaker a minute to
activities to equip share idea.
the learners with c. While one is speaking, the rest of
skills in performing the group has to listen.
theculminating activity d. Observe how each one shares
or the performance idea.
standard of the first e. Write down your observation on
quarter. the columns
Teachers should Speakers Is the Idea shared Is the voice
bear in mind that this appropriate? or manner
phase: Why? of speaking
clear? Why?
serves as
enabling task for
the main product/ 1. Ask your class if they enjoyed their
performance at on the spot idea sharing and tell
the end of each them that they will get to know more
module; about delivering lines/speeches by
includes tasks watching a Toastmasters video
that are essential taken from You Tube.
for learners 2. Remind them to take note of the
development; important points on delivering on
is based on real the spot or impromptu speeches
life situations before showing them the video
(if the teacher www.youtube.com/
wishes to do watch?v=GefKPy5YYHI
modifications or https://www.youtube.com/
watch?v=ZSft2OeMmzQ
improvisations)
(Aug. 25, 2014)
3. Provide feedback on the students
Assessment: answers.
GRASPS-based Task 16. Write Your Bibliography

assessment This time, watch another video which
criteria presents an example of an impromptu
speech. As you view it, take note of the
167
technique used by the speaker in delivering
her impromptu speech.
http://www.youtube.com watch?v=Vp4gBmjsH74
July 13, 2014
1. Show the video to the class

and tell them to take note of
the message of the speech
and the way the speech is
delivered.
2. Show the video again for the
second time and present the
questions the class will answer
about it. Tell them to do it with
a partner.
3. After the viewing, facilitate
the discussion and allow
the students to take turns
answering the questions about
the video/speech. (See the
questions in the LM.
4. Process student answers and
let them share their own ideas
on how to deliver an impromptu
speech.
5. Ask the class to define an
impromptu speech and let them
share instances when they
are caught in an impromptu
situation.
Task 17. Showcase your Speed

Work with your group and prepare for the
task given here:
You are the Vice President of
Everybody Happy Club. You scheduled a
meeting with your fellow officers to gather
support on the anti-bullying campaign
your club is advocating. You feel strongly
about this advocacy since you want your
school to be a safe and happy place for all
the students.
168
During the scheduled meeting, your
Club President sent a message on your
Facebook that he/she could not make it
to the meeting. As the Vice President you
need to take over the club meeting.
You need to lead your club in discussing

the different ways to stop bullying in your
school. You may give each officer two
minutes to share his/her ideas about the
issue and facilitate the crafting of a plan of
action of your club to curb bullying.
Remind each of the members of the club

to deliver their speech clearly, noting the
correct use of the English Language and
make sure to provide adequate and valid
information citing the sources.
Your Club is counting on you.
You will be graded using this rubric

adapted from
www.marquette.edu/library/services/oral.doc
Emerging Develo- Advanced Score
ping
(0- 12 (13- 16 (17-
points) points) 20 points)
1.Organi- Ideas Main Ideas

zation may not idea is are
(20 be focused evident, clearly
points) or but organized,
developed; the developed,
the main organi- and
purpose zational supported
is not structure to achieve
clear. The many a purpose;
introduction need the
is un- to be
developed. strength-
ened; .
169
Emerging Develo-ping Advanced Score
(0- 12 (13- 16 (17- 20

points) points) points)
1.Organi- Ideas may Main idea Ideas are
zation not be is evident, clearly
(20 focused or but the organized,
points) developed; organi- developed,
the main zational and
purpose structure supported
is not many to achieve
clear. The need a purpose;
introduction to the ; the
is un- be strength- purpose is
developed. ened; . ; clear. The
Main points ideas may introduction
are difficult not clearly gets the
to identify. deve-lop or attention
Transitions always flow of the
may be smoothly and audience
needed. the purpose and clearly
There is no is not clearly states the
conclusion stated. The specific
or may not introduction purpose of
be clear the may not the speech.
presentation be well Main
has developed. points are
concluded. Main points clear and
Conclusion are not clear. organized
does not tie Transitions effectively.
back to the may be The
introduction. awkward. conclusion
Audience Supporting is satisfying
cannot material and relates
understand may lack in back to
presentation development. introduction.
because The (If the
there is no conclusion purpose
sequence of may need of the
information additional presentation
or may not development. is to
be clear the Audience persuade,
presentation has difficulty there is
has under- a clear
concluded. standing the action step
Conclusion presentation identified
does not tie because the and an overt
back to the sequence of call to
introduction. information action.)
Audience is unclear.
cannot
understand
presentation
because
there is no
sequence of
information.
2. Topic Student Student has Student
Know- does not a partial has a clear
ledge have grasp of the grasp of
grasp of information. information.
(20 information; Supporting Citations
points) student material are
cannot may lack in introduced
answer originality. and
questions Citations are attributed
about the generally appro-
subject. introduced priately
170
Emerging Developing Advanced Score
(13- 16 (17-
(0- 12 points) 20 points)
points)
. Few, and and
if any, attributed accurately.
sources appropriately. Supporting
are cited. Student is material
Citations at ease with is original,
are expected logical and
attributed answers to relevant.
incorrectly. all questions Student
Inaccurate, but fails to demon-
generalized, elaborate. strates full
or in- Over knowledge
appropriate dependence (more than
supporting on notes may required) by
material be observed. answering
may be all class
used. questions
Over with
depen- explanations
dence and
on notes elaboration.
may be Speaking
observed. outline or
note cards
are used
for reference
only.
3. The The The
Audience presenter presenter is presenter
Adap- is not able able to keep is able to
tation to keep the the audience effectively
(20 audience engaged keep the
points) engaged. most of the audience
The verbal time. When engaged.
or nonverbal feedback Material is
feedback indicates a modified
from the need for idea or clarified
audience clarification, as needed
may the speaker given
suggest makes an audience
a lack of attempt verbal and
interest or to clarify nonverbal
confusion. or restate feedback.
Topic ideas. Nonverbal
selection Generally, behaviors
does not the speaker are used
relate to demon- to keep the
audience strates audience
needs and audience engaged.
interests. awareness Delivery
through style is
nonverbal modified
and verbal as needed.
behaviors. Topic
Topic selection
selection and
and examples
examples are
are interesting
somewhat and relevant
appropriate for the
for the audience
audience, and
occasion, occasion.
or setting..
171
Emerging Developing Advanced Score
(13- 16 (17-
(0- 12 points) points) 20 points)
Some effort
to make
the material
relevant to
audience
needs and
interests.
4. Language Language Language
Language choices may used is is familiar
Use be limited, mostly to the
peppered respectful or audience,
(Verbal with slang inoffensive. appropriate
Effective- or jargon, Language is for the
ness) too complex, appropriate, setting,
(20 or too dull. but word and free of
points) Language is choices bias; the
questionable are not presenter
or particularly may code-
inappropriate vivid or switch
for a precise (use a
particular different
audience, language
occasion, form) when
or setting. appropriate.
Some biased Language
or unclear choices
language are vivid
may be and
used. precise.
My Treasure You have now reached the last phase of Individual

This part of the the lesson. This part of the lesson allows
module sums up the students to take ownership of their
all the essential learning. The valuable insights they may
understandings one have gained from the lesson is supposed to
must draw out of this surface here. You may help your students
lesson. It is important by motivating them to accomplish this task
that answers are not for grades but for expression of their
authentic inasmuch learning which may be different from their
as the word MY classmates. It might help to remind them
implies that this part that you will not edit their thoughts.
of the lesson is where 1. Ask the class what it takes to
the students develop develop a sensitive heart for
a sense of ownership. people. Allow for varied answers.
2. Follow it up by telling the students
to list down ways by which they
can develop sensitivity for others
and the
172
benefits one could get from being
a caring person.
Tips for developing a Benefits one gets

sensitive attitude from being sensitive to
others
3. Lastly, tell the class to do either of

the two things listed here to cap
their learning:
a. Illustrate their most important
learning from this weeks
lesson in their notebook; or
b. write down lyrics of the song
that reflect their most important
learning for the week.
Once done, call on as many volunteers
that you could possibly accommodate for
them to read to the class their treasures
for them this lesson.
173
Module 2
Lesson 4
Sub-theme: Empathizing With Others
Enabling Tasks
Reading/Literary Text Language/Grammar Focus (leading to
Culminating Task)
From The Decameron:
Using words or expressions Convey a personal
Federigos Falcon
that affirm or negate testimony
Translated by
Phase of the WIPS
Activities/Tasks
Lesson Provision
Your Journey Let your students understand that this

weeks lesson will give your learners the
This part of the chance to appreciate famous persons and
lesson is composed their ideals that helped shape society as we
of two paragraphs. know it now.
The first paragraph All of these will culminate on the sharing of
provides a short and ideas by conveying a personal testimony.
the lesson and the Finally, the encompassing theme, that is;
discussion of the concern for one another and a deep sense
sub theme which of empathy towards each other is hoped to
is Discovering be drawn out in the various tasks included
Personal in this lesson.
Challenges. The
second paragraph
provides an
overview of the
lesson and asks
the enduring
question that sums
up the enduring
understanding one
should draw out of
this lesson.
174
Your Objectives Here are the lessons objectives which will Whole Class
guide you and your class in going through
This part of the the different tasks provided in this lesson.
module provides Allow more time for you to read and to make
the competencies. the students be aware of the competencies
Remember that the they need to acquire. Please guide our
objectives: students in discovering which competencies
are taken from they still need to practice
the Curriculum employ analytical listening in
Guide (CG) problem solving (EN10LC-IIe-13.2)
detect bias and prejudice in the
address the material viewed (EN10VC-IId)
enabling read closely to get explicitly and
knowledge and implicitly stated information.
skills to develop/ (EN10RC)
achieve the give technical and operational
desired content definitions (EN10V-IIe-13.9)
and performance explain how the elements specific to
standard a genre contribute to the theme of a
clarify particular literary selection (EN10LT-
expectations IIe-2.2)
in terms of determine tone, mood, technique,
what students and purpose of the author (EN10LT-
should know, IIe-2.2.3)
understand and use words or expressions that affirm
be able to do or negate (EN10G-IIe-28)
use writing conventions to indicate
This part of the acknowledgment of resources
lesson also informs (EN10SS-IIe-1.6.4)
the learners of the observe correct stance and
enabling activity. proper stage behavior as deemed
necessary. (EN10OL-IIf-3.8)
establish eye contact (EN10OL-
IIf-2.6.2)
Encourage the class to learn as much as

they can so they will be ready to deliver a
speech conveying their personal testimony
at the end of this lesson.
175
Your Initial Tasks Let your students desire positive results on Whole Class
other related and appropriate activities like:
Pedagogy:
Task 1. Great Names to Name
In presenting this Begin this week with a simple quiz for Group Work
part of the module, your students on naming worlds famous
the teacher should personalities and how they have touched
be able to: the lives of many people.
diagnose and 1. Read for additional information

activate prior about these personalities so youll
knowledge; be ready to give more input to
your students. Their lives are a
hook and engage great source of valuable insights.
learners interest; Suggested websites that feature
ask questions; them are provided for you here.
encourage student There are also pictures of these
questions; welcome personalities in the LM to help our
tentative responses students answer each item easily.
as guide to further 2. Let your students write their answers
exploration; and in their English notebook or you may
clarify expectations also ask them to answer orally.
and how learning a. Mother Teresa of Calcutta
shall be assessed b. Nelson Mandela
by presenting the c. Hellen Keller
enabling activity and
the rubrics. d. Corazon C. Aquino
Assessment:
All the activities

in this phase are
diagnostic in nature.
Scores must be
recorded to help
the teacher plan the
succeeding lessons
students.
176
All answers are 3. Draw out from the class the
tentative and must important contributions of these
be written on their women and men to their country and
notebooks for to humanity. You may ask the class
reference. for other examples of great men and
women.
4. Process students answers and give
feedback.
Task 2. Bias Detectives 2

1. Facilitate the class in reading and
analyzing the signage found in LM to
understand the bias in the message
conveyed by each one.
2. Assign groups to answer questions Whole Class
about the given signage.
Possible answers for the questions
found in LM. Allow for varied
answers for the class.
What is the message expressed
in this signage?
It says that the facility should be
used only by white persons.
People of other color/race are
not allowed to use the said
facility.
As a person, how would you
react to this announcement?
I would feel discriminated
because the color of my skin.
I would be angry as I feel I am
looked down just because of my
skins color, my race. (Allow for
other possible answers.)
What is violated by this signages
message?
I feel that my basic human
right to live in a free society is
violated. There is bias for white
people and against other colored
people. (Allow for other possible
answers.)
177
How do you think could this be
avoided?
Bias and discrimination should
not have a place in our society
anymore. All men are equal. No
race is superior over the other.
This can be avoided if we will all
treat each other as brothers and Pair Work
sisters. (Allow for other possible
answers.)
Do these signages speak about
bias?
Yes. The first signage is biased
for white people while the second
signage is for the Germans.
To what group of people is this
announcement most favorable?
This announcement is most
favorable to Germans.
Do you approve of it? Why?
I dont approve of any form of
bias. When we start a culture of
bias and discrimination we are
also starting a culture of hate
and division. This could in turn
lead to a separatist movement
or war.
3. Synthesize the answers from the
different groups by asking the
following questions:
What helped you in answering
the task?
Do you also have biases? What
are they?
Have you experienced fighting
for something or defending
yourself against other peoples
biases? How did you react?
Do you think it is right to have
biases? Why?
178
4. Accept varied answers from your
learners to give you an idea about
their knowledge and understanding
of the biases that surround them.
Current issues on the same topic
may be used to further increase
their awareness on it.
Task 3. Read for Bias

1. Continue the discussion on
identifying bias. This time, ask the
class to work with a partner.
2. Tell the class to read the following
articles and rate the amount of bias
in each of them.
3. Remind the class to use the rating
scale found on LM and tell them to
cite examples found in each article
to support their answer.
Here are possible answers:
Article 1
Exaggerated language is used through words

like sweltering and dizzying temperatures
and some people are collapsing and even
few are dying. (While the heat of summer
2014 was so extreme it is still too much to
say that people are dying because of heat.
There is not enough data to claim that the
cause of death of some people is the high
temperature).
Unbalanced information is also important
since theres no mention of the temperature
that causes the unbearable heat. The
number of people collapsing and dying
should have been provided to make the
article more factual.
It has elevated prejudice for the importance
of water to human beings and prejudiced
against the heat.
179
There is no product endorsed in this
article.
My emotional response is (answers may
vary).
4. Guide your students in answering
the other items emphasizing that
even in articles that we read there
could be biases.
5. Highlight the common forms of bias
like: a strong point of view that may
or may not include criticism of other
perspectives; and strong, even
unnecessary language or use of
words.
6. Draw out from the students the
importance of knowing how to
detect bias like in buying products,
making a decision and choices, or
even electing a public official.
7. Visit this website for more information
on detecting bias in the web, media,
articles and other forms http://
www.cteonline.org/portal/ default/
Curriculum/Viewer/Curriculum?
action=2&view =viewer&cmobjid=
293645
8. Give feedback on the learners
answers.
180
Your Text This phase includes the featured literary
In this part of the text for the lesson. Activities included here
module, the teachers are intended to help learners understand
must be able to better the suggested literary piece.
help the students:
make sense Task 4. Background Check
of information, 1. Connect this phase to the previous Whole Class
develop, reflect, one by challenging the class to spot
rethink, validate possible biases in the text.
,and revise 2. Post this challenge so you could go
understandings back to it during the discussion.
of the lesson; 3. Give enough time for the class to
check for read the background information
understanding; about the Decameron.
provide 4. Show a timeline of events when the
feedback; story was written.
check against 5. Guide the class in answering the
content standard questions found on LM and accept
(content to for varied answers.
content);
assess students Note: There are questions after each
skills (checking paragraph within the story. Since the text is
learners quite long, it might help to draw out important
learning points after each meaningful event. But you
progress and may still raise those questions and discuss
interest); the answers after the class has read the
ask questions whole text.
to enable the Or you may preassign the selection and
students to assign the class to answer the questions
construct their within it. (That will save you time for
own meanings/ reading and will give you more time for the
understandings; discussion).
and
provide a variety
of learning Task 5. Think Tank
resources 1. Tell the class to go to their group. SGD
2. Instruct them to discuss their Small Group
answers to the questions about the Discussion
story.
3. Provide each group a task sheet
which contains the questions that
they need to answer.
181
4. Remind them that they will
Assessment: present their work and their
All the activities designated reporter shall present
in this phase it to the class via PowerPoint or
are formative manila paper. Questions are
in nature. found in the LM.
Scores must 5. Highlight the central theme of
be recorded the story: magnanimity or noble
for instructional generosity which is shown by
decision not Federigo when he gave up
to grade the the only valuable possession
students. he had, his falcon, to offer to
Refer the Monna who visited him in his
students back humble home. Monna has
to the tentative shown magnanimity too when
answers they she decided to give herself up
have written on in marriage to Federigo together
their notebooks with her immense fortune.
to validate
whether their Task 6. TMT (Tone, Mood, Theme) Alert Small Group
tentative 1. Draw out from the class Federigos Discussion
answers are Falcons theme.
correct or not. 2. Provide follow up questions that
This process would lead to the theme of the story
is important as the central topic of a text.
in validating, 3. Cite examples of known Philippine
rethinking and literature and their themes: Biag
revising their ni Lamang, bravery, Noli Me
understanding. Tangere, patriotism and many
more.
4. Ask the class to answer the question
in the LM.
5. After a minute let the students take
turns in sharing their answers.
6. Process students responses and
highlight the correct answer given
by the students. Supplement or
validate the answer of the class. You
might find this helpful:
182
The theme of Federigos Falcon is
magnanimity which means noble generosity.
When Federigo gave up his only prized
possession, his Falcon to offer to his guests
he showed magnanimity of spirit and later in
the story magnanimity was shown by Monna
when she gave herself up and all her wealth
to Federigo to repay his kindness.
7. Relate this theme to the lives of your
learners. Ask: What are you willing
to give to help others?
8. Connect their responses to the next
activity.
9. Relate this theme to the lives of your
learners. Ask: What are you willing
to give to help others?
10. Connect their responses to the next
activity.
Task 7. Like the Others

1. Inform the class that the theme of
Boccaccios Tales has become an
inspiration to different authors.
2. Tell them to go through the synopsis
or excerpts of the stories found in
the LM and ask the students to write
briefly Decamerons similarities and
differences with the other stories
found in the LM.
3. Facilitate the pair work discussion.
4. Let the students share their point of
view.
5. Process the answers of the students
as soon as everyone in the class
has shared their ideas.
183
Here are some points that you might find
helpful in validating your students views:
a. The Decameron is similar to
the Canterbury tales in using
the frame-tale to unify a series
of stories dealing with different
themes. Like the Decameron,
the Canterbury Tales is told by
different characters but instead
of a group of young boys and
girls, it was told by a group of
pilgrims.
b. Likewise it is similar to
the Necklace by Guy De
Maupassant since both stories
focus on a particular object or
image. Decamerons Federigos
Falcon revolves around the
falcon while The Necklace story
centers around the necklace.
c. Ibong Adarna, a Filipino tale
has the adarna bird as the
central image of the story just like
Federicos Falcon. The theme
magnanimity can also be found
in the bravery and selflessness
of the youngest son, Don Juan.
He could have given up when
his brothers failed to capture the
mysterious bird, but he persisted
and almost died in the process.
6. Assign the class to research on other

stories similar to the Decamerons
Federigos Falcon. You may also
ask your class to recall telenovelas
or movies with the same theme
and story structure with that of
Federigos Falcon.
184
Your Discovery This phase covers the other competencies
Tasks included in this lesson. Activities included
here are meant to provide a deepened
Pedagogy: understanding of the previous learnings.
This will help your learners transition to the
Remember that enabling task at the end of the lesson.
your discovery tasks
allow the students Task 8. Message Sent
to enrich learning 1. Begin this lesson by asking the class Whole Class
by contextualizing, the purpose of the author in writing
localizing and the Decameron.
differentiating 2. Ask: Do all authors have purpose
instruction. for writing? Tell your class to explain
Your main target their point.
in this phase to 3. Once done, inform them that they
provide them the will read a commencement speech
understanding of of Sec. Jesse Robredo.
content as applied to 4. Ask the class what they know of the
a variety of context. Secretary. Offer bits of information
Here is where the that you have gathered about him.
teacher associates 5. While they read, tell the class to
the theme to the answer the question: What is the
personal experience purpose of the author in writing the
of the learner and article?
should therefore 6. Remind the class to answer
provide them questions about the text in LM.
the opportunity Answers to these questions should
to answer the lead to the purpose of the author:
essential questions to persuade his audience to do
established at the something not only for themselves
beginning of the but for their country.
lesson. 7. Give other examples of short articles
that inform, entertain, and persuade.
8. Ask the class to give the purpose for
each article. Let them describe the
characteristics of each article.
185
Assessment: 9. Process the answers of the students
and offer additional information like:
All the activities a. When writing to inform, it is
in this phase are the authors goal to enlighten
formative in nature the reader with subjects that Pair Work
and must not be are typically real and factual.
graded but must be Few opinions are expressed.
recorded as bases for Examples are cookbooks,
instructional decision textbooks, historical accounts,
whether to proceed news and others.
to the next activity b. When writing to entertain, ones
or insert another goal may be to tell a story or
activity depending describe characters, places
on the needs of your or events (real or imaginary).
learners. Examples include plays, poems,
Refer the students stories, jokes or even comic
back to the tentative strips.
answers they c. When writing to persuade, the
have written on goal is to get the reader to agree
their notebooks to with the writers opinion. It may
validate whether contain a lot of opinion but the Individual
their tentative author may provide facts and Work
answers are correct examples to support the opinion.
or not. This process Examples are speeches,
is important in editorial, columns, feature and
validating, rethinking others.
and revising their
understanding. Task 10. Purpose Galore!
At the end of this 1. Facilitate the discussion as students
phase, just before recall the common purposes of
doing the final task, authors.
the teacher may 2. Tell the class to work with a partner
provide a summative and answer the first three items on Whole Class
test (pen-and- LM. Let the class determine the
paper or authentic authors purpose in the first three
task) to sum up the items.
content standards. Answers:
Remember that the a. to persuade because the
phase operates author gives out opinion
in the premise b. to inform because it talks
that performance about factual procedures
standards are done
186
c. to entertain because
only if the content it features funny and
standards are entertaining items (allow for
addressed and fully varied reasons)
understood. This 3. After this was done successfully by Whole Class
summative test the students, tell them to continue
is recorded and answering numbers 4-8 in their
graded. notebook. This time they have to do
it on their own.
Answers:
a. to persuade because it
contains opinions and facts but
meant to encourage people to
do something.
b. to inform Because the facts
and information that could be
presented by the article are
meant to enlighten the readers
c. to persuade Because the
purpose of comparing the two
policies is for the readers to take
sides
d. to entertain Because it is a
literary piece that is a product of
the authors creativity and may
not be real
e. to inform a law or an ordinance
is meant to provide appropriate
details for the readers to
understand and obey.
4. Synthesize the learning for the
day. You may also include in their
assignment clippings of articles for
each purpose.
Task 11. To Affirm or To Negate

1. Continue with the lesson by drawing I n d i v i d u a l
the attention of the class to the lines Work
from Sec. Robredos speech.
2. Ask the class if they agree with what
he said.
187
3. Tell them to take turns sharing their
answers.
4. Listen as they give their answers
and write on the board expressions
of affirmation or negation that
they would give.(one column for
affirmation, one for negation).
5. Ask the questions in the think box to
make them aware of the expressions
of affirmation and negation.
6. Congratulate the class by coming up
with some examples.
7. Give some more examples of
expressions that affirm and negate
which can also be found in the LM.
8. After discussing the expressions,
provide dialogs that would call for
the use of the said expressions.
9. Draw out insights from the class
regarding the importance of using
expressions that affirm or negate.
Task 12. To Affirm or To Negate for the

Country
1. Proceed to the next task on
expressions that affirm or negate.
2. Give a short background of the
article they are about to read. It is
written by Atty. Alexander Lacson
and in his book, he enumerates
those that according to him should
be done by all Filipinos to help our
country.
188
3. Tell the class to read all the 12
suggestions and after reading ask
the class what the purpose of Atty.
Lacson is in writing the book.
4. Ask the class to give their answers
orally on the first five items in the 12
Little Things
5. Remind the class to use the different
expressions which you will post on
the board.
6. Allow the students to comment
on their classmates answers but
remind them to do it properly. Take
note of the turn-taking expressions.
7. Once all the first 5 items have been
discussed, draw out insights from
the class. Dont forget to highlight
important learning.
8. Prepare the class to work individually
on the last 7 items.
9. Tell them to write their answers in
their notebook. Give the students
enough time to work on the task.
Find out how much the students
love their country as reflected in
their answers.
10. Allow enough volunteers to share
their answers to the class before
saying that you absolutely agree
with the answers they have given.
Culminate the days discussion by calling

one or two students to share their own little
ways of caring for their country. You may
start by saying: As a teacher, one way to
show my love for my country is to teach in
the Philippine public school system, teach
the Filipino children. Please tell them your
reasons for choosing to teach where you
are now.
189
Final Task You are now in the final phase of the lesson.
This includes the enabling performance
Pedagogy: task: conveying a personal testimony which
your students should be able to do at the end
Final task is the of the lesson. This is again in preparation
part of the module for the culminating task: presenting an
that addresses argumentative speech.
the performance
standard. Task 13. Watch for Conventions
But since this is the 1. Recall the 12 Little Things We Can Whole Class
final task of Lesson Do For Our Country by Atty. Alex
4, the task is referred Lacson.
to as enabling task 2. Ask the students their favorite
or enabling activity. item from the list and allow them
This enabling activity to explain. (Call on 1-3 students to
forms a scaffold share their answer.)
to the succeeding 3. Tell the class to go to their respective
activities to equip the groups and do Task in the LM.
learners with skills 4. After doing the task, ask the class
in performing the the following questions: what have
culminating activity you realized about your skills in
or the performance delivering lines before an audience?;
standard of the first What do you need to improve on if
quarter. theres any? How would you rate
Teachers should yourself as a speaker?
bear in mind that this 5. Tell the class that they would know
phase: more know more about delivering
serves as lines/speeches by watching this
enabling Toastmasters video taken from
task for the Youtube.
main product/ 6. Present the video: www.youtube.
performance at com/watch?v=GefKPy5YYHI
the end of each 7. After the viewing, draw out from the
module; class important insights which can
includes tasks help them in delivering speeches.
that are essential
for learners
development;
190
is based on real Task 14. Speak For Keeps
life situations 1. Allow your students to watch Individual
(if the teacher another video which presents an Work
wishes to do example of a personal testimony.
modifications or 2. Tell the class to describe the
improvisations) way the personal testimony is
conveyed, the language use,
Assessment: content, ocassion and stage
presence of the speaker.
GRASPS-based h t t p s : / / w w w. y o u t u b e . c o m /
assessment criteria watch?v=Q7dm7HVv3UA
A European Living the Filipino

Dream at TedX Katipunan
(You may also tell them to surf

the internet for other examples
as part of their assignment.)
3. Facilitate the discussion of the

questions found in the LM. Allow
for varied answers.
4. Review the tips in delivering a
good speech in the previous
lesson and draw out from the
students their own technique in
conveying a personal testimony.
www.toastmasters.org/
mainmenucategories/
freeresources/needhelpgivingsp
eech/tipstechniques
/10tipsforpublicspeaking
5. Remind the class of the speech
of Sec. Robredo. Ask the
students what they think about
the speech and whether it is
easy to understand.
6. Process the students answers
and add additional information
when necessary.
You may say: The kind of speech we

want our students to write is one that is
conversational and uses a language that is
easy to understand.
191
Task 15. Try it Out
1. Tell the class that before they begin
their speech, they need to put their
ideas in writing.
2. Present another personal testimony
video to the class and tell them to
take note of how the speaker begins,
builds up and ends the topic.
3. After the viewing, allow for
brainstorming and facilitate the
brainstorming activity of the class
focused on the: topic/title, content,
(beginning, middle and ending)
4. Let each group report their
brainstorming outputs.
5. Process students answers and
draw out from them tips in writing
personal testimony.
6. Give the class enough time to write
their own personal testimony about
the topic that they are passionate
about.
7. Allow for volunteers to present their
outputs.
Task 16. Speak Your Heart Out!

Using the modified and improved personal
testimony written by each student, they
will take turns presenting their personal
testimony to the class.
1. Tell the class that each of them will
present a personal testimony about
a topic that they are most passionate
about and that they have personally
experienced. Their testimony should
also revolve around the topic of
concern for people, country, or the
environment.
192
2. Remind the students that they
will present their speech for two-
three minutes to a group of Non-
Government Organizations whose
vision is a united world.
3. Allow the students to take turns
presenting their speeches.
4. Remind them that they will be graded
using the rubrics found in LM.
5. Congratulate all the students for
coming up with good speeches.
6. Let the students highlight the
importance of being able to speak
well: we can show concern for others
and stand up for them through the
power of our words. (Draw out this
insight from the learners).
7. Give feedback on the class
presentation.
My Treasure This phase contains an activity that is

neither graded nor recorded. Its purpose is
This part of the for the learners to bring home an insight, an
module sums up important learning for the whole week. The
all the essential Individual
answer of each learner is unique to his/her Work
understandings one experience. As the teacher, it is your job to
must draw out of this value their work and discover how else you
lesson. It is important could enhance the learning of your students
that answers are
authentic inasmuch 1. Tell the class to work on this phase
as the word MY individually.
implies that this 2. Remind them that there is no one
part of the lesson is specific answer for the questions all
where the students they have to do is answer honestly
develop a sense of the My Treasure part of the LM.
ownership. 3. Tell them to write their answers in
their journal. As soon as everybody
is done writing their answers.
4. Call for volunteers to read their work.
193
5. Wrap up the week with Leo
Buscaglias quotation found at the
beginning of Lesson 4.
Too often, we underestimate the power of a

touch, a smile, a kind word, a listening ear,
an honest compliment, or the smallest act of
caring, all of which have a potential to turn
a life around.
HAPPY TEACHING! God bless you

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

Phase of the Activities/ Tasks WIPS
lesson Provision
Your Journey
Invite the students to ponder on the theme Whole
This part of the of the lesson and elicit their ideas about the class
lesson is composed uniqueness of every person guided by the
of two paragraphs. following:
The first paragraph
provides a short and 1. Engage students to read the
vivid introduction of introduction.
the lesson and the 2. Have the students reflect on the theme
discussion of the of the lesson, Accepting individual
subtheme which differences
is Discovering 3. Motivate them to answer the essential
Personal questions: Why do I have to accept
Challenges. The individual differences?; Why do people
second paragraph differ from one another? (Accept varied
provides an answers)
overview of the
lesson and asks
the enduring
question that sums
up the enduring
understanding one
should draw out of
this lesson.
195
Your Objectives Instruct students to read and ponder on
the objectives of the lesson. Help them
This part of the realize what they are expected to attain in Individual
module provides the lesson through its objectives focusing on
work
the competencies. target concepts, literary skills, and language
Remember that the communication.
objectives: identify and clarify unsupported
are taken from generalizations and exaggeration
the Curriculum (EN10LC-IIh-15.3:)
Guide (CG) use previous experiences as scaffold
address the to the message conveyed by a material
enabling viewed (EN10VC-IIh-27:)
knowledge and read closely to get explicitly and
skills to develop/ implicitly stated information (EN10RC-
achieve the IIg-13.1:)
desired content give technical and operational
and performance definitions of a term (EN10V-IIg-13.9:)
standard explain how a selection maybe
clarify influenced by culture, history,
expectations environment, and other factors
in terms of (EN10LT-IIh-3:)
what students use words and expressions that affirm
should know, or negate (EN10G-IIg-28:)
understand and use in-text citations (EN10SS-
be able to do IIg-1.6.5:)
demonstrate confidence and ease in
delivering a speech (EN10F-IIg3.7: )
This part of the
lesson also informs Remind them that they are expected to hold
the learners of the a debate emphasizing on resolving conflicts
enabling activity. between and among individuals or groups at
the end of the lesson.
Your Initial Tasks Task 1. Exaggerating the Generals!

Small
Pedagogy: 1. For your pre-listening activity, instruct group
the students to read the statements work
In presenting this carefully.
part of the module, 2. Tell them to analyze and answer each
the teacher should question (Module 2: Lesson 5, Task 1)
be able to
diagnose and
activate prior
knowledge;
196
hook and (Possible answers: a. #1 (All); #3
engage learners (In general); Sentences #1and #3
interest; convey the idea of generalization. No,
ask questions; they are not supported by facts and
encourage figures. b. #2 relieves body aches
student and pains in seconds; #4- makes you
questions; the most unforgettable woman on
welcome earth; #5-misplaced millions of Filipino
tentative people. They are not possible to
responses as happen/they have not really happened.
guide to further 3. Instruct students to read the key ideas
exploration; and inside the box. You may expand the idea
clarify to aid the students in understanding
expectations the key points.
and how 4. Prepare the students to listen carefully Pair
learning shall to a text as a part of the while- listenng
work
be assessed by actively.
presenting the 5. Tell the students to listen carefully to
enabling activity the text to be able to accomplish the
and the rubrics. chart with exaggerated words and
more appropriate words. Read the text
twice.
Assessment:
All the activities When we went to the hospital, my Mom was

in this phase are jumpier than a Mexican jumping beans. But
diagnostic in nature. when we saw that Grandma was awake,
Scores must be Moms face lit up like a light bulb. And when
recorded to help Grandma hugged me, my heart lit up like a
the teacher plan the volcano ready to erupt.
succeeding lessons (Possible answer: jumpier than a Mexican
and not to grade the jumping beans very nervous; lit up like a
students. light bulb-relieved; lit up like a volcano ready
to erupt-was overjoyed) (Accept varied
All answers are responses for appropriate words)
tentative and must
be written on their 6. Give them time to share their answers
notebooks for with the class.
Pair
reference. 7. Process this activity.
8. Instruct the class to listen to another
work
text to accomplish the chart. Read the
text twice
197
Your Text
1. All Christians follow Christian teachings.
2. I am the best basketball player in the world.
In this part of 3. All men are strong.
the module, the 4. Women should stay at home because they are
teachers must be weaker than men.
able to help the 5. This shampoo will make your hair perfect in just
students: three days!
make sense 9. Remind students to give emphasis on

of information, the words that signal generalization
develop, reflect, statements (Tip: See Module 2:
rethink, validate Lesson 5, Task 1)
,and revise
understandings Possible answers:
of the lesson; 1. all Christians- most Christians/some
check for Christians; 2. best basketball player
understanding; in the world-best basketball player
provide in the team; 3. all men-some men; 4.
feedback; women are weaker- women are not
check against weak; 5. perfect hair in 3 days!-makes
content standard hair perfect with continuous use).
(content to (Responses may vary for supporting
content); statement).
assess students Task 2. People are People
skills (checking Pair
learners 1. Instruct the class to study the picture. work
learning (Module 2: Lesson 5, Task
progress and 2. Process the questions and allow them
interest); to share their responses with the class.
ask questions (Responses may vary)
to enable the 3. Have the students describe and write
students to what is depicted in the picture. Small
construct their group
own meanings/ (Possible answer: The picture tells work
understandings us that people engage in different
and activities that were influenced by their
provide a variety varied personalities, motives, interests,
of learning and needs). (Accept varied answers)
resources
198
Assessment: Task 3. I am what I am
1. Tell the students to look closely at the Small
All the activities picture again. group
in this phase 2. Ask them the questions given (Module work
are formative 2: Lesson 5, Task 2) and process their
in nature. answers. (Responses may vary)
Scores must 3. Solicit their ideas as to what is being
be recorded conveyed by the picture. (Possible
for instructional answer: The picture conveys
decision not individuality and uniqueness in people)
to grade the
students. Task 4. Essential Essence
Refer the 1. Encourage students to dwell on
students back their understanding of the theme
to the tentative of the lesson, Accepting Individual
answers they Differences. Coax them to reflect and
have written on come up with five remarkable words
their notebooks based on their expectations of the Pair
to validate lesson. (Responses may vary). work
whether their 2. Direct students to write down their
tentative expectations in a short paragraph.
answers are (Responses vary).
correct or not. 3. Lead the students to delve more and
This process attain a deeper understanding through
is important the varied activities in this phase
in validating, of the lesson, accepting individual
rethinking and differences.
revising their
understanding. Task 5. The Oper-Tech System Group
1. Assist students to define the words work
used in the story, The Hunchback of
Notre Dame both operationally and
technically.
(Possible answers: 1. a dome-shaped
structure of the Catholic church - a
church; a house for worship; 2. a
crooked posture - a person with a
hump on his back; 3. Monarch, royal
blood ruler; 4. A place of refuge and
protection haven, bode; 5. A formal
conference for the discussion of public
affairs - a legislative body). (Answers
may vary.)
199
Your Discovery 2. Allow them to countercheck their
Tasks definition with a seatmate.
Pedagogy: 3. Point out to students how to define
Remember that terms in two ways.
your discovery tasks 4. Steer students to read the text carefully.
allow the students 5. Elicit their reactions on the quotation
to enrich learning by Joseph Bruchac. Individual
by contextualizing, 6. Pose the questions prior to the reading work
localizing and of the text. (You may solicit their
differentiating answers after they have read the text
instruction. and after you have processed the
Your main target activity.) (Answers may vary.)
in this phase to 7. Instruct students to read the text
provide them the silently.
understanding of
content as applied to Task 6. Dare to Answer Group
a variety of context. 1. (Expected answer: Title of the Story- work
Here is where the Hunchback of Notre Dame; History-
teacher associates Middle Age; Culture-Notre Dame is
the theme to the the political and cultural center of
personal experience Paris; Themes-class difference, social
of the learner and strife, and revolution; Environment and
should therefore other factors-churches as backdrop of
provide them the city, Notre Dame as the capital of
the opportunity Paris). Individual
to answer the 2. (Possible answer: The cathedral work
essential questions inspired Hugo to write the novel.
established at the He used the history of the church as
beginning of the a backdrop for the novels action.
lesson. Architecturally, it is a combination that
mirrors Quasimodos own deformities).
(Responses may vary).
3. (Possible answer: The novel could
not be as resounding as it is for Hugo
is not an American./ There is no
structure in America as mystifying as
the Notre Dame that can be related
to Quasimodos deformities). (Accept
varied answers.)
200
Assessment: 4. (Expected answers: Class
differences, physical looks, special
All the activities privileges of the Aristocrats and
in this phase are the church). (Suggestions may be
formative in nature varied.)
and must not be 5. (Responses may vary.)
graded but must be
Ask the students to think of a particular
recorded as bases for
story in the Philippine literature that can be
instructional decision Group
compared with The Hunchback of Notre
whether to proceed work
Dame. Tell them to discuss their similarities
to the next activity
and differences in terms of themes, history,
or insert another
and culture.
activity depending
on the needs of your Task 7. From the story, we differ...,
learners.
1. Instruct students to form groups
Refer the students of ten and discuss the questions
back to the tentative given.
answers they - For group 1 Accept varied
have written on answers
their notebooks to - For group 2 Answers may vary
validate whether - For group 3 Answers may vary
their tentative - For group 4 Answers may vary
answers are correct - For group 5 Answers may vary
or not. This process 2. Have the students write their
is important in responses on a cartolina or manila
validating, rethinking paper to be presented before
and revising their the class for discussion. This will
understanding. likewise serve as the groups output
At the end of this
Task 8. Lookout for the Outlook!
phase, just before
1. Instruct students to go over the
the teacher may
expressions enclosed in the box.
provide a summative Individual
2. Read the expressions aloud in order
test (pen-and-paper work
for the students to learn to read
or authentic task) to
properly. Let each of the students
sum up the content
read aloud these expressions
standards.
using the tone of affirmation and
negation.
3. Provide students with examples
on the correct use of these
expressions.
4. Ask them to give their own
examples.
201
Remember that Task 9. I Agree...She Doesnt
the phase operate
in the premise 1. Encourage students to speak out what
that performance they thought about the ideas presented
standards are in the text, The Hunchback of Notre
done only if the Dame.
content standards 2. Tell them to use the expressions of
are addressed and negation and affirmation that they have
fully understood. learned in Task 8.
This summative 3. Make them recall these special
test is recorded and expressions.
graded. - Nos. 1-5 : Responses may vary.
Accept varied answers.
Task 10. My Motion...

1. Enhance the students skill on speaking
spontaneously by guiding them through
this activity.
2. Walk them through the activity step
by step and remind them to use
the expressions of negation and
affirmation.
3. You may use the rubric herewith to
assess the students performance.
Criteria 5 4 3 2 1 Total
a. use of negative
and affirmative Individual
expressions work
b. spontaneity
c. soundness of points
of arguments
d. ease of delivery
e. poise and gesture
Legend:
5 - Brilliant
4 - Very remarkable
3 - Remarkable
2 - Good
1 - Needs more practice
Task 11. The Explicits and Otherwise

1. Ask students to read the selection
enclosed in the box.
202
2. Explain what information is
Final Task conveyed by the underlined
Pedagogy: statements in the selection. Group
Final task is the 3. Discuss further on the keynotes Work
part of the module enclosed in the box.
that addresses 4. You may provide examples taken
the performance from other text.
standard. 5. Instruct students to read the
But since this is selection about John Kemp and
the final task of identify the explicit and implicit
Lesson 5, the task information that can be found in the
is referred to as text.
(Expected answers: Explicit
enabling task or
information - John Kemp was
enabling activity. a disabled person; John Kemp
This enabling was confident and truthful of his
activity forms a limited abilities; John Kemp was an
scaffold to the optimist. Implicit information - John
succeeding activities Kemp succeeded in his career; His
to equip the parents had unconditional love
learners with skills for him; John Kemp studied hard;
in performing the John Kemp was very grateful to his
culminating activity parents).
or the performance
Task 12. The Legal Cite
standard of the first
1. Instruct the students to read on the
quarter.
important points on citation, APA style.
Teachers should
(see Module 2, Lesson 5, Task 12)
bear in mind that this
2. Ask them to observe the use of in-text
phase:
citations and parenthetical citations.
serves as
3. Pose the questions (see Module 2,
enabling
Lesson 5, Task 12) then check their
task for the
responses. (Expected answers: We
main product/
use in-text citations when we refer
performance at
to, summarize, paraphrase or quote
the end of each
from another source. We use the
module;
parenthetical citations when we refer
includes tasks
to direct quotation).
that are essential
4. Guide the students as they answer the
for learners
activity on citation.
development;
(Expected answers: 1. Doanne and
Bell (1980); 2. Heimberg (1997); 3.
Litchman (1978); 4. Gatto,et al., (1987);
5. Webster (1983)
203
Task 13. Varying Groups
based on real 1. Have the students get involved in the Group
life situations challenging and real-life tasks in this Work
(if the teacher phase of the module.
wishes to do 2. Make each task a rewarding experience
modifications or for every student to enable them to live
improvisations) life meaningfully and accept differences
in every individual.
3. Make it a point that students know what
Assessment: their expected output for the activity is.
GRASPS-based 4. Take note that this is a differentiated
assessment criteria activity that you need to form the group
according to the members talents and
skills. Each group must be formed Group
according to the students interests, Work
skills, and potentials.
Activity Scheme:
Group A The Survey!

Tell students to gather responses
considering various categories based
on the essential question, How do you
deal with differences? Remind them
to share their findings with the class.
Give comments and suggestions.
Group B The Net!
Encourage students to make use of
technology and direct them to gather
pictures depicting the diversity of
people. Remind them that they must
share their findings with the class.Give
comments and suggestions.
Group C The Search!
Instruct students to look for an advocate
of peace and understanding. Remind
them to talk about their findings with
the class.
Group D The Display
Engage students to an exhibit of the Individual
class depicting the differences among work
individuals. Tell them to be ready to talk
about the differences to a visitor.
204
Group E The Song
Tap the students talent in singing.
Instruct them to compose a song in line
with the theme of the lesson. Tell them
to be ready to sing their composition
before the class.
Remind them again that they are expected to

deliver an argumentative speech at the end
of the module and that this debate would be a
great help for them to realize the culminating
activity.
Task 14. The Battle of Wits

1. Tell the students to read the goals of
debate. Emphasize the objective of the
activity e.g. to enhance their intellectual
abilities and social or communicative
skills.
2. Lead the students to read the helpful tips
to help them participate competently in
a class debate.
3. Instruct them to study the diagram of
the Oxford-Oregon Debate Format.
4. Enable them to develop confidence
and ease as they carry on with the task.
5. Provide the students with a copy of
the rubrics to guide them during the
debate.
6. Let the students be guided by these Individual
criteria as they analyze, evaluate, and Work
critique a debate.
7. Use the rubrics herewith to assess the
performance of the students.
205
Criteria 5 4 3 2 1
Did the speaker have a clear
goal or argument?
Did the speaker support the
argument with convincing
facts?
Did the speaker use sound
logic in developing their
argument?
Did the speaker use voice,
facial expression, gestures,
and posture effectively?
Did the speaker hold the
audience interest?
5 - Excellent
4- Very good
3- Good
2- Fair
1- Needs improvement
1. Engage the students to summarize

My Treasure
and reflect on the essential parts of the
This part of the lesson by answering the questions in
module sums up the LM.
all the essential 2. Allow them time to think about the lesson
understandings one and keep a record of their responses in
must draw out of this a journal. Tell them that they may post/
lesson. It is important blog/tweet their responses in their FB
that answers are account (Closed group).
authentic inasmuch 3. Give them ample time to record their
as the word MY reflective writings.
implies that this
where the students
develop a sense of
ownership.
206
Module 2
Lesson 6
Sub-theme: Embodying Solidarity
Enabling Tasks
Reading / Literary
Language / Grammar Focus (leading to
Text
Culminating Task)
The Three Deliver an
Words and expressions that affirm
Musketeers by argumentative
or negate
Alexander Dumas speech

Phase of the WIPS
Activities/Tasks
Lesson Provision
Your Journey
Whole
This part of the class or
lesson is composed
of two paragraphs.
The first paragraph Individual
provides a short and Engage the students to read the introduction work
vivid introduction of (Your Journey). Explain to them the overview of
the lesson and the the lesson and let them be aware of the desired
discussion of the results to embody solidarity. Emphasize that
subtheme which they will have the capacity to embody solidarity
is Discovering amidst the differences among people as
Personal they go through the concepts, literary and
Challenges. The communication skills in this lesson. Persuade
second paragraph them to answer the essential question: How do
provides an overview we embody solidarity in a world where people
of the lesson and and things differ? (Accept varied tentative
asks the enduring answers).
question that sums
up the enduring
understanding one
should draw out of
this lesson.
Your Objectives
This part of the Whole
Allot sufficient time for the students to read
module provides the class
the objectives for them to concentrate on the
competencies.
concepts, language and communication, and
literary skills.
207
Remember that the Identify unsupported generalizations
objectives: and exaggerations(EN10LC-IIh-15.3: )
address the Use previous experiences as a scaffold
enabling to the message conveyed by a material
knowledge and viewed (EN10VC-IIh-27:)
skills to develop/ Give technical and operational
achieve the definitions (EN10V-IIi-13.9:)
desired content Evaluate text content, elements,
and performance features, and properties using a set of
standard criteria (EN10RC-IIi-2.22:)
clarify Evaluate literature as a vehicle of
expectations expressing and resolving conflicts
in terms of between and among individuals or
what students groups (EN10LT-IIi-19:)
should know, Use words or expressions that affirm
understand and or negate (EN10G-IIi-28:)
be able to do Write an argumentative essay
(EN10W-IIi-13:)
This part of the Deliver an argumentative speech
lesson also informs emphasizing how to resolve conflicts
the learners of the among individuals or groups (EN10F-
enabling activity. IIi-1.5:)
Remind them that they are expected
to deliver proficiently an argumentative
speech emphasizing how to resolve
conflicts as their culminating activity for
Module 2.
Your Initial Tasks Task 1. Overdoing the Generals!

1. Have a short recap of the topic,
Pedagogy: Unsupported Generalizations and
In presenting this Exaggerations
part of the module, 2. Read the statements clearly and read Individual
the teacher should it twice. work
be able to:
Listening Text 1
diagnose and 1. This slimming tablet will make you lose 50
activate prior lbs. in a month. Try it!
knowledge; 2. All Filipinos love movies!
hook and 3. Since Velvety-Skin-So-Soft is good for you,
engage learners it will be good for your baby too!
interest; 4. Bet on this! Sweepstakes will make you an
instant millionaire.
5. I will marry you in all the churches.
208
ask questions; Instruct students to identify exaggerated statements
encourage and unsupported generalizations
student (Expected answers: 1.you lose 50 lbs. in a month
questions; 2. All Filipinos 3. Good for your baby too! 4. Make
welcome you an instant millionaire! 5. All the churches on
the land)
tentative
(For supporting statements: Accept varied
responses as answers)
guide to further
exploration; and 3. Go over the Remember! part. Have Individual
clarify the students restate the pointers on work
expectations how they can distinguish unsupported
and how generalizations and exaggerations.
learning shall 4. Read the second text in the box aloud
be assessed by and twice; then instruct students to do
presenting the as directed.
enabling activity
and the rubrics. Listening Text 2
1. There is no better machine on the market.
2. Erase your wrinkles; crows feet and laugh
Assessment: lines, almost instantly.
3. All men have bad tempers.
4. What people wear determines their
All the activities character.
in this phase are 5. Earn up to Php30, 000 monthly working at
diagnostic in nature. home
Scores must be
recorded to help
the teacher plan the (Expected answers: 1. Exaggeration 2.
succeeding lessons Exaggeration 3. Unsupported generalization 4.
Unsupported generalization 5. Exaggeration)
students. Task 2. Solid during the Odds
All answers are 1. Instruct students to watch the video
tentative and must intently.(htpps://www.youtube.com/
be written on their watch?=aQVLd7al7cE)
notebooks for Note: In case technology is not
reference. available, you may post pictures of
aftermath of calamities
2. Process the questions (see LM pages
2-3) (Accept varied responses).
Task 3. Making E-Sense

1. Guide the students in answering this
activity. Engage them to answer the
question: What do you hope to achieve
from this lesson?
209
Your Text
Task 4. I Mean... Pair work
In this part of the 1. Instruct the students to define the terms
module, the teachers used in the text. (You may allow them
must be able to help to use the dictionary for reference.)
the students: You may give this as an assignment.
(Possible answers: Operational definition:
make sense
1. Kings army/bodyguards of the king;
of information, 2. Having fine personal qualities or high
develop, reflect, morals and ideals; 3. A person who keeps
rethink, validate watch on others secretly; 4. A priest
,and revise 5. A nobleman of high rank. Technical
understandings definition; 1. A foot soldier armed with a
of the lesson; musket 2. Aristocratic; 3. A person who
check for secretly collects and reports information
understanding; on the activities, movements and plans
provide of an enemy or competitor; 4. A leading
dignitary of the Roman Catholic church; 5.
feedback; Individual
The prince or ruler of a small principality
check against or duchy). work
content standard 2. Check the students activity for
(content to clarification of answers.
content); 3. Process this activity by posing the
assess students questions stated in Module 2: Lesson
skills (checking 6, Task 4.
learners (Expected answers: 1. Operational definition 2.
learning Technical definition 3. Accept opinionated answer) Small
progress and Task 5. From Cover to Cover group work
interest); 1. Instruct students to read the
ask questions introduction to the story, The Three
to enable the Musketeers.
students to 2. Seek their answers on the essential
construct their question. (Accept varied answers)
own meanings/ 3. Relate the question and their answers
understandings to the theme of the story. Small
and 4. Instruct the students to read the story. group work
provide a variety (The story may be pre-assigned for
of learning reading)
resources
Task 6. Time for a Check Up!
1. Instruct the leader of the group to

facilitate discussion within the group to
come up with a consolidated answer.
Assign each group a particular
question to answer.
210
Assessment:
All the activities Expected answers: Individual

in this phase work
are formative 1. Each individual should act for the
in nature. benefit of the group, and the group
Scores must should act for the benefit of each
be recorded individual. United we stand, divided Pair work
for instructional we fall.
decision not 2. Possible answer: In the middle ages
to grade the in France, the vast majority of the
students population between 80-90 percent
Refer the were peasants. They were made
students back increasingly dependents of nobles,
to the tentative churches, and large landowners. Individual
answers they 3. Possible answer: work
have written on The brave and gallant heroes were
their notebooks generous to those who needed help,
to validate chivalrous to women, and above all
whether their loyal to each other as their famous
tentative motto proclaims: All for one, one for
answers are all. Their adventures may sometimes
correct or not. appear far-fetched, but the musketeers
This process believed in their own abilities so
is important strongly and carried off their deeds
in validating, with style.
rethinking and (Answers may vary.)
revising their 4. Expected answer: They believed that
understanding. not one of them should be left behind.
That they could accomplish their
mission better if they were together.
(Answers may vary for the follow up
question.)
5. The brave musketeers were willing to
sacrifice their lives for the good of the
Queen (or the King). They were quite
serious (and quite impressed with their
own valor and seriousness). They
operated and abided by the deeds of
chivalry and heroism. (Accept varied
answer for the follow- up question.)
211
6. Expected answers:
Dartagnan - (Conflict) His impulsive nature
got him into trouble; he was beaten and he lost
the letter of invitation. (Resolution) Treville
wrote a new letter of introduction for him.
Athos, Porthos, and Aramis (Conflict) They

set out to duel with Dartagnan. (Resolution)
The three of them and Dartagnan decided
to take a stand and resist arrest from the
Cradinals guards.
Cardinal (Conflict) He discovered that the

queen gave the diamond tags to Buckingham
(Resolution)- He demanded that the queen
wears the 12 diamond tags to the ball.
Queen (Conflict) She was terrified when

she learned that her husband ordered her to
wear the diamond tags which she gave to the
duke (Resolution) Her linen maid, Constance
requested Dartagnan to retrieve the diamond
tags from the duke
Milady (Conflict) Dartagnan saw her

mark of a convict branded on her shoulders.
(Resolution) She decided to have some
poisoned wine delivered to Dartagnan for him
to die.
7. Expected answer: The world Dumas

portrayed in the Three Musketeers
resembles the modern corporate
world, where princes of business, with
personal ties of friendship, vie among
one another and pursue their personal
ambitions, with no regard for their
subjects/employees.
Task 7 Literary Value
1. Present the characteristics of a great

literature to your students (see Module
2 Lesson 6; Task 7).
212
2. Instruct them to go over the story
The Three Musketeers and analyze
whether it has these characteristics.
3. Reiterate that they may use another
set of criteria or standards for the
literary work.
Task 8. Whip it!

1. Have the students read thoroughly the
selection, The Plague.
2. Instruct students to evaluate the
selection by answering the questions
in Module 2: Lesson 6, Task 8.
3. Then tell them to write an evaluation of
The Three Musketeers by answering
the same set of questions and applying
the criteria stated in Task 7 (Accept
varied answers).
Task 9. Agree or Disagree?

1. Let the students read the statements
taken from the selection, The Plague.
2. Ask them whether they agree or
disagree with the statement
3. Make them go over the rules on
expressing negation and affirmation
in Lesson 5 to help them in answering
this activity. (Answers may vary.)
Your Discovery
Tasks
Pedagogy:
Task 10. The Team in Theme
Remember that To further enhance the students understanding
your discovery tasks of the theme of the lesson; instruct students to
allow the students work on the following activities:
to enrich learning
by contextualizing,
localizing and
differentiating
instruction.
213
Your main target
in this phase to
provide them the
understanding of
content as applied to
a variety of context.
Group
Here is where the Group Work: The word chart work
teacher associates
the theme to the The Three Musketeers
personal experience
Musketeers Qualities Qualities Qualities
of the learner and
that help that hinder of the
should therefore them to do them from members of
provide them their job being the group
the opportunity well effective
to answer the musketeers
essential questions D Artagnan
established at the Athos
beginning of the Porthos
lesson.
Aramis
Assessment:
4. Have the students work in group.
All the activities 5. Prepare a task card for each group
in this phase are and allow them to work independently
formative in nature in groups. (Refer to the task in Module
and must not be 2: Lesson 6, Task 10).
graded but must be 6. You may assign these tasks ahead of
recorded as bases time to give ample preparation for their
for instructional presentation before the class.
decision whether 7. Make the activity engaging and
to proceed to the enjoyable to the class.
next activity or insert 8. See to it that oral language skills
another activity are tapped to prepare them for the
depending on culminating activity at the end of this
the needs of your module.
learners. 9. Process the activity thoroughly as the
group take turns in the presentation of
Refer the students their output.
back to the tentative 10. Give comments and suggestions.
answers they
have written on
their notebooks to
validate whether
their tentative
answers are correct
or not.
214
This process
is important in
and revising their
understanding.
At the end of this

phase, just before
the teacher may
provide a summative
test (pen-and-
paper or authentic
task) to sum up the
content standards.
Remember that
the phase operate
in the premise
that performance
standards are
done only if the
content standards
are addressed and
fully understood.
This summative
test is recorded and
graded.
Final Task
Pedagogy:
Final task is the
part of the module Task 11. Weigh In!
that addresses 1. Invite students to read and evaluate
the performance the text with your help. Individual
standard. 2. Process the questions afterwards. work
But since this is Make sure that the students have a full
the final task of analysis of the text presented as you
Lesson 6, the task go through the processing questions. and/or
is referred to as 3. Make some notes on the board of their
enabling task or most significant responses.
enabling activity. 4. Have an in-depth discussion of Group work
the pointers enclosed in the box.
Remember! and The Techniques in
Argumentation. (See Module 2 Lesson
6 Task 11).
215
5. If possible, provide them with more
This enabling activity examples on the techniques of
forms a scaffold argumentation then you may solicit
to the succeeding their own examples to check their
activities to equip the understanding.
learners with skills 6. Walk the students through in their
in performing the composition of an argumentative Individual
culminating activity essay with emphasis on resolution work
or the performance of conflicts among individuals or
standard of the first groups.
quarter. 7. Make them revisit the process
Teachers should of writing that they learned from
bear in mind that Module 1 (Culminating Activity) to
this phase: enable them to accomplish their
serves as own argumentative essay.
enabling 8. Tell them that their essay is a sure
task for the way for them to accomplish their
main product/ biggest task at the end of this
performance at module. (Argumentative Speech)
the end of each
module; Task 12.Special Delivery!
includes tasks 1. Walk the students through in the
preparation of delivering their Individual
that are essential work
for learners speech.
development; 2. Make sure that all pointers to
is based on real deliver an argumentative speech
life situations have been comprehensively
(if the teacher discussed with students leaving
wishes to do them with no gray areas.
modifications or 3. Help the students clarify the steps
improvisations) for planning and drafting their
Assessment: speech. (If possible they can use
the argumentative essay that they
GRASPS-based have accomplished in Task 11
assessment subject to some more revisions
criteria and polishing).
4. Have an in-depth discussion on
how to deliver an argumentative
speech. (see Module 2, Lesson 6
Task 12)
5. Guide them in the delivery of their
speech.
6. Use the following rubrics as
guide in the assessment of their
performance.
216
How to assess an argumentative speech
criteria 5 4 3 2 1
1. Use the expressions of
negation and affirmation
2. Spontaneity
3. Soundness of points of
arguments
4. Ease of delivery
5. Poise and gesture
Legend:
5 - Brilliant
4 - Very remarkable
3 - Remarkable
2 - Notable
1 - Needs more practice
My Treasure
This part of the

module sums up Elicit the students reaction on the quote of
all the essential Albert Einstein.Persuade them to reflect on Individual
understandings one it. work
must draw out of this Invite them to summarize and think the
lesson. It is important essential points that they enjoyed, that have
that answers are made them realized worthy of emulation and
authentic inasmuch practice.
as the word MY Have them write their responses in their
implies that this journal to keep a record of all their essential
part of the lesson is learnings.
where the students
develop a sense of
ownership.
217
POST TEST- MODULE 2
Directions: Tell whether the sentences below express unsupported generalization or

exaggerated expression.
1. It takes a lifetime to forgive someone who had gravely wronged you.

2. Most teachers wear their hair in buns.
3. I will stand by you forever.
4. Dogs are the most domesticated of all animals.
5. Generally speaking, men are emotionally susceptible.
Choose the correct answer from the given choices
6. He wrote the famous novel, The Hunchback of Notre Dame

A. Alexander Dumas
B. Dante Alighieri
C. Victor Hugo
D. Edgar Allan Poe
7. It is the first part of Dantes Divine Comedy

A. Inferno
B. Purgatorio
C. Paradiso
D. Earth
8. It is one of the stories in Boccaccios Decameron

A. Of Men and Mice
B. Federigos Falcon
C. Anna Karenina
D. The Raven
9. Alexandre Dumas fictionalize his fathers real life exploits in his famous
novel
A. The Prince
B. Paper Towns
C. The Three Musketeers
D. Sense and Sensibility
10. He is the tragic hero of the novel, The Hunchback of Notre Dame
A. Quasimodo
B. Federigo
C. Macbeth
D. DArtagnan
218
11-12. These are the two sides in the Oxford-Oregon debate
A. Affirmative
B. Proposition
C. Negative
D. Rebuttal
13-14. These are the two aims of a debate program

A. To enhance students social/communicative skills
B. To enhance students locational skills
C. To enhance students writing skills
D. To enhance students intellectual skills
15. This type of citation uses the authors last name and the year of
publication
A. parenthetical citation
B. LMA citation
C. in-text citation
D. paragraph-number citation
16. One for all, all for one motto embodies the friendship of four gentlemen
in this novel
A. The Three Musketeers
B. Decameron
C. The Analects
D. The Pearl
Directions: Read closely the story in the box and write the letter of the most
appropriate answer to complete each of the following numbered items.
As the cool stream gushed over one hand, she (my

teacher) spelled into the other hand the word water, first slowly,
then rapidly. I stood still, my whole attention fixed upon the
motions of her fingers. Suddenly I felt a misty consciousness
as of something forgottena thrill of returning thought; and
somehow the mystery of language was revealed to me. I knew
then that w-a-t-e-r meant the wonderful cool something that
was flowing over my hand. That living word awakened my soul
and gave it light, hope, joyset it free!
--Helen Keller,The Story of My Life
17. From the story, we can say that Helen Keller is

A. blind
B. illiterate
C. ignorant
D. deaf
219
18. The paragraph implicitly stated that
A. Helen Keller had the best tutor
B. Helen Keller was very eager to learn
C. Helen Keller was mentally challenged
D. Helen Keller was rich
19. As the story was narrated, the author felt

A. happy
B. proud
C. annoyed
D. irritated
20. The authors purpose in writing the text was

A. To inform people about her life
B. To inspire people about her life
C. To boast off her knowledge
D. To persuade people to get a tutor
21. The paragraph implicitly stated that Helen Keller was

A. an intelligent young girl
B. a daughter of a rich man
C. a girl with disability
D. a good writer
Midway in our lifes journey, I went astray

from the straight road and woke to find myself
alone in a dark wood. How shall I say
What wood that was! I never saw so drear,
So rank, so arduous a wilderness!
Its very memory gives a shape to fear.
- The Inferno, Canto 1 by Alighieri
22. At the beginning of the passage the mood is

A. quiet
B. regretful
C. eerie
D. energetic
23. The last three lines signify the tone of the author as
A. fearful
B. bold
C. wonder
D. awe
220
24. From the passage, it could be implied that
A. The speaker had not been a good man in his lifetime
B. The speaker was in a deep dark forest
C. The speaker was into a great adventure
D. The speaker was lost
25. At the end of the passage the evident mood is

A. tranquil
B. fearsome
C. eerie
D. gross
Child, you are like a flower

So sweet and pure and fair;
I look at you and sadness
Comes on me, like a prayer.
I must lay my hands on your forehead
And pray God to be sure
To keep you forever and always
So sweet and fairand pure.
-Heine
26. The theme of the poem is

A. on a childs innocence
B. a fathers great love to a daughter
C. a blessing
D. a fathers prayer
27. The values implied are

A. being loving and caring
B. being prayerful and peaceful
C. being affectionate and prayerful
D. being nonsense and callous
28. The feelings of the poet that are implicitly expressed

A. tender and loving
B. caring and gentle
C. blissful and peaceful
D. all of the above
Then you will have the artesian well here right away, he said. He
ordered the area commander to get pipes and pumps from the armed
forces supply depot, and demanded they should be brought to the
spot immediately. He asked the army to bring in bulldozer, troops and
trainees for labor and also organize the civilians
221
29. The text implicitly stated that President Ramon Magsaysay was
________
A. a man of disguise
B. a man of principle
C. a man of values
D. a man of action
30. The statement, Then you will have the artesian well here right away as
directly stated in the text is a/an
A. explicit information
B. implicit information
C. general information
D. first hand information
31. The purpose of the author in writing the text is _____

A. to inform
B. to entertain
C. to persuade
D. to expose
Directions: Here is a comic strip. Be able to determine the bias reflected in it. Then,
answer the questions that follow.
32. To
whom is the bias directed in this comic strip?
A. boys
B. girls
C. both boys and girls
D. adult girls
33. What is the meaning reflected in this comic strip?

A. It assumes that all girls have difficulty with Math.
B. It assumes that some girls have difficulty with Math.
C. It assumes that only girls who are studying have difficulty in Math.
D. It assumes that boys and girl have difficulty with Math.
222
34. When you are asked to define the weight of an object in terms of the
numbers that appears when that object is placed on a weighing scale,
you are actually defining the term _______
A. Operationally
B. Technically
C. Lexically
D. Contextually
Directions: The lines below were taken from the narrative poem, The Walam Olum
by Delaware Indian. Choose the graphical representation that best explains the text.
35-40.
At first, in that place, at all times, above the earth,

On the earth, [was] an extended fog, and there the great Manito
was.
At first, forever, lost in space, everywhere, the great Manito was.

He made the extended land and the sky.
He made the sun, the moon, and the stars.
He made them all to move evenly,

Then the wind blew violently, and it cleared, and the water flowed off
far and strong.
And groups of islands grew newly, and there remained
Anew spoke the great Manito, a manito to manitos.

To beings, mortals, souls and all,
And ever after he was a manito to men, and their
grandfather.
He gave the first mother, the mother of beings.

He gave the fish, he gave the turtles, he gave the beasts, he gave the
birds.
But an evil Manito made evil beings only, monsters,

He made the flies, he made the gnats.
223
41-44. Arrange the steps to deliver a speech
A. Use visual aids
B. Maintain eye contact
C. Incorporate gestures and facial expressions
D. Use your voice effectively
45-50. Compose an argumentative essay

.
224
POST-TEST IN GRADE 10 ENGLISH
Module 2
Levels of Skills to be
ITEM Correct Answer
Assessment Assessed
KNOWLEDGE Identifying 1-5.Tell whether 1.exaggeration

expressions of the sentences 2.unsupported
unsupported express generalization
generalization unsupported 3.exaggeration
and generalization or 4.unsupported
exaggerations exaggeration generalization
Identifying the 5.unsupported
two sides of generalization
debate 6-10. Questions on 6. C
Identifying the noting details 7. A
two aims of 8. B
debate 9. C
10. A
Writing
11-12. Identify 11. A
Identifying the two sides of a 12. C
citations debate
Note details
about a story 13-14.Identify the 13. A
read two aims of debate 14. D
program
15. This type 15.C

of citation uses
the authors last
name, the year of
publication and the
page number
16. One for all, all 16. A

for one
225
UNDERSTANDING Reading and 17. From the story, 17.A
we can say
Literature that 18. B
Read closely 18. The paragraph
to get implicit implicitly stated
and explicit that
information 19. A
19. As the story
Read to get was narrated,
the authors the author felt 20. B
purpose 20. The authors
purpose in
Determine the writing the text
tone, mood, was 21.A
technique and
purpose of the 21. The paragraph
author implicitly stated
that 22. B
Present 22. At the beginning
information of the passage
using tables, the mood is
graphs, and 23. A
23. The last three
maps
lines signify the
Detect bias tone 24. A
and prejudice 24. From the
in the material passage it
viewed could be
implied that 25. B
Understand
technical and 25. At the end of 26. B
operational the passage..
definition 26. The theme of
the poem 27.C
Read to
identify the 27. The values
implied are 28. D
theme
28. The feelings
of the poet that 29. D
are implicitly
expressed
29.The text 30. D
implicitly stated
that
30. The statement,
Then you
226
31. The purpose 31. A
of the author in
writing the text
32. To whom is the 32. B
bias directed to in
this comic strip?
33.What is the 33. A
meaning reflected
in this comic strip?
34 When you are 34. B
asked to define
the weight of an
object in terms of
the numbers that
appears when that
object is placed on
a weighing scale,
you are actually
defining the term
________.
35. At first, in that 35. A
place
36. At first, forever, 36.B

lost in space
37. He made them

37. C
all to
38. Anew spoke

38. D
the
39.He gave the first

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

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10

Celebrating Diversity through

This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Development Team of the Teachers Guide

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

Printed in the Philippines by REX Book Store, Inc.

Module 1 : Overcoming Challenges

Module 2 : Establishing Solidarity

Module 3 : Reconciling with Nature

Module 4 : Rebuilding Our Societies

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

7. My Treasure enables you to express your insights, learning, and

MODULE 2: Establishing Solidarity

Lesson 1: Finding Common Ground 118

I. PHILOSOPHY AND RATIONALE

II. GUIDING PRINCIPLES

1. develops thinking and language through interactive learning;

III. NEEDS OF THE LEARNERS : THE CONTEXT

Communicative competence is classified into the following competencies.

IV. CONCEPTUAL FRAMEWORK

COMPONENT 1: Language Learning Process

COMPONENT 2: Effective Language Use

COMPONENT 3: Making Meaning through Language

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

Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING

3. Book and Print Knowledge

5. Phonics and Word Recognition

8. Writing and Composition

9. Grammar Awareness & Structure

10. Vocabulary Development

12. Listening Comprehension

13. Attitudes towards language, literacy and literature

14. Study Strategies

Domains K-3 4-6 7-10 11-12

Book and Print knowledge

Phonics and word recognition

Writing and composition

Grammar awareness and structure

Attitude towards language, literacy and

Coherence with the Basic Education Program Goals

COMPONENT 4: Holistic Assessment

1. Proximity to actual language use and performance

2. A holistic view of language

3. An integrative view of learning

Content Standards Performance Standards at the end of Grade 3

KEY STAGE STANDARD

EN10RC-Ib-2.15.2: EN10LC-Ib-4: EN10VC-Ib- EN10V-Ib-13.9: EN10LT-Ib-2.2: EN10WC-Ib- EN10OL-Ib-3.15: EN10G-Ib-27: Use

EN10RC-Ii-21: EN10LC-Ii-14: EN10VC-Ii- EN10V-Ii-13.9: EN10LT-Ii-18: EN10WC-Ii-12: EN10OL-Ii- EN10G-Ii-3.6: Use

EN10RC-IIe-7.3: EN10LC-IIe-13.2: EN10VC-IIe-26: EN10V-IIe- EN10LT-IIe- EN10SS-IIe- EN10OL-IIe-3.8: EN10G-IIe-28: Use

EN10RC-IIf-13.1: EN10LC-IIf-13.2: EN10VC-IIf-26: EN10V-IIf-13.9: EN10LT-IIf- EN10SS-IIf- EN10OL-IIf-3.8: EN10G-IIf-28: Use

EN10RC-IIh-2.22: EN010LC-IIh-15.3: EN10VC-IIh-27: EN10V-IIh- EN10LT-IIh-3: EN10WC-IIh-13: EN10F-IIh-3.7: EN10G-II-h-28:

EN10RC-IIi-2.22: EN010LC-IIi-15.3: EN10VC-IIi-27: EN10V-IIi-13.9: EN10LT-IIi-19: EN10WC-IIi-13: EN10F-IIi-1.15: EN10G-IIi-28:Use

EN10SS-IVa-1.5: EN10LC-IVa-16: EN10VC-IVa-15: EN10V-IVa-30: EN10LT-IVa- EN10WC-IVa- EN10OL-IVa-3.9: EN10G-IVa-32:

EN10RC-IVi-10.2: EN10LC-IVi-3.14: EN10VC-IVi-6.1: EN10V-IVi-30: EN10LT-IVi-21: EN10SS-IVi-2.3: EN10F-IVi-1.16: EN10G-IVi-32:

CODE BOOK LEGEND

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and Alphabet Knowledge AK

Grade Level Standard:

Theme: Periods Covered:

Reminders to the Teacher:

Observe correct Deliver an

Use words and