English Grade 10 Tg - Unit 1 (1)

10Celebrating Diversity through World Literature English Teacher’s 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 [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines i Celebrating Diversity through World Literature – Grade 10 English - Teacher’s Guide First Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trade-marks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] 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 Teacher’s 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. Señires, 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. Bariñan, 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: [email protected] ii INTRODUCTION This Teacher’s Guide is specially designed to provide you the roads to cooperative, collaborative, and independent learning of the target themes, concepts, and competencies that will develop your 21st century real life-based skills. This module provides you with meaningful tasks to develop your skills for academic success and the world of work. It is anchored on the general principles, goals, and objectives of the K to 12 Basic Education program for Grade 10 that will enable you to become selfactualizing, productive and effective participant of the society and the world at large. This learner’s material provides a variety of texts particularly world literary pieces that are both relevant and meaningful to your life. It offers opportunities for you to be engaged in varied, interesting, motivating, challenging, meaningful and worthwhile tasks to further develop and improve your listening, speaking, viewing, vocabulary, literary, grammar and reading skills. These tasks are generated as communicative and real life-based activities anchored on the integration of literature and language skills. Positively, this material will help deepen your understanding on how you can enrich, enhance and lead a meaningful life. There are four modules in this learning material. Each module builds around a particular text for you to explore meaningfully through a variety of integrated, challenging, and interesting tasks. Module 1 : Overcoming Challenges Module 2 : Establishing Solidarity Module 3 : Reconciling with Nature Module 4 : Rebuilding Our Societies Each module consists of six lessons wherein each lesson is developed through the following phases. 1. Your Journey - provides an overview of what you should understand in the lesson. This includes clear directions and purpose of the lesson. 2. Your Objectives –states the expectations in line with what you should know, understand, and be able to do, produce, or perform to show there is transfer of learning. 3. Your Initial Tasks – activates your prior knowledge and prepares you for higher level tasks. iii 5.4. learning. Your Text -presents the main reading or literary text and the activities/ tasks that leads you to acquire knowledge. iv . This is an enabling task for the main real lifebased product or performance task covering the entire module. enhance. and realization on the lesson. We hope that through this material. My Treasure – enables you to express your insights. and broaden your understanding of the target concepts and skills. 6. Your Discovery Tasks –includes activities that will expand. and construct meaning out of the information and experiences contained therein.based product or performance task as final output for the lesson that serves as evidence of understanding of the target concepts and skills. This part contains prompts and other organizers that will help you sum up and synthesize what you have learned. Your Final Task –presents the real life. enrich. make sense of. This learner’s material includes formal pre and post assessments in both written response and multiple-choice formats. you will be provided with meaningful learning experiences and relevant competencies necessary for you to successfully meet the demands of the 21st century. 7. TABLE OF CONTENTS MODULE 1: Overcoming Individual Challenges Lesson 1: Discovering Personal Challenges Lesson 2: Building Up Defenses Lesson 3: Capitalizing on Strengths and Weaknesses Lesson 4: Dealing with Personal Challenges Lesson 5: Winning Over Individual Challenges Lesson 6: Turning Challenges to Opportunities v 3 20 35 52 69 84 . Meralco Avenue Pasig City .vi December 2013 (Grade 10) ENGLISH K to 12 Curriculum Guide Republic of the Philippines Department of Education DepEd Complex. vii THE FRAMEWORK K to 12 BASIC EDUCATION CURRICULUM . 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.viii Language is the foundation of all human relationships. 1991. It defines culture which is essential in understanding oneself (personal identity). skills and interests. GUIDING PRINCIPLES I. Language. II. extending experiences. K and Pritchard. J. learning. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. and in their own and other cultures. therefore. R. People use language to make sense of and bring order to their world. learning. and to learn about the role of language in their own lives. K to 12 BASIC EDUCATION CURRICULUM . PHILOSOPHY AND RATIONALE 2 1998. Australia Cummins. 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. The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition. Therefore. to engage with the wider and more diverse communities. Positive learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge. reflecting on thought and action. Our thoughts. social and emotional development and has an essential role in all key learning areas1. students develop language fluency and proficiency. Language is the basis of all communication and the primary instrument of thought. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing sophistication (spiral progression). All languages are interrelated and interdependent. English Curriculum Framework. The Acquisition of English as a Second Language in Spangenberg-Urbschat. and contributing to a better society. It follows that any expansion of CUP that takes place in one language will have a beneficial effect on the other language(s). is central to the peoples’ intellectual. values and understandings are developed and expressed through language. proficiency in the language enables people to access.) Reading Instruction for ESL Students Delaware: International Reading Association 1 Language acquisition and learning is an active process that begins at birth and continues throughout life. Facility in the first language (L1) strengthens and supports the learning of other languages (L 2). They reflect on and use prior knowledge to extend and enhance their language and understanding. forming interpersonal relationships (socialization). Thinking. (eds. This principle serves to explain why it becomes easier and easier to learn additional languages. process and keep abreast of information. teaching and assessing principles. By learning and incorporating new language structures into their repertoire and using them in a variety of contexts. and language are interrelated. All human relationships are established on the ability of people to communicate effectively with each other. It is continuous and recursive throughout students’ lives. 2006. and beliefs. UNESCO 6 2011. 2. accepting.ix K to 12 BASIC EDUCATION CURRICULUM 4 Malone. builds on the language. from brief conversations to lengthy and complex forms of writing. 3 . Manual on MTB-MLE (Community-Based Program). reading and writing activities 5. Learning requires meaning . Learners learn about language and how to use it effectively through their engagement with and study of texts. Malaysia: MacMillan 5 Malone. Learners learn to create texts of their own and to engage with texts produced by other people. develops students’ oral language and literacy through appropriately challenging learning. assesses and reflects the students’ ability to interpret and/or communicate in the target language 7. 10. The study of specific texts is the means by which learners achieve the desired outcomes of language. rather than an end in itself. Susan. 5. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts 7 2004. valuing and building on students’ existing language competence. We learn when we use what we know to understand what is new. UNESCO Anderson and Anderson. and. Manual on MTB-MLE (Community-Based Program). 8. provides explicit skill instruction in reading and writing. Department of Instruction. Second Language Studies. use that to introduce new concepts. 7. Susan. Successful language learning involves viewing. learners develop functional and critical literacy skills. Standard Course of Study and Grade Level Competencies. 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. 2006. Start with what the students know. The term ‘text’ refers to any form of written (reading and writing). explanatory/informative texts and narratives. draws on literature in order to develop students’ understanding of their literary heritage. Text Types in English 1. Through language learning. 2003. Public Schools of Carolina. An effective language arts and multiliteracies curriculum satisfies the following principles 6. listening. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY. experiences. reflect upon ideas. and extending the range of language available to students. 4. anticipate possibilities. 3 develops thinking and language through interactive learning. State Board of Education. They make connections. 6. The texts through which students learn about language are wide-ranging and varied. including the use of non-standard forms of the language. oral (listening and speaking) and visual communication involving language4. emphasizes writing arguments. 1. experiences. knowledge and interests that students bring to school. speaking. They use language to examine new experiences and knowledge in relation to their prior knowledge. 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. and determine courses of action. Language learning involves recognizing. 9. 3. develops communicative competence and critical literacy. text and use computers without any problems. MP3 players and the ubiquitous Internet. read. This generation is unable to analyze complex data and information as they cannot focus for very long. For them. Unfortunately. While we don’t know much about Gen Z yet. talk and even eat simultaneously. gaming devices. In addition. emails and text messages. social media platforms are a way to communicate with the outside world. this has also led to reduced attention span leading to what psychologists call acquired attention deficit disorder. mobile phones. they are often termed as digital natives and are extremely comfortable with technology. Members of Generation Z are adept at multi-tasking. This is the first generation to be born with complete technology. III. Hence. at the same time.x NEEDS OF THE LEARNERS : THE CONTEXT Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners. They are leading a sedentary life that can result in health problems later on. this reliance on technology and gadgets has had a negative effect on the members. data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities. watch. Higher levels of technology will make significant inroads in academics allowing for customized instruction.. we know a lot about the environment they are growing up in. They rather stay indoors and use their electronics than play outdoors and be active. They can text. They can email. members of Generation Z can understand and master advancement in technology. However. 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. They have virtual friends and for them hanging out with friends means talking to them over the cell phones. This highly diverse environment will make the grade schools of the next generation the most diverse ever. K to 12 BASIC EDUCATION CURRICULUM . The generation born after the year 1994 until 2004 is referred to as Generation Z. However. They were born with PCs. They do not know life without technology.. They are not bothered about privacy and are willing to share intimate details about themselves with complete strangers. semantic rules. 4. These include traditional literacy practices using texts as well as new literacy practices using texts of popular culture such as films. and M. K to 12 BASIC EDUCATION CURRICULUM . the development of sociolinguistic competence is essential for communicative social action. knowledge of how language is used in social settings to perform communicative functions. M. (2) understanding and learning other content areas. Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social meaning. morphological words. Communicative competence is classified into the following competencies. activating background knowledge. Grammatical/Linguistic Competence means the acquisition of phonological rules. They are the context and topic of discourse. Since different situations call for different types of expressions as well as different beliefs. the participant’s social status. 1. the cultural values. 1980. contextual guessing. strategies and skills in (1) interacting with others. principles. norms. The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions. 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). age. 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. Communicative Competence is a synthesis of knowledge of basic grammatical principles. 3. IV. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts. and tolerating ambiguity. namely. 2. sex. views.8 1. syntactic rules. and attitudes. values. and other factors which influence styles and registers of speech. 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. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics Multiliteracies (multiliteracy practices) recognize that there are many kinds of literacy at work within our society.xi 8 OUTCOMES Communicative Competence Multiliteracies Canale. and how knowledge of utterances and communicative functions can be combined according to the principles of discourse. and other sociocultural conventions in social contexts. 2. Swain. particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily. and (3) fending for themselves in whatever field of endeavour they may engage in. and lexical items. Furthermore. Students in this age must be prepared to compete in a global economy. It explains the HOW of language learning and therefore serves as guiding principles for language teaching. The curriculum has five (5) components. Component 1 illustrates learning processes that will effect acquisition and learning of the language. understand and operate complex communication and information systems. understanding language. school administrators. and English follow a unified framework which allows easy transition from acquiring and learning one language to another. and ways of thinking about ourselves and the world we dwell in. and curriculum developers. writing and representing) and the development of thinking skills (critical thinking. and apply higher level thinking skills to make decisions and solve problems. speaking and viewing.xii CONCEPTUAL FRAMEWORK Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students. Mathematics. Through multiliteracy skills. purpose. beliefs. 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. Filipino. Filipino and English. creative thinking. Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures. Sciences. reading. 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. IV. and audience. 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. processes and strategies) which will be developed through language arts (macro-skills). and in world economy. This is the rationale why Mother Tongue. 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. and metacognition) allowing students to make meaning through language. K to 12 BASIC EDUCATION CURRICULUM . 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. The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. the curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions. Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening. viewing and responding. teachers. and that English is inextricably involved with values. Integration may come in different types either implicitly or explicitly (skills. abilities and interests. lessons will be planned around learning outcomes. Spiral Progression Skills. and grammar and vocabulary will be taught in an integrated way. a theme. grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose. This will allow students to progress from the foundational level to higher levels of language use. to provide multiple perspectives and meaningful connections. the productive skills. affective. Teaching will be differentiated according to students’ needs. Learner-Centeredness Learners are at the center of the teaching-learning process. 3. grammatical items. These principles explain the natural process of language development. theme. structures and various types of texts will be taught. For effective language acquisition and learning to take place. and psychomotor potentials and become independent learners who are good consumers and constructors of meaning. 2. Integration The areas of language learning – the receptive skills. and values integration). For example. COMPONENT 1: Language Learning Process K to 12 BASIC EDUCATION CURRICULUM . Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. Interaction Language learning will be situated in the context of communication (oral and written). and audiences) will be employed to help students interact with others thereby improve their socialization skills. revised and revisited at increasing levels of difficulty and sophistication. 1. content. 5. Effective pedagogies will be used to engage them and to strengthen their language development. and culture. Construction Making meaning is the heart of language learning and use. Learning points will be reinforced through explicit instruction and related follow-up practice. audience. 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. or a type of text to help learners use related language skills. Activities that simulate real-life situations of varying language demands (purposes. together with the use of relevant print and non-print resources.xiii 6. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive. topics. context. topic. 4. language teachers must be guided by the six (6) language teaching principles. PROCESS AND STRATEGIES. Learners broaden their frame of reference beyond their own social and cultural experiences. It means taking into account the non-linguistic features in the life of a society. in grammatical differentiations. They use key-word searches and their understanding of the conventions of informational texts 2. They make sense of the social fabric of the target language community. Learning language through text types and literary appreciation exposes learners to different cultures of the world. UNDERSTANDING CULTURES. They are described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills. These collectively constitute the sociolinguistic features of language. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue. and English). Filipino. and Processes and Strategies). Differences in language systems are expressed in a variety of ways: for example. There are three major applications of the macro-skills of the language (Understanding of Cultures. 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.xiv 3. depending on their purpose. beliefs and attitudes within a community. economic. and political environments – influence the language speaking groups and their cultural traditions. variations in word order. Sociolinguistic understanding refers to appropriate language use. By comparing the system of the language with the systems of other languages. They understand that the natural and physical environments – as well as the social. context and audience. They gain insights into different values and belief systems and acknowledge the cultural contexts which underpin them. They use language as a way of coming to grips with new ideas. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions. They experiment. including one’s culture. 1. They deliberate on how they use language and apply different language strategies. They clarify what they need to know when seeking information for particular purposes. historical. They apply this knowledge and understanding to create their own spoken. These shared understandings determine not only what is communicated and when and how it is communicated. UNDERSTANDING LANGUAGE. and visual texts. values. or general stylistic variations in texts. Sociocultural understanding refers to knowing about the language speaking communities. students understand that each language is different. word selection. resolving difficulties or solving problems. written. It is defined in this document as taking into account the social significance of linguistic forms and the linguistic implications of social facts. Understanding Language. 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. but has identifiable patterns within its own system. take risks and make approximations with language as a way of developing their language skills. COMPONENT 2: Effective Language Use K to 12 BASIC EDUCATION CURRICULUM . but also who does the communicating. They use strategies such as brainstorming and discussion as a way of developing ideas. reading. 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. They use quotation and sourcing conventions appropriately. forewords. comparing and synthesizing. They take into account the possible effects of and responses to the presentation of ideas and information. K to 12 BASIC EDUCATION CURRICULUM . and of presenting or representing ideas and information in ways which are not misleading. structures and various types of texts will be taught. such as tables of contents. and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1). and revisited at increasing levels of difficulty and sophistication. They assess the usefulness of information for particular purposes. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands. writing. and glossaries as aids in locating information. They recognize the importance of attributing sources of ideas and information. 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. 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. Students must be able to adapt to various situations where communication demands greatly vary. indexes. speaking. 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. The skills.xv The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education. COMPONENT 3: Making Meaning through Language Learners reflect on ethical considerations in the use of ideas and information. headings. Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. grammatical items. 3. Listening Comprehension 11.2 strategies 11. 8. Vocabulary Development Oral Language 1.1 schema & prior knowledge 11. 7. literacy and literature 14.3 narrative text 11. 6. Reading Comprehension 11. Attitudes towards language. 4. √ √ √ √ 13. Study Strategies √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ SPEAKING LISTENING 12.4 informational text 10.xvi Phonological Awareness Book and Print Knowledge Alphabet Knowledge Phonics and Word Recognition Fluency Spelling Writing and Composition Grammar Awareness & Structure 2. 5. 9. Integrated Language Arts Domains √ √ √ √ √ √ √ √ √ √ √ READING Alignment of the Language and Literacy Domains with the 5 sub-strands K to 12 BASIC EDUCATION CURRICULUM √ √ √ √ √ √ √ √ √ WRITING √ √ √ √ √ VIEWING . literacy and Listening comprehension Reading comprehension Vocabulary development Grammar awareness and structure Writing and composition Spelling Fluency Phonics and word recognition Alphabet knowledge Book and Print knowledge Phonological awareness Oral language Domains K-3 4-6 7-10 Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum K to 12 BASIC EDUCATION CURRICULUM 11-12 .xvii Viewing Study strategies literature Attitude towards language. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of student learning. Competencies are spiraled across the curriculum and year levels. Proximity to actual language use and performance Characteristics of Assessment Assessment is an important aspect of learning and teaching. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program Coherence with the Basic Education Program Goals K to 12 BASIC EDUCATION CURRICULUM . grammar. 1. COMPONENT 4: Holistic Assessment 3. academic. It will also enable parents to support their children's development and growth. Upper level courses will focus on writing. reading. such as phonology. Our assessment practices should go beyond summative evaluation and move towards a more holistic approach. and vocabulary. 2. and writing-are seen to be parts of a structurally integrated whole. goals. context and culture appropriate. and physical context. among others cannot be ignored.xviii Assessment procedures are based on the notion that the interrelationships among the various aspects of language. Assessment approaches should be used for communication and self-expression. 2. Also the four skills of language-listening. Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources. comprehension and study strategies. Content includes print and electronic texts that are age. A holistic view of language Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value. with the aim of providing qualitative and quantitative feedback to support and guide the child's development. It should be effectively used to support the holistic development of our pupils. Assessment also takes into account the whole learner and his or her social. speaking. These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life. 1. 3. 4. Assessment should allow parents to share in the educational process. but also issues such as varying student attitudes towards learning. extending and refining knowledge. 5. it reports the success of the curriculum and provides teachers with a framework for organizing student’s works. assessment should allow them to see their own accomplishments in terms that they understand and. An integrative view of learning K to 12 BASIC EDUCATION CURRICULUM . and using knowledge meaningfully. These dimensions include not only processes such as acquiring and integrating knowledge. In addition. 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. It measures language proficiency in the context of specific subject matter. allows them to assume responsibility for their learning. social. the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making.xix For students. and academic development of the learner. consequently. Developmental appropriateness Assessment attempts to capture the learner’s total array of skills and abilities. Assessment entails obtaining information about the learner from numerous sources and through various means. and offers them a clear insight into what their children are doing in school. are integral to the development of language proficiency and cannot be ignored. Assessment procedures are based on the idea that various aspects of a learner’s life. For teachers. both academic and personal. Multiple referencing Assessment procedures set expectations that are appropriate within the cognitive. and morphemic knowledge Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing Write legibly in manuscript or cursive writing Phonological Skills Book and Print Knowledge Alphabet knowledge Phonic and Word Recognition Fluency Spelling Writing /Composition Handwriting Acquire. without hesitation and with proper expression Spell words with two or more syllables using phonic. spacing. punctuation and configuration Recognize. affixes and contractions Read aloud grade level texts effortlessly and accurately. using the correct grammatical structure of English Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to or read Performance Standards at the end of Grade 3 Oral Languages in English Content Standards Definitions of the Content Standards for the Integrated Language Arts Curriculum for the K to 12 Basic Education Program of the Department of Education K to 12 BASIC EDUCATION CURRICULUM . Use sight word recognition or phonic analysis to read and understand words in English that contain complex letter combinations. in oral and written forms. speak and write correctly Communicate effectively. name and sound out all the upper and lower case letters of the alphabet. study. semantic. such as directionality.xx Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme Demonstrate and use concepts of print. process and use information effectively Use of Content and Prior Knowledge Comprehension Strategies Comprehending Literary Text Comprehending Informational Text Attitude Viewing Study Strategies Reading Comprehension and Study Strategies   Grammar Awareness and Structure Demonstrate grammatical awareness by being able to read. and use English vocabulary words appropriately in relevant contexts Vocabulary Activate prior knowledge conceptually related to text and establish a purpose for reading Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge Respond to literary text through the appreciation of literary devices and an understanding of story grammar Locate information from expository texts and use this information for discussion or written production Demonstrate a love for reading stories and confidence in performing literacy-related activities/task Demonstrate critical understanding and interpretation of visual media Organize. Students should be able to demonstrate eagerness to explore and experience oral and written texts and to communicate meanings and feelings effectively. GRADE 10 .Student should be able to construct meanings and communicate them using creative. GRADE 12 .Students should be able to integrate communication and language skills for creating meaning using oral and written texts.xxi GRADE 3 . and discursive contexts for personal and professional purposes. KEY STAGE STANDARD K to 12 BASIC EDUCATION CURRICULUM . various genres. evaluate and represent information within and between learning area texts and discourses.Students should be able to interpret. GRADE 6 . appropriate and grammatically correct oral and written language. etc. non-linear illustrations. titles.15: Describe and interpret the ethics of public speaking EN10OL-Ia-3.2. CONTENT STANDARD RC Reading Comprehension The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature. also how to use strategies in linking textual information. GRADE LEVEL STANDARD Week The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.4/2.14: Identify the factors of public speaking F Oral Language and Fluency EN10G-Ib-27: Use reflexive and intensive pronouns EN10G-Ia-27: Use reflexive and intensive pronouns G Grammar Awareness The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices. as well as non-verbal. reflexive and intensive pronouns. different forms of modals. titles.2: Determine the effect of textual aids like advance organizers. non-linear illustrations. including Philippine Literature. informative talks. PERFORMANCE STANDARD LC Listening Comprehension The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts.1: Get information that can be used in everyday life from news reports.xxii 2 1 EN10LC-Ia-11.15. PROGRAM STANDARD FIRST QUARTER GRADE 10 K to 12 BASIC EDUCATION CURRICULUM .2: Determine the effect of textual aids like advance organizers. etc.4: Determine how connected events contribute to the totality of a material viewed EN10VC-Ia1.1: Identify features of persuasive texts WC Writing and Composition EN10OL-Ib-3. speeches.9: Differentiate formal from informal definitions of words V Vocabulary Development EN10LT-Ib-2.4/2. verbal.15. EN10LC-Ib-4: Determine the implicit and explicit signals. etc. used by the speaker to highlight significant points EN10RC-Ia-2.4: Determine how connected events contribute to the totality of a material viewed VC Viewing Comprehension EN10V-Ib-13.2: Explain how the elements specific to a selection build its theme LT Literature EN10WC-Ib12. on the understanding of a text EN10RC-Ib-2. emphasis markers in persuasive texts. panel discussions.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-Ib2. repairing.1: Identify features of persuasive texts EN10WC-Ia12.1: Express appreciation for sensory images used EN10LT-Ia14. on the understanding of a text EN10VC-Ib1.9: Differentiate formal from informal definitions of words EN10V-Ia-13. enhancing communication public speaking. 2: Determine the effect of textual aids like advance organizers. and purpose of the author EN10LT-Id2.9: Differentiate formal from informal definitions of words EN10V-Ic-13.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-Ic-2.2: Determine the effect of textual aids like advance organizers. etc. used by the speaker to highlight significant points LC Listening Comprehension EN10RC-Ic-2.2.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue EN10WC-Id12. mood.16.16. non-linear illustrations. on the understanding of a text RC Reading Comprehension EN10VC-Ie-25: Express insights based on the ideas presented in the material viewed EN10VC-Id-25: Express insights based on the ideas presented in the material viewed EN10VC-Ic1.2.1: Employ the techniques in public speaking in a sample public speaking situation EN10OL-Ic-3. as well as non-verbal.15.2.9: Differentiate formal from informal definitions of words V Vocabulary Development EN10LT-Ie2.2: Explain the literary devices used EN10LT-Id-2.2: Formulate a statement of opinion or assertion WC Writing and Composition EN10OL-Ie3. titles.15.2: Determine the effect of textual aids like advance organizers.2: Explain the literary devices used EN10LT-Ie-2. titles.1: Single out direct and indirect signals used by a speaker EN10RC-Id-2.16: Describe the techniques in effective public speaking F Oral Language and Fluency EN10G-Ie-26: Using words and expressions that emphasize a point EN10G-Id-26: Using words and expressions that emphasize a point EN10G-Ic-26: Using words and expressions that emphasize a point G Grammar Awareness . etc.4/2. technique.4: Determine how connected events contribute to the totality of a material viewed VC Viewing Comprehension EN10V-Ie-13.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection LT Literature K to 12 BASIC EDUCATION CURRICULUM EN10WC-Ie12.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-Ic2.1: Employ the techniques in public speaking in a sample public speaking situation EN10OL-Id3.2: Formulate a statement of opinion or assertion EN10WC-Ic12. on the understanding of a text EN10RC-Ie-2.2: Formulate a statement of opinion or assertion EN10WC-Ie12. non-linear illustrations. non-linear illustrations. etc.1: Point out the effectiveness of the devices used by the speaker to attract and hold the attention of the listener EN10LC-Id-4.3: Determine tone.15. titles.xxiii 5 4 3 Week EN10LC-Ie-14. verbal.9: Differentiate formal from informal definitions of words EN10V-Id-13. on the understanding of a text EN10LC-Ic-4: Determine the implicit and explicit signals. 1: Employ the techniques in public speaking in a sample public speaking situation EN10OL-Ig3.6: Use modals EN10G-If-3. conjunctions.2: Determine the roles of discourse markers (e.16.5/2. history.5: Draw generalizations and conclusions based on the materials viewed EN10VC-Ig1.1: Employ the techniques in public speaking in a sample public speaking situation F Oral Language and Fluency EN10G-Ii-3. LT Literature Culminating Activity EN10V-Ii-13.5: Draw generalizations and conclusions based on the materials viewed EN10VC-Ih1. mood. environment.9: Differentiate formal from informal definitions of words V Vocabulary Development K to 12 BASIC EDUCATION CURRICULUM EN10WC-Ii-12: Compose short persuasive texts using a variety ofpersuasive techniques and devices EN10WC-Ih12.xxiv 10 9 8 7 6 Week EN10LC-Ih-14.16. and purpose of the author EN10LT-Ig-3: Explain how a selection may be influenced by culture. technique.3: Draw similarities and differences of the featured selections in relation to the theme EN10LT-If2.6: Use modals EN10G-Ih-3. poems.9: Differentiate formal from informal definitions of words EN10V-If-13.9: Differentiate formal from informal definitions of words EN10V-Ih-13. or other factors EN10LT-If-2.5/2.6: Use modals EN10G-Ig-3.3: Determine tone.5/2.1: Employ the techniques in public speaking in a sample public speaking situation EN10OL-If3.2.16. and other listening texts EN10LC-Ii-14: Examine how spoken communication may be repaired or enhanced EN10RC-Ii-21: Compare new insights with previous learnings EN10LC-Ig-8. adverbs) in signaling the functions of statements made LC Listening Comprehension EN10RC-If-21: Compare new insights with previous learnings RC Reading Comprehension EN10VC-Ii1.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue EN10WC-If-12.16.7: Make generalizations EN10RC-Ig-21: Compare new insights with previous learnings EN10RC-Ih-21: Compare new insights with previous learnings EN10LC-If-14.9: Differentiate formal from informal definitions of words EN10V-Ig-13.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue WC Writing and Composition EN10OL-Ii3.6: Use modals G Grammar Awareness .g.5: Draw generalizations and conclusions based on the materials viewed EN10VC-If-25: Express insights based on the ideas presented in the material viewed VC Viewing Comprehension EN10LT-Ii-18: Evaluate literature as a way of expressing and resolving one’s personal conflicts EN10LT-Ih-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection.3: Compose a persuasive text of three paragraphs expressing one’s stand on an issue EN10WC-Ig12. gambits.3: Show appreciation for songs.1: Employ the techniques in public speaking in a sample public speaking situation EN10OL-Ih3. F Oral Language and Fluency EN10G-IIc-29: Observe correct grammar in making definitions EN10G-IIb-29: Observe correct grammar in making definitions EN10G-IIa-29: Observe correct grammar in making definitions G Grammar Awareness The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups. graphs.2: Explain illustrations from linear to nonlinear texts and vice versa EN10RC-IIc-5.2: Formulate claims of fact. etc. including Philippine Literature. stress.2: Explain how the elements specific to a selection build its theme EN10LT-IIa14. policy.2.3: Use patterns and techniques of developing an argumentative claim EN10WC-IIb13. GRADE LEVEL STANDARD Week The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. also how to use strategies in critical reading. juncture.4: Present information using tables.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IIc2. CONTENT STANDARD RC Reading Comprehension The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature.1: Assess the effectiveness of a material listened to taking into account the speaker’s purpose EN10LC-IIc-15.9: Give technical and operational definitions V Vocabulary Development EN10LT-IIc2. listening.11: Use the correct sound of English when delivering impromptu and extemporaneous speech EN10OL-IIb5:Employ appropriate pitch. intonation.xxv 3 2 1 EN10LC-IIa-11: Switch from one listening strategy to another to extract meaning from the listening text EN10LC-IIb-15.2: Explain how the elements specific to a selection build its theme LT Literature EN10WC-IIc13.1: Identify parts and features of argumentative essays WC Writing and Composition EN10OL-IIc3.1: Express appreciation for sensory images used EN10LT-IIb14. and maps EN10VC-IIa-3.8: Assess the effectiveness of the ideas presented in the material viewed taking into account its purpose EN10VC-IIc-3. and value EN10WC-IIa13. EN10OL-IIa5: Employ appropriate pitch.2: Assess whether the speaker’s purpose is achieved or not EN10RC-IIa-11: Transcode information from linear to non-linear texts and vice-versa EN10RC-IIb-11.8: Assess the effectiveness of the ideas presented in the material viewed taking into account its purpose VC Viewing Comprehension EN10V-IIc-13. etc. intonation. and affirmation and negation markers to deliver impromptu and extemporaneous speeches.9: Give technical and operational definitions EN10V-IIa13. juncture. and viewing. PROGRAM STANDARD SECOND QUARTER K to 12 BASIC EDUCATION CURRICULUM . PERFORMANCE STANDARD LC Listening Comprehension The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among individuals or groups. stress.8: Assess the effectiveness of the ideas presented in the material viewed taking into account its purpose EN10VC-IIb-3.9: Give technical and operational definitions EN10V-IIb13. 5.2: Establish eye contact EN10OL-IIe-3.4: Use writing conventions to indicate acknowledgement of resources EN10SS-IId1.6.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IIf2.2: Employ analytical listening in problem solving EN10RC-IIe-7. validity. adequacy.2.8: Observe the correct stance and proper stage behavior as deemed necessary EN10OL-IIf2.2. and relevance LC Listening Comprehension EN10SS-IId-1.9: Give technical and operational definitions V Vocabulary Development EN10LT-IIf2.11:Use the correct sound of English when delivering impromptu and extemporaneous speech F Oral Language and Fluency EN10G-IIf-28: Use words and expressions that affirm or negate EN10G-IIe-28: Use words and expressions that affirm or negate EN10G-IId-29: Observe correct grammar in making definitions G Grammar Awareness .9: Give technical and operational definitions EN10V-IIe13. technique.2: Establish eye contact EN10OL-IId3.3: Determine tone. and purpose of the author EN10LT-IId2.2. technique.2: Scan for needed information RC Reading Comprehension EN10VC-IIf-26: Detect bias and prejudice in the material viewed EN10VC-IIe-26: Detect bias and prejudice in the material viewed EN10VC-IId26:Detect bias and prejudice in the material viewed VC Viewing Comprehension EN10V-IIf-13.2: Explain the literary devices used LT Literature K to 12 BASIC EDUCATION CURRICULUM EN10SS-IIf1.15:Evaluate listening texts in terms of accuracy. mood.6.6: Use quotation marks or hanging indentations for direct quotes EN10SS-IIe1.3: Acknowledge citations by preparing a bibliography WC Writing and Composition EN10OL-IIf-3.9: Give technical and operational definitions EN10V-IId13.1: Read closely to get explicitly and implicitly stated information EN10LC-IId3.6.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IIe2.6. and purpose of the author EN10LT-IIe2.xxvi 6 5 4 Week EN10LC-IIf-13.6.3: Read closely to get the author’s purpose EN10RC-IIf-13.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IId2.8: Observe the correct stance and proper stage behavior as deemed necessary EN10OL-IIe2.3: Determine tone.2: Employ analytical listening in problem solving EN10LC-IIe-13. mood. 7: Demonstrate confidence and ease of delivery EN10F-IIg-3.9: Give technical and operational definitions EN10V-IIg13.15: Make and deliver impromptu and extemporaneous speeches with ease and confidence EN10F-IIh-3.3: Detect biases and prejudices LC Listening Comprehension EN10VC-IIi-27: Use previous experiences as scaffold to the message conveyed by a material viewed EN10VC-IIh-27: Use previous experiences as scaffold to the message conveyed by a material viewed EN10VC-IIg-27: Use previous experiences as scaffold to the message conveyed by a material viewed VC Viewing Comprehension EN10LT-IIi-19: Evaluate literature as a vehicle of expressing and resolving conflicts between and among individuals or groups EN10LT-IIh-3: Explain how a selection may be influenced by culture.6. EN10RC-IIh-2. and properties using a set of criteria EN10RC-IIg-13.3: Determine unsupported generalizations and exaggerations EN010LC-IIh-15. elements.5: Use in-text citations WC Writing and Composition EN10F-IIi-1.22: Evaluate text content.9: Give technical and operational definitions V Vocabulary Development K to 12 BASIC EDUCATION CURRICULUM EN10WC-IIi-13: Compose an argumentative essay EN10WC-IIh-13: Compose an argumentative essay EN10SS-IIg1.22: Evaluate text content.1: Read closely to get explicitly and implicitly stated information RC Reading Comprehension EN010LC-IIi-15.xxvii 10 9 8 7 Week EN10RC-IIi-2. and properties using a set of criteria.7: Demonstrate confidence and ease of delivery F Oral Language and Fluency EN10G-IIi-28:Use words and expressions that affirm or negate EN10G-II-h-28: Use words and expressions that affirm or negate EN10G-IIg-28: Use words and expressions that affirm or negate G Grammar Awareness . or other factors EN10LT-IIg2. elements.3: Draw similarities and differences of the featured selections in relation to the theme LT Literature Culminating Activity EN10V-IIi-13. features. history.3: Determine unsupported generalizations and exaggerations EN10LC-IIg-13.9: Give technical and operational definitions EN10V-IIh13. environment. features. 2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IIIb2.1: Express appreciation for sensory images used EN10LT-IIIb2.9: Give expanded definitions of words V Vocabulary Development EN10LT-IIIa2. and evaluate information to expand. PERFORMANCE STANDARD LC Listening Comprehension The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals.2.8: Use the correct stage stance and behavior when giving a roast and a toast and when paying tribute to someone in a eulogy EN10OL-IIIa3. GRADE LEVEL STANDARD Week The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. pronouns and structures of modification. reorganize.1: Expand ideas using principles of cohesion and coherence WC Writing and Composition EN10OL-IIIb3.1: Distinguish the important points from less important ones in a text listened to EN10RC-IIIa-22. review. listening and viewing strategies.1. PROGRAM STANDARD THIRD QUARTER K to 12 BASIC EDUCATION CURRICULUM . special speeches for occasion.2.9: Give expanded definitions of words EN10V-IIIa13.1. including Philippine Literature. or update knowledge EN10LC-IIIb-16.2: Use a variety of informative.8: Use the correct stage stance and behavior when giving a roast and a toast and when paying tribute to someone in a eulogy F Oral Language and Fluency EN10G-IIIb-31: Use pronouns effectively EN10G-IIIa-31: Use pronouns effectively G Grammar Awareness The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources. synthesize. and argumentative writing techniques EN10WC-IIIa14.xxviii 2 1 EN10LC-IIIa-16: Listen to simplify.2: Explain the literary devices used LT Literature EN10WC-IIIb14. also how to use evaluative reading.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IIIa2. persuasive.2: Treatment of underlying or overarching issue concerning human experience (moralist) EN10VC-IIIb-23: Share viewpoints based on the ideas presented in the materials viewed EN10VC-IIIa-12: Raise questions to clarify issues covered in the material viewed VC Viewing Comprehension EN10V-IIIb13. CONTENT STANDARD RC Reading Comprehension The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature.1: Overall artistic value of the structure and elements of the selection (structuralist/formalist) EN10RC-IIIb-22. groups and nature. 3: Acknowledge sources by preparing a bibliography WC Writing and Composition EN10OL-IIIe3.4: Use writing conventions to acknowledge sources EN10SS-IIId1.6. technique. EN10LC-IIId-3.4:Use polite expressions when giving a roast EN10OL-IIIc-5: Employ the appropriate prosodic features of speech F Oral Language and Fluency EN10G-IIIf-30: Use structures of modification EN10G-IIIe-30: Use structures of modification EN10G-IIId-31:Use pronouns effectively EN10G-IIIc-31: Use pronouns effectively G Grammar Awareness .6: Show respect for intellectual property rights by acknowledging citations made in the critique EN10SS-IIId1.9: Use the correct and appropriate language when giving a toast or a tribute to someone EN10OL-IIId1.6.6.9: Give expanded definitions of words EN10V-IIId13.18: Personal significance of the selection to the reader (readerresponse) EN10LC-IIId-3.9:Use the correct and appropriate language when giving a toast or a tribute to someone and when delivering welcome and closing remarks EN10OL-IIIf-3. environment.2: Raise questions and seek clarifications on issues discussed in the text listened to.6: Show respect for intellectual property rights by acknowledging citations made in the critique EN10SS-IIIe1. mood.14: Summarize important points discussed in the text listened to LC Listening Comprehension EN10RC-IIId-22.9: Give expanded definitions of words EN10V-IIIc13.13: React to the falsity or soundness of an argument EN10LC-IIIe-2. and purpose of the author LT Literature K to 12 BASIC EDUCATION CURRICULUM EN10SS-IIIc-1.18: Get different viewpoints on various local or global issues EN10LC-IIIc-3.6.3: Determine tone. or other factors EN10LT-IIId14.5: Relevance of the selection to the historical context during which it was produced (historical) EN10RC-IIIf-2. history. environment. or EN10LT-IIIe-3: Explain how a selection may be influenced by culture. history.6: Show respect for intellectual property rights by acknowledging citations made in the critique EN10SS-IIIc1.2: Explain how the elements specific to a selection build its theme EN10LT-IIIc2.5: Use in-text citations EN10SS-IIIf1.4: Gender relationships of characters (feminist) EN10RC-IIIc-22.9: Give expanded definitions of words V Vocabulary Development EN10LT-IIIf-3: Explain how a selection may be influenced by culture.6: Use quotation marks or hanging indentations for direct quotes EN10SS-IIIe-1.9: Give expanded definitions of words EN10V-IIIe13.3: Power struggles of characters (Marxist) RC Reading Comprehension EN10VC-IIIf-23: Share viewpoints based on the ideas presented in the materials viewed EN10VC-IIIe-12: Raise questions to clarify issues covered in the material viewed EN10VC-IIId-28: Disclose the personal significance of a material viewed EN10VC-IIIc-10: Evaluate the information contained in the material viewed in terms of accuracy and effectiveness VC Viewing Comprehension EN10V-IIIf13.2.xxix 6 5 4 3 Week EN10LC-IIIf-3.9: React intelligently and creatively to the text listened to EN10RC-IIIe-22. welcome and closing remarks. effectively in varied speech situations EN10OL-IIIh3. plays. EN10RC-IIIg-2.12: Examining biases EN10LC-IIIg-14.3: Show appreciation for songs.18: Personal significance of the selection to the reader (readerresponse) EN10RC-IIIh-23. speeches to introduce guest speakers/resource persons etc.9: Give expanded definitions of words V Vocabulary Development K to 12 BASIC EDUCATION CURRICULUM EN10WC-IIIi-14: Compose an independent critique of a chosen selection EN10WC-IIIh14: Compose an independent critique of a chosen selection EN10WC-IIIg14: Compose an independent critique of a chosen selection WC Writing and Composition EN10OL-IIIi1.5: Describe the emotional appeal of a listening text EN10LC-IIIi-2.1: Identifying textual details that affirm or refute a claim LC Listening Comprehension RC Reading Comprehension EN10VC-IIIi-28: Disclose the personal significance of a material viewed EN10VC-IIIh-28: Disclose the personal significance of a material viewed EN10VC-IIIg-10: Evaluate the information contained in the material viewed in terms of accuracy and effectiveness VC Viewing Comprehension EN10LT-IIIh2.10: Deliver special speeches like toast and roast speeches.11: Produce the sounds of English correctly and effectively F Oral Language and Fluency EN10G-IIIi-30: Use structures of modification EN10G-IIIh-30: Use structures of modification EN10G-IIIg-30: Use structures of modification G Grammar Awareness . welcome and closing remarks.9: Give expanded definitions of words EN10V-IIIg13.9: Give expanded definitions of words EN10V-IIIh13. effectively in varied speech situations and when delivering welcome and closing remarks EN10OL-IIIg1.10: Deliver special speeches like toast and roast speeches.1. etc. tributes. speeches to introduce guest speakers/resource persons etc.xxx 10 9 8 7 Week EN10LC-IIIh-6. poems.3: Draw similarities and differences of the featured selections in relation to the theme EN10LT-IIIi20: Evaluate literature as a source of wisdom in expressing and resolving conflicts between individuals or groups and nature EN10LT-IIIg20: Evaluate literature as a source of wisdom in expressing and resolving conflicts between individuals or groups and nature other factors LT Literature Culminating Activity EN10V-IIIi13. tributes.9: React intelligently and creatively to the text listened to EN10RC-IIIi-3. CONTENT STANDARD RC Reading Comprehension The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine Culture.5: Use locational skills to gather information from primary and secondary sources of information EN10SS-IVb-1.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IVa2.1: Show courtesy and politeness when delivering campaign speeches EN10OL-IVa-3.2: Explain the literary devices used LT Literature EN10WC-IVb14. GRADE LEVEL STANDARD Week The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.2.1: Distinguish the important points from less important ones in any listening text EN10SS-IVa-1.xxxi 2 1 EN10LC-IVa-16: Listen to simplify.1: Expand ideas using principles of cohesion and coherence WC Writing and Composition EN10OL-IVb3.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection EN10LT-IV-b2. campaigns. PROGRAM STANDARD FOURTH QUARTER K to 12 BASIC EDUCATION CURRICULUM .7: Get vital information from various websites on the internet EN10VC-IVb-15: Compare and contrast the contents of the materials viewed with outside sources of information in terms of accessibility and effectiveness EN10VC-IVa-15: Compare and contrast the contents of the materials viewed with outside sources of information in terms of accessibility and effectiveness VC Viewing Comprehension EN10V-IVb-30: Get familiar with technical terms used in research EN10V-IVa-30: Get familiar with technical terms used in research V Vocabulary Development EN10LT-IVa2. and advocacies G Grammar Awareness The learner competently presents a research report on a relevant socio-cultural issue. review. or update knowledge EN10LC-IVb-3.2: Use a variety of informative. also how to use the language of research. campaigns.9: Use appropriate language when delivering campaign speeches.18: Get different viewpoints on various local or global issues EN10LC-IVb-16. F Oral Language and Fluency EN10G-IVb-32: Observe the language of research. synthesize and evaluate information to expand.1: Express appreciation for sensory images used EN10LT-IVb2.1. campaigns and advocacies. persuasive. and advocacies EN10G-IVa-32: Observe the language of research. reorganize.1.8. and argumentative writing techniques EN10WC-IVa14. PERFORMANCE STANDARD LC Listening Comprehension The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts.2. xxxii 6 5 4 3 Week EN10LC-IVe-2.9: React intelligently and creatively to the text listened to EN10LC-IVf-3.2: Raise questions and seek clarifications on issues discussed in the text listened to EN10RC-IVf-2.12: Draw conclusions from the set of details EN10LC-IVc-3.18: Get different viewpoints on various local or global issues EN10LC-IVc-16.1: Distinguish the important points from less important ones in any listening text EN10LC-IVd-3.14: Summarize important points discussed in the text listened to LC Listening Comprehension EN10RC-IVe-15.1: Evaluate the accuracy of given information EN10RC-IVd-2.13: Distinguish facts from beliefs EN10SS-IVc-1.8: Synthesize essential information about a chosen issue RC Reading Comprehension EN10VC-IVf-6.1: Evaluate how the elements that make up reality and fantasy affect viewing habit EN10VC-IVd29:Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose EN10VC-IVe-30: Assess one’s viewing behavior EN10VC-IVc29:Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose VC Viewing Comprehension EN10V-IVf-30: Get familiar with technical terms used in research EN10V-IVe-30: Get familiar with technical terms used in research EN10V-IVd-30: Get familiarwith technical terms used in research EN10V-IVc-30: Get familiarwith technical terms used in research V Vocabulary Development EN10-LT-IVd2.3: Draw similarities and differences of the featured selections in relation to the theme EN10LT-IVe21: Evaluate literature as an instrument to express and resolve conflicts within, between, and among societies EN10LT-IVf14.2: Explain how the elements specific to a selection build its theme EN10LT-IVc2.2.3: Determine tone, mood, technique, and purpose of the author LT Literature K to 12 BASIC EDUCATION CURRICULUM EN10WC-IVf14.1.2: Use a variety of informative, persuasive, and argumentative writing techniques EN10WC-IVf14.1.1: Expand ideas using principles of cohesion and coherence EN10SS-IVe-2.3: Compose a research report on a relevant social issue EN10SS-IVd1.6.4: Use writing conventions to acknowledge sources EN10SS-IVc1.6.3: Acknowledge sources by preparing a bibliography WC Writing and Composition EN10OL-IVf-5: Use the correct prosodic features of speech EN10OL-IVe-5: Use the correct prosodic features of speech EN10OL-IVd3.11: Produce the sounds of English correctly and effectively EN10OL-IVc-3.8: Demonstrate the appropriate stage stance and behavior when persuading others in a campaign speech F Oral Language and Fluency EN10G-IVf-32: Observe the language of research, campaigns, and advocacies EN10G-IVe-32: Observe the language of research, campaigns, and advocacies EN10G-IVd-32: Observe the language of research, campaigns, and advocacies EN10G-IVc-32: Observe the language of research, campaigns, and advocacies G Grammar Awareness xxxiii 10 9 8 7 Week EN10LC-IVh-14.3: Show appreciation for songs, poems, plays, etc. EN10LC-IVh-6.5: Describe the emotional appeal of a listening text EN10LC-IVi-3.14: Summarize important points discussed in the text listened to EN10RC-IVi-10.2: Distinguish between general and specific statements EN10LC-IVg-16.2: React to the falsity or soundness of an argument LC Listening Comprehension EN10SS-IVh-1.8.1: Point out relationships among statements EN10RC-IVg-2.12: Draw conclusions from the set of details RC Reading Comprehension EN10VC-IVi-6.1: Evaluate how the elements that make up reality and fantasy affect viewing habit EN10VC-IVi30:Assess one’s viewing behavior EN10VC-IVg-15: Compare and contrast the contents of the materials viewed with outside sources of information in terms of accessibility and effectiveness EN10VC-IVh-29: Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose VC Viewing Comprehension EN10LT-IVi-21: Evaluate literature as an instrument to express and resolve conflicts within, between, and among societies EN10-LT-IVh2.3: Draw similarities and differences of the featured selections in relation to the theme EN10LT-IVg-3: Explain how a selection may be influenced by culture, history, environment, or other factors LT Literature Culminating Activity EN10V-IVi-30: Get familiar with technical terms used in research EN10V-IVh-30: Get familiar with technical terms used in research EN10V-IVg-30: Get familiar with technical terms used in research V Vocabulary Development K to 12 BASIC EDUCATION CURRICULUM EN10SS-IVi-2.3: Compose a research report on a relevant social issue EN10SS-IVg1.6.3: Acknowledge sources by preparing a bibliography EN10SS-IVg1.6.4: Use writing conventions to acknowledge sources EN10SS-IVh-2.3: Compose a research report on a relevant social issue WC Writing and Composition EN10F-IVi-1.16: Deliver selfcomposed Campaign Speeches on Advocacies, Social Issues and Concerns EN10F-IVh-1.16: Deliver selfcomposed Campaign Speeches on Advocacies, Social Issues and Concerns EN10OL-IVg3.10: Use appropriate multimedia resources that accompany language F Oral Language and Fluency EN10G-IVi-32: Observe the language of research, campaigns, and advocacies EN10G-IVh-32: Observe the language of research, campaigns, and advocacies EN10G-IVg-32: Observe the language of research, campaigns, and advocacies G Grammar Awareness xxxiv Arabic Number *Put a hyphen (-) in between letters to indicate more than a specific week Lowercase Letter/s Roman Numeral *Zero if no specific quarter Uppercase Letter/s First Entry LEGEND Competency Week Compose clear and coherent sentences using appropriate grammatical structures Week six First Quarter Grammar Domain/Content/ Component/ Topic Quarter Grade 4 English Grade Level Learning Area and Strand/ Subject or Specialization SAMPLE 2.5 - f I - G EN4 Sample: EN4G-If-2.5 CODE BOOK LEGEND DOMAIN/ COMPONENT OL Oral Language S SS VC V WC Study Strategies Viewing Comprehension Vocabulary Development Writing and Composition RC Reading Comprehension Spelling PA Phonological Awareness PWR LC Listening Comprehension Phonics and Word Recognition G F BPK AK CODE Grammar Fluency Book and Print Knowledge Alphabet Knowledge K to 12 BASIC EDUCATION CURRICULUM abilities. skills. different forms of modals. bear in mind that the competencies that the students must meet are non-negotiable. They are carefully distributed and organized in six lessons. It also guides the students to compose a short but powerful persuasive text using a variety of techniques and devices. including Philippine Literature. dreams. emphasis markers in persuasive texts. This is especially designed to cater to learners’ special interests. needs. challenges and values. MODULE 1 Description: Module 1 with the theme. Though the activities may be contextualized. This offers a full-blown exploration of the interrelated key concepts described in six sub-themes that learners need to understand to pave way for the development of their English language communication skills. Periods Covered: Beginnings of Oral Tradition (Myths & Legend) Classical Tradition Theme: Overcoming Challenges Content Standard: The learner demonstrates understanding on how world literature and other text types serve as ways of expressing and resolving personal conflicts and also how to use strategies in linking textual information. qualities. enhancing communication public speaking. Overcoming Challenges. 1 . reflexive and intensive pronouns. 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.Teacher’s 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. repairing. talents. covers the period from the Beginnings in Oral Tradition (Myths and Legends) to Classical Tradition. attitudes hopes. persuasive text (Culminating Activity) . necessity Participate in a quick but meaningful panel discussion 5 6 Winning Over Individual Challenges Turning Challenges to Opportunities Modals expressing futurity. not prescriptive. willingness 2 Compose a short but powerful. You are free to modify the procedures which are appropriate for your learners. Possibility. Matrix of Essentials No.Performance Standard The learner composes a short but powerful persuasive text using a variety of techniques and devices. Reminders to the Teacher: The strategies for executing the lessons are merely suggestive. of Lesson Sub Theme Language/Grammar Focus Enabling Activities 1 Discovering Personal Challenges Using Reflexive Pronouns Deliver a concise oral report 2 Building Up Defenses Using Intensive Pronouns Make a quality brochure on building defenses 3 Capitalizing on Strengths and Weaknesses Modals Expressing Ability. Bear in mind that the learning competencies are non-negotiable. and Probability Present a catchy ad campaign 4 Dealing with Personal Challenges Special Expressions Emphasizing a Point Create an impressive photo essay Modals expressing obligation. for them to demonstrate understanding of how to deal with personal challenges. Whole class Allow the students to go over the following objectives for them to focus more on the target concepts.Module 1 Lesson 1 Sub-theme: Discovering Personal Challenges Matrix of Essentials Reading/Literary Text Language/Grammar Focus Enabling Tasks (leading to Culminating Task) Reflexive Pronoun Oral Report about Cyber Bullying ICARUS & DAEDALUS by Nick Pontikis Instructional/Learning Plan Phase of the lesson Your Journey This part of the lesson is composed of two paragraphs. Individual work 3 . that is. Remember that the objectives: • are taken from the Curriculum Guide (CG) Activities/Tasks WIPS Provision Invite the students to read the Introduction (Module 1 Lesson 1) for them to get an overview of where they are headed to and to be aware of the desired result. language communication and literary skills: • determine the effect of textual aids on the understanding of the text. The first paragraph provides a short and vivid introduction of the lesson and the discussion of the sub theme which is “Discovering Personal Challenges”. Your Objectives This part of the module provides the competencies. • get information from various text types that can be used in everyday life. The second paragraph provides an overview of the lesson and the enduring question that sums up the enduring understanding one should draw out of this lesson. Ask the students if they have questions and/or clarifications about the rubrics. • • • • differentiate formal from informal definitions of words.• • address the enabling knowledge and skills to be developed to achieve the content and performance standard clarify expectations in terms of what the students should know. Blocks that block • diagnose and Explain to the students that each block activate prior represents a saying or well-known phrase. Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment as learning. knowledge. encourage Tell them to write their answers on their student questions. understand and be able to do This part of the lesson also informs the learners of the enabling activity. determine how connected events contribute to the totality of a material viewed. What is your overall impression about the phrases above? Your Initial Tasks Pedagogy: 4 Small group discussion . identify features of persuasive texts. welcome tentative responses as Process the activity using the following guide to further questions: exploration. explain how the elements specific to a selection build its theme. non-verbal skills and content of the presentation. notebooks. by each block. • hook and engage Have them identify what is being asked learner’s interest. • Remind them that the expected output in this lesson is a quality Oral Report about Cyber Bullying and the criteria for assessment will be verbal skills. • ask questions. and to prepare them for In presenting this part of the development of their target skills the module. the teacher through the following tasks/activities: should be able to: Task 1. and 1. identify factors of public speaking use reflexive pronouns. Invite the students to work on the prerequisites to check their background knowledge. 5 Small group discussion Small group discussion . Allow them to fill out the balloons with their experiences in life that have to do with their responses in Task 1. What insights have you gained from the video? Task 4. “I think” Allow the students to use the table found in the LM to jot down their answers to the three questions. How did you feel when you have to recall all those experiences? 3. Small group discussion Let them share their work with their classmates. Process the activity. 2. Process the activity using the following questions: 1. Ask them if they are ready to proceed to the next phase of the lesson as part of assessment as learning. Did you have fear in sharing your experiences with the class? Why? Task 3. How do they reflect realities in life? Task 2. • clarify the learners’ expectations and how learning shall be assessed by presenting the enabling activity and the rubrics. All answers are tentative and must be written on their notebooks for reference. Scores must be recorded to help the teacher plan the succeeding lessons and not to grade the students. How would you compare yourself to the character in the video? 5. Watch and Learn! Allow the students to watch the video carefully and answer the following questions for processing: 1. Who is the main character in the story? 2. You’ve Got a Friend Ask the students to remember the time when they were weak and low. Assessment: • • All the activities in this phase are diagnostic in nature. What are the personal challenges of the character are highlighted in the video? 4. What is the story all about? 3. What can you say about the activity? 2. In this part of the module. some myths check against also present a lesson on how to live. and heroes are among understanding. explaining events in nature. • make sense Ask them to take note of their answers of information.Task 5. Gods. What are some myths that you have read? • All the activities 2. Scores Ask the students to accomplish the must be recorded Whole class Story Anticipation-Reaction Guide found for instructional in the LM using the following steps: decision not to 1.1 A Scheme for Schema Let the students answer the questions Whole class to help the students: in each balloons found in the LM. the characters in myths. the teachers must be able Task 5. 6 . In addition to provide feedback. rethink.a myth is an ancient story the lesson. and be able to relate all of them to the develop. Why are these stories called in this phase myths? are formative in Task 5. Before reading – read the grade the students. selection they are about to read. • check for goddesses. Share inputs on the following: and revise understandings of Myth . reflect. validate. created to explain natural events. or content standard serve as a warning to follow society’s (content tocontent). It skills (checking discusses adventures and mistakes of learner’s learning heroes or characters. Guide for Reading is Your Text subdivided into different tasks. statements and check the column that corresponds to their answer of agreement or disagreement. text. progress and Before asking the students to read the interest). inform them to specifically answer • ask questions the following questions: for them to • How does Icarus get himself into construct their own a difficult situation? meanings and • How did Icarus escape from • provide a variety of Crete? learning resources Process the activity using the following questions: Assessment: 1. rules. • assess student’s Daedalus and Icarus is a myth.2 Anticipation-Reaction Guide nature. rethinking • overlapping and revising their • plunged understanding. After reading – review their answers and indicate in the last column whether they were right or wrong. Flight and Light Ask the students to answer the following comprehension questions on their notebooks. What did Daedalus design to hold the Minotaur? 3. • hurtled • vengeful Before reading the text. Vocabulary Spinner Ask the students to play the vocabulary spinner by spinning the wheel and give the synonym. 1. 2. Let them deal with the breakers (the questions in the boxes) to enrich their reading experience. What did he warn Icarus not to do? 5. Task 6.• Refer the students back to the tentative answers they have written on their notebooks for them to validate whether their tentative answers are correct or not. and function of each word use in a sentence or give the This process is important definition of the following words: • comfortable in validating. antonym. What did Daedalus invent to help them escape from the Labyrinth? 4. Who hired Daedalus? 2. Task 7. Provide the students with copies of the text Daedalus and Icarus by Nick Pontikis Ask them to read the text. ask the students to answer the following guide question “How would personal challenges make you a better person?” Give students enough time to reflect on the question. What happened to Icarus? 7 . how would you design a flying machine to help you escape from the island prison of Crete? Check their answers. Minos tells Icarus the plan is dangerous. Allow the students to interact with each other. from the island prison of Crete. Allow the students to interact with each other. Why does he want them to take this risk? 4. Why did Daedalus leave his wings on the altar of Apollo? Why wouldn’t he want to fly anymore? Check their answers. Allow the students to interact with each other. If you had access to building resources and materials. describe how Daedalus planned to escape from the island prison of Crete. Could the events of Daedalus’s and Icarus’s escape. 3. In a short paragraph. 8 . 1. Do you think Daedalus’s plan to escape will or will not work? Explain your answer. Digging Deeper Ask the students to answer the following evaluation questions on their notebooks: 1. Task 8. What’s Going On? Ask the students to answer the following interpretation questions on their notebooks. “so much the better”? 3. 2. Why did Minos think that if Daedalus can’t find his way out. happen in real life? 4. Task 9. Which events of the myth could have happened in real-life? 5.Check their answers. Why did Minos imprison Daedalus in the Labyrinth? 2. there were mental images that they could have imagined. Icarus designed his own wings. The palace of Minos 2.Task 10. Daedalus was an inventor. Time line Ask the students to create a timeline of what happened in each of the following: 1. 3. Draw WINGS if the statement is a fact and SUN if otherwise 1. King Minos wanted to kill the Minotaur. Image in my Mind Tell the students that as they read the story. It would be easy to find your way out of the Labyrinth. Fact or Not Ask the students to tell whether the statement is a fact or not. 2. Task 12. Check their answers. Check their answers. The wings were made of chicken feathers. In prison 9 . Group 1: The Labyrinth Group 2: Icarian sea Group 3: Minos’ shell Group 4: Minotaur Group 5: Icarus’ wings Process the activity Task 13. Agree or Disagree Tell the students to state whether they agree or disagree and find evidence from the text as evidences to support their claim. 5. Group them into five and ask each group to illustrate the images formed in their minds while they were reading the story. 4. Allow the students to interact with each other. Allow the students to interact with each other Task 11. 3. helping Crete become a naval power. dialogues and thoughts of Athene from the text and create an impression about the character. Before doing Task 14. Character Cycle Have the students extract actions. 10 . where he began to work at the court of King Minos and Queen Pasiphae. Daedelus also constructed a wooden cow for the queen to hide and to satisfy her amorous longings for a white bull sent by Poseidon. It is said that they would have escaped were it not for the chain that bound them to the palace wall. Allow the students to interact with each other. It is said that Daedalus was the first to conceive masts and sails for ships for the navy of Minos. and banished from his home city of Athens. and by which she became pregnant with the Minotaur. Grammarian for a Day Allow the students to do the following activities: A. Scan the paragraphs below. He was then tried at the Areiopagus. The statues he carved were so exquisite. Sicily Process their answers. in the magnificent palace of Knossos. Check their answers. they looked as if they were alive. Task 14. Icarus in the sea 4. the teacher should provide inputs on reflexive pronouns. which was the ancient Greek court. Underline all the pronouns used by the author. He fled to the island of Crete. Task 15. the Athenian hero Theseus came to Crete to attempt to slay the Minotaur. For years Minos demanded a tribute of youths from Athens to feed the creature as punishment for the accidental killing of his son while he was visiting Athens. Make a list of all the personal challenges Icarus and Daedalus needed to overcome in the text. fell in love with Theseus and asked Daedalus to help him. Theseus succeeded. halfbull. From the identified pronouns above. localizing. Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment as learning. Pick out the personal challenges of the two characters the students have also undergone in their lives. A. B. C. ask the students to construct their own sentences by converting the assigned pronouns into reflexive pronouns. Using the following pronouns. and differentiating instruction. and by which he could find his way out after killing the monster. ask them to pick at least five (5) of them and paraphrase the statement by making the pronouns reflexive. Men Under Lens Ask the students to do the following: Remember that the discovery tasks allow the students to enrich learning by contextualizing. Princess Ariadne. Daedalus gave her a flaxen thread for Theseus to tie to the door of the Labyrinth as he entered. Eventually. B. Your Discovery Tasks Pedagogy: Task 16. 11 Individual Work . daughter of king Minos and queen Pasiphae. simply by following the thread back. Daedalus built the Labyrinth to contain the monstrous half-man. and escaped Crete with Ariadne.When the dreadful Minotaur was born. to avoiding local flooding problems to At the end of this phase. your learners. the teacher may provide a summative test (pen-and-paper or authentic task) to sum up developing a new type of space craft.Your main target in this Processing the activity using the phase is to provide them following questions: 1. Imprint in Print answers are correct Allow the students to look in today’s or not. the solution and what basic tools and forces are involved. How do you compare the to the learners personal similarities of your personal experience and it should challenges in life and these of therefore. tried to make Icarus pay attention to his instructions. 12 Individual Work Individual Work . All the activities in this Then ask them to do the following in 1 phase are formative in whole sheet of paper. This could be rethinking and revising anything from coordinating traffic lights their understanding. notebooks to validate whether their tentative Task 18. This is integrated in Science and Technology by asking the students to create a chart showing the problem. provide them Daedalus and Icarus? the opportunity to answer the essential questions raised at the beginning of Task 17. nature and must not be • Write an essay about a safety recorded but graded as rule that you think is important bases for instructional to people but often ignored by decision whether to them because it ruins their fun. just before doing the final task. but Icarus got excited and Assessment: didn’t obey the rules. tell? What new discoveries did Here is where the teacher you find? associates the theme 2. Integrate risk to the tentative answers and disaster reduction management they have written on their concepts. solution to a problem. In your Own Words Remind the learners that Daedalus the lesson. Process the activity. What do the similarities of your the understanding of personal challenges in life and content as applied to a those of Daedalus and Icarus variety of context. This process is paper for a story about an engineering important in validating. Highlight the Refer the students back value of safety rules. proceed to the next activity • Try to convince your readers or facilitate another activity that they really should obey this depending on the needs of safety rule. 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. Process the activity. Emphasize the value of careful planning. Task 19. Design Remind the learners that Daedalus is an engineer and designed two very different inventions in this story. Individual work Ask the students to make a library/ internet research of careers in the field of engineering on the following aspects: 1. Types of engineering careers 2. How much each type earns 3. What qualifications each type would require. Share your answer with the class. This task could be given as an assignment and discussed the next day. Task 20. Dealing with Personal Challenges Introduce the personal challenges the class have discovered from Icarus and Daedalus. Ask them how would they deal with these challenges if they are to encounter them. 1. Abuse of power 2. Self Destruction 3. Foolishness 4. Lack of contentment 5. Aggressiveness 6. Hard headedness 7. Impetuousness 8. Hostility 9. Addiction 10. Boastfulness 11. Egocentricity 12. Procrastination 13. Compulsiveness 14. Envy Accept varied responses. Allow the students to interact with each other. 13 Individual work Task 21. The Worry Sheet Tell the students that the things that worry us could be a great challenge. Ask them about what worries them at the moment and what they can do about it. Let them accomplish the chart found in the LM. Check their answers. Allow the students to interact with each other. Process the activity. Emphasize the value of positive thinking. Task 22. Stress Tabs Tell the students that stress is a personal challenge. It drags them from their studies and slows them down in accomplishing a lot of things. Use the chart found in the LM to identify what causes their stress and their effects to them. Check their answers. Allow the students to interact with each other. Process the activity. Emphasize the value of stress management. Task 23. Peer Pressure Tell the students that peer pressure is another personal challenge to overcome. Ask them about how they would respond to a friend who forces them to do things described in the LM. Check their answers. Allow the students to interact with each other. Process the activity. Emphasize the value of positive thinking Task 24. React to the Max, Explain to the students that their instant reactions tell something about them. Ask them how they would react in each of the situations described in the LM. Instruct them to copy the chart on their notebooks and place their answers in the balloon. 14 Check their answers. Allow the students to interact with each other. Process the activity. Emphasize the value of positive thinking. Task 25. Matter of Judgement Relate to the students that weighing Small Group between two or more decisions could be a challenge. Ask them: “If you are a judge and is set to free one from the following prisoners, who would it be and why? “ Ask them to check the entries in the box of their choices and justify their answer on their notebooks. Task 26. The Great Eight The students will be grouped according to their intelligences/abilities. Ask each group to do any of the following: A. Across Thy Mind (ATM) [LogicalMathematical] • Make a survey within the group on how disciplined the members are using the following scale: Well Disciplined, Moderate Disciplined, Not Disciplined. • Make a tally of your data according to the scale • Construct a graph of the data. • Interpret your graph and make a conclusion. B. Youth Power [Verbal-Linguistic] • Imagine that you are SK officers and your task is to write a barangay ordinance that requires the youth to participate in community service activities. C. A Tree for a Day [Naturalistic] • Picture yourself as a tree and you would like to express how you feel about the residents of your 15 Goal Setting [Intrapersonal] • Make a list of your strengths and weaknesses. Accept varied responses. • Set a plan of action that would transform your weaknesses into strengths and further improve your strengths. E. Process the activity. ask the students to draft a personal mission statement. In writing their mission statements. Sing [Musical] • Sing a song with any of the following themes: • Nature • Discipline • Patriotism H. let them begin by completing the chart found in the LM. F. Task 27. Emphasize the value of positive thinking. 16 Individual work Small group . Strong U [Bodily-Kinesthetic] • Make a dance interpretation of the song “Stronger” by Kelly Clarkson. The Filipino Spirit is Water Proof! [Visual-Spatial] • Draw an interpretation of the line “The Filipino Spirit is Water Proof!” which showing how the Filipinos face calamities. Considering the answers to those questions. G. Allow the students to interact with each other. May I? [Interpersonal] • Interview your teacher about how difficult their job is and how personal discipline helps improve their work.D. Ma’am. My Purpose Ask the students to create their Personal Mission Statement for them to discover their purpose. Process the activity. Provide a short summative test that sums up the content standard and must be recorded and graded as part of assessment of learning Final Task Pedagogy: Final task is the part of the module that addresses the performance standard. 17 Individual work . Bull and Bully Ask the students about what they would do to stop or at least to minimize the case of bullying if they would be a… Group 1: A Senator for a Day? Group 2: A School Janitor for a Day? Group 3: A Teacher for a Day? Group 4: A Parent for a Day? Group 5: A Newscaster for a Day? Accept varied responses. Task 28. Emphasize the value of empathy. Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment as learning. Ask them if there are needed clarifications.Present Republic Act No. 10627 or the “Anti-Bullying Act of 2013″ found in the LM and let them accomplish the chart found in Module1. Since this is the final task of Lesson 1. Process the activity. A concise Oral Report on the Causes/ Effects of Cyber Bullying. Allow the students to interact with each other. would help you prepare for such performance at the end of the quarter Present the rubrics. the task is referred to as “enabling task” or “enabling activity. This enabling activity forms a scaffold to the succeeding activities to Emphasize to the learners that they have been informed about their final task for this quarter a short but persuasive text. Allow the students to craft their own rubrics as part of assessment of learning. 18 Individual work . Teachers should bear in mind that this phase: • • • serves as enabling task for the main product/ performance at the end of each module. culminating activity or the Provide feedback. provide inasmuch as the word them with enough time to revisit all the “MY” implies that this part activities they have done in the lesson of the lesson is where the before completing the open –ended students develop a sense questions.equip the learners with Allow the students to present their skills in performing the outputs in the class.” lesson. is based on real life situations (if the teacher wishes to do modifications or improvisations) Assessment: • GRASPS-based assessment criteria My Treasure Ask the students to read the lines below: This part of the module sums up all the essential “Personal challenges help one become understandings one a better person. performance standard for the first quarter.Recognizing that these must draw out of this challenges are inevitable would help one become better prepared for life. includes tasks that are essential for learners’ development. It is important that answers are authentic Using the lines as stimulus. of ownership. Materials: 1. Instructional aids (photos, rubrics) 2. Technology Aids (computer, internet, television, movies DVD) References: Inspiration to Life. Motivational Video of a Young Boy: An Inspiration to Millions http:// thanasis.com/icarus02.html Official Gazette of the Republic of the Philippines Imagine. http://www.youtube.com/watch?v=t_YXSHkAahE 19 Module 1 Lesson 2 Sub-theme: Building Up Defenses Matrix of Essentials Reading / Literary Text THE GORGON’S HEAD from ancient Greece by Anne Terry White Language/Grammar Focus Enabling Tasks (leading to Culminating Task) Intensive pronouns Brochure on Building Defenses Against Discrimination Instructional/Learning Plan Phase of the lesson Your Journey This part of the lesson is composed of two paragraphs. The first paragraph provides a short and vivid introduction of the lesson and the discussion of the subtheme which is “Building Up Defenses”. The second paragraph provides an overview of the lesson and the enduring question that sums up the enduring understanding one should draw out of this lesson. Activities/Tasks Invite the students to read the introduction (Module 1 Lesson Whole class 2) for them to get an overview of where they are headed to and to be aware of the desired result; that is, for them to demonstrate understanding of how to deal with personal challenges. Your Objectives This part of the module provides the competencies. Remember that the objectives: • WIPS Provision Allow the students to go over the Individual work following objectives for them to focus more on the target concepts, language communication and literary skills: are taken from the • determine the effect Curriculum Guide of textual on the (CG) understanding of the text; 20 • • address the enabling knowledge and skills to be developed to achieve the content and performance standard clarify expectations in terms of what the students should know, understand and be able to do This part of the lesson also informs the learners of the enabling activity. • • • • • • get information from various text types that can be used in everyday life; determine how connected events contribute to the totality of a material viewed; explain how the elements specific to a genre contribute to a theme of a particular literary selection; express appreciation for sensory images used; describe and interpret the ethics of public speaking week; and use intensive pronouns. Remind them that the expected output in this lesson is a quality Brochure on Building Defenses Against Discrimination and the criteria for assessment will organization, graphics, ideas and conventions. Ask the students if they have questions and/or clarifications about the rubrics. Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment of learning. Your Initial Tasks Pedagogy: Task 1. What am I? Ask the students to read each Whole class statement closely, and identify In presenting this part of what is suggested by each the module, the teacher statement: should be able to: 1. I am a vitamin you need if • diagnose and you have colds. What am activate prior I? knowledge; 2. I am what you hold on to • hook and engage when it’s raining. What learner’s interest; am I? 21 I once protected China from invaders. Scores must be recorded to help the teacher plan the succeeding lessons and not to grade the students since teachers have no inputs in this phase. Ask them to pair up. • • ask questions. in school. What am I? 5. Allow them to: • Share and compare their lists with a partner. What am I? • Put all your answers together to come up with the answer to this riddle. Discrimination Check Ask the students if they have already experienced discrimination at home. What “D” is built for protection? • The first one to give the correct answer wins. among your peers etc. now I am a wonder for visitors. I am a game you play in a court and all you is to shoot. and reflect on these questions: 22 . Use this activity to build schema Task 2. What am I? 4. I am what you wear when things get blur. • Add items from others’ lists to one’s own list. Assessment: • • All the activities in this phase are diagnostic in nature. and clarify the learners’ expectations and how learning shall be assessed by presenting the enabling activity and the rubrics. 3. encourage student questions. Mirror. Have them prepare a list of all of their responses using the table (refer Pair to LM). Use this activity to elicit prior knowledge Task 3. All answers are tentative and must be written on their notebooks for reference. welcome tentative responses as guide to further exploration. Mirror Allow the students to share strategies on how they have combated discrimination. What type of discrimination has been underscored in the song? 3. After listening. What is the song all about? 2. process the activity by using the following questions: 1. Task 4.. Then ask them to sing the song aloud. • Allow them to share answers with their classmates.What do you think are the defences he/she has built to overcome discrimination? Write your answers in the balloon. How is this discrimination related to your life (if there’s any)? 4. Reflection Let the students watch the video or listen to the song “reflection” and answer the questions that follow. Enduring and Essential Write the question on the board / or use charts for the said purpose: “How do I build the best defenses against challenges to acquire the best quality of life possible for me?” 23 Individual work . Let them share their answers with a partner. Pick out your favorite lines from the song and explain why.Who do you consider as a person who inspires you because he/she has successfully combated discrimination? . Task 5. and a translator of Russian literature. has worked as a teacher. Use the table in found in the LM for this purpose.Ask them to keep this question in mind as they work on the phases of this lesson. • As they explore this lesson. Learning Expectations Ask the students to write their targets on what they expect / need / hope to learn in this lesson. Task 7. a social worker. assess student’s skills (checking learner’s learning progress and interest). who was born in Russia. they can add / answer the question and consider how the tasks will help them become better prepared for life. Allow the students to read the the teachers must be able succeeding text carefully. check for understanding. Amongst her most-loved tale is the “Gorgon’s Head” Provide inputs on oral tradition: 24 . rethink. Task 6. Guide for Reading Whole class In this part of the module. Highlight the author: Anne Terry White (1896). Allow them to list logical and temporary answers to the enduring question. provide feedback. to help the students: Discuss the chart found in the LM as the learners’ guide in reading • make sense the text. check against content standard (content to content). of information. and revise understandings of the lesson. validate. Your Text • • develop. Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment as learning. reflect. In the days before nearuniversal literacy. It is the manner in which Whole class information is passed from one generation to the next in the absence of writing or a recording medium. Refer the students back to the tentative answers they have written on their notebooks for them to validate whether their tentative answers are correct or not. After reading. Before reading. They employed various (mnemonic) techniques to aid in their own memory and to help their listeners keep track of the story. The teacher must also emphasize the following: 1. it was a popular entertainment. As they read the Myth.• • ask questions for them students to construct their own meanings and provide a variety of learning resources Assessment: • • All the activities in this phase are formative in nature. what did you learn? 25 . bards would sing or chant their people’s stories. mark whether the students agree or disagree with the statement. rethinking and revising their understanding. 2. Let them accomplish the Story Anticipation Guide in the LM. This oral tradition was a way to keep the history or culture of the people alive. This process is important in validating. Then ask the following questions for processing: Where you correct? If not. and since it was a form of story-telling. Scores must be recorded for instructional decision not to grade the students since teachers have to give inputs in this phase. fill in the column with the page number where they found their answer in the statement. ask them to look for the heroic qualities of Perseus and the personal challenges he has to overcome to acquire “the gorgon’s head”. 5. “How do I build the best defenses against challenges to acquire the best quality of life possible for me?” Provide the learners with a copy of the texts. Task 9. 4. 26 . List three perilous encounters Perseus experiences during his adventure. Medusa is beheaded by Perseus. yet her head continues to have power. ask them to reflect on the question. Explain how the oracle given to King Acrisius is fulfilled. Before reading the text. My Mystery Word Ask the students to unscramble Individual Work the letters to form the correct word in each item found in the LM. Allow them to write the questions and answers on the breakers (questions inside the boxes) to enrich their understanding of the text. What is Polydectes’s true motive in sending Perseus to kill Medusa? 6. What adventure does Polydectes suggest that Perseus undertake? 3. What is “dreadful oracle” that is delivered to King Acrisius? 2.Task 8. Then ask them to write the word in the box. Dissecting the Text Test the students’ comprehension Individual Work of the text by asking the following questions: 1. Explain how the evil gorgon’s head is beneficial to Perseus. What help does he get on Small Group his quest? 9. Group 1: Create a timeline of events in the story. Group 5: Create a diagram that shows the relationship of all the characters in the myth. Group 4: Using the gorgon’s head as a diagram. What heroic characteristics does persues have? 8.7. Do you find diagramming difficult? Why or why not? 4. What help would these textual aids provide? Give the students time to respond to the questions and interact with their classmates. How does Perseus’s quest enable him to prove himself a hero? Task 10. each of the group will be given a specific task to work on. Process the activity using the following questions: 1. How did you feel about the activity? 2. Group 2: Create a Venn Diagram that compares the characteristics of Perseus and Medusa. point out at least five utterances of Perseus that strike your group the most. Group 3: Create a diagram that shows the challenges overcame by Perseus in his quest to acquire the gorgon’s head. What diagram is assigned to you? 3. Visualizing the Text Group the students into five (5). 27 . Are there notable similarities or differences among the diagrams? 3. Process the activity. ask the students to go back to their Anticipation-Reaction Guide found in the “Your Text” phase Task 11. Remind them not to write anything about their own group’s output. Then ask the students to identify what these defenses are using the coat of arm diagram found in the LM. How would these diagrams help you in understanding the text as a whole? Task 12. What specific characteristics does each of the diagrams have you noticed? 2. Act and Counteract Let the students examine all the group’s outputs from the previous task.Before doing the next task. Processing the activities using Individual Work the questions below. Perseus built an intelligent line of defenses. Let them identify the senses to which these statements appeal. My Coat of Arms Remind them that to be able to kill the gorgon. Let them note something about the outputs of the other groups. Task 13. 28 . Make Sense to Me Have them pick out at least ten (10) sentences from the myth “The Gorgon’s Head” that shows sensory images. 1. Paraphrase at least five (5) sentences by transforming the circled pronouns into reflexive or intensive pronouns 29 . (9) For when it came Perseus’ turn to throw the discus. Ask them to: Task 14A. (12) It landed among the spectators and killed an old man. That old man was King Acrisius. (10-11) he threw it so that it swerved to one side. That was the last Perseus ever used the horrible head. (1-2) He gave it most willingly to Athene. Triple Treat Present to the students paragraphs lifted from “The Gorgon’s Head”. (3) Now that the Polydectes was dead. Danae yearned to go home again and be reconciled to her father. Task 14B. who kept it ever after. (7) Games were being held in Larissa. (5-6) But it happened that when they came to Argos. and Perseus.Process the activity. (8) And there at the game it was that the oracle with Acrisius had received at Delphi was strangely fulfilled. King Acrisius was away from home. hearing of them. Circle all the pronouns in the paragraph. who had gone to such cruel lengths to avoid the fate which the gods had ordained. (4) So perseus made the fisherman Dictys King of island and sailed with his mother and Andromeda to Greece. Task 14. decided to go there and take part. Your main target in this phase is to provide them the understanding of content as applied to a variety of context. Award in the Ward Examine the editorial cartoon Whole class found in the LM. Saving people and saving lives could be in any form possible. What would you do if you have the power to change this scenario 30 . compare and contrast the two. Task 14C. A Hero in Me Let them read the stimulus “A hero saves the day.IF APPLICABLE. Here is where the teacher associates the theme to the lerners’ personal experience and it should therefore provide them the opportunity to answer the essential questions raised at the beginning of the lesson. Provide inputs on Discrimination: Discrimination is the unequal treatment provided to one or more parties on the basis of a mutual accord or some other logical or illogical reason. Using the previous examples of Reflexive and Intensive pronouns. Your Discovery Tasks Pedagogy: Remember that the discovery tasks allow the students to enrich learning by contextualizing. What would you do if you are in the show of the one discriminated? 4. Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment of learning. Task 16. What is the cartoon all about? 2.” Then ask them to complete the chart and answer the questions found in the LM. What kind of discrimination is shown in the cartoon? 3. Ask them to share responses. Processing the activity using the following questions: 1. Task 15. localizing and differentiating instruction. Write R on the blank before each item if the pronoun is Reflexive or I if Intensive. Red Cap – is the emotional cap and expresses nothing but feelings about an issue Blue Cap – is the rational cap and judges situations based on facts and obvious evidences. the teacher may provide a summative test (pen-and-paper or authentic task) which sums 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. Black Cap – is the pessimist cap and sees nothing but the disadvantages of the situation.Assessment: All the activities in this phase are formative in nature and must be recorded but not graded as bases for instructional decision whether to proceed to the next activity depending on the needs of your learners. Refer the students back to the tentative answers they have written on their notebooks to validate whether their tentative answers are correct or not. This process is important in validating. Task 17. This summative test is recorded and graded. As a group. Process the activity Task 18. White Cap – is the optimistic cap that sees all the positive and bright sides of the situation. Accomplish the chart found in the LM. Examine the situation and complete the colored caps chart that follow. 31 . At the end of this phase. Different and Singled Individual work Out Ask the students to work in groups. they will identify specific scenarios where discrimination is happening. rethinking and revising their understanding. Yellow Cap – is the creative cap and sees the creative and out-ofthis-world side of the situation. Each cap below represents a strength one need to use in deciding how to go about the situation described in the LM. Caps Locked There are situations that would Small Group challenge the students to make use of their specific strength. just before doing the final task. Now is the time to answer the question: How do I build the best defences against challenges to acquire the best quality of life possible for me? Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment of learning. Your Brochure Remind them that they have Individual work been informed at the beginning Final task is the part of the of the lesson that they are to module that addresses the create a quality brochure that performance standard. Creating a Goal Invite the students to stimulus “Building up is like creating a goal.” Personal read the Individual work defences personal critical in Using the organizer found in the LM. activities to equip the Final Task Pedagogy: 32 . ask the students to create a personal goal for the next five years. To process the activity. Each defence is achieving success. Provide a short summative test that sums up the content standard and must be recorded and graded as part of assessment of learning. would feature their own defenses Since this is the final task against discrimination. You can task” or “enabling activity. make use of internet sources for This enabling activity forms important information to make a scaffold to the succeeding their work substantial.Task 19. the task is referred to as “enabling Ask them that they can now start crafting their brochure. invite the students to go back to the motive question before reading “The Gorgon’s Head”. of Lesson 2. Task 20. you are minimizing the risk of encountering future problems. 33 .learners with skills in Their brochure will be graded performing the culminating using the rubrics found in the LM. When you build defenses. you learn how to cope with the changing time and turn each challenge into something beneficial. Individual work Through these defenses. • includes tasks that are essential for learners’ development. 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. Teachers should bear in mind that this phase: • serves as enabling task for the main product/ performance at the end of each module. • is based on real life situations (if the teacher wishes to do modifications or improvisations) Assessment: • GRASPS-based assessment criteria My Treasure This part of the module sums up all the essential understandings one must draw out of this lesson. activity or the performance standard for the first quarter. internet. television.youtube.Technology Aids (computer.com 34 . rubrics) 2.Instructional aids (photos.rubrics4teachers. movies DVD) References: http://www.Materials: 1.com/watch?v=GWooGBya_nk www. 35 . language communication and literary skills. for them to demonstrate understanding of how to deal with personal challenges.Module 1: Lesson 3 Sub-theme: Capitalizing on Strengths and Weaknesses Matrix of Essentials Reading / Literary Text Language / Grammar Focus Enabling Tasks (leading to Culminating Task) Modals Information Ad (TV. The first paragraph provides a short and vivid introduction of the lesson and the discussion of the subtheme which is “Capitalizing on One’s Strengths and Weaknesses”. Your Objectives This part of the module provides the competencies. that is. Invite the students to read the Whole class introduction (Module 1 Lesson 3) for them to get an overview of where they are headed to and to be aware of the desired result. The second paragraph provides an overview of the lesson and the enduring question that sums up the enduring understanding one should draw out of this lesson. Remember that the objectives: Allow the students to go over the following objectives for them to focus more on the target concepts. radio or print) that would campaign on capitalizing strengths and weaknesses ORPHEUS by Alice Low Instructional/Learning Plan Phase of the lesson Activities/Tasks WIPS Provision Your Journey This part of the lesson is composed of two paragraphs. understand and be able to do This part of the lesson also informs the learners of the enabling activity. used by the speaker to highlight significant express insights based on ideas presented in the material viewed differentiate formal from informal definitions of words explain how the elements specific to a genre contribute to the theme of a particular literary selection formulate a statement of opinion or assertion describe techniques in public speaking use words and expressions that emphasize a point Remind them that the expected output in this lesson is a quality Information Ad (TV. • • • • • • • • determine the effect of textual aids like advance organizers on the Individual work understanding of a text determine the implicit and explicit signals. as well as non-verbal. Ask the students if they have questions and/or clarifications about the rubrics. design and visuals and copy quality. Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment of learning 36 . verbal.• • • are taken from the Curriculum Guide (CG) address the enabling knowledge and skills to be developed to achieve the desired content and performance standard clarify expectations in terms of what the students should know. radio or print) that would campaign on capitalizing strengths and weaknesses and the criteria for assessment will be concept. Scores must be recorded to help the teacher plan the succeeding lessons and not to grade the students since teachers have no inputs in this phase.Invite the students to work on the pre-requisites to check their background knowledge. and to In presenting this part of the prepare them for the development module. How does the web help you sort boys’ characteristics from the girls? Could you think of other organizers that would best fit the purpose? 4. the teacher should of their skills on the target through the following tasks/activities: be able to: Your Initial Tasks Pedagogy: • • • • diagnose and activate prior knowledge. Ask the following processing questions: 1. hook and engage learner’s interest. welcome tentative responses as guide to further exploration. Interchange the names of Joaquin and Cristina and ask students for reactions. Task 1. Relate it to the theme capitalizing on one’s strengths and weaknesses. In what way could these qualities help them escape from the box? 3. Use this activity to motivate. and clarify the learners’ expectations and how learning shall be assessed by presenting the enabling activity and the rubrics. Assessment: • • All the activities in this phase are diagnostic in nature. and the teacher may also ask other questions relating the topic to the activity. All answers are tentative and must be written on their notebooks for reference. Do you think we could interchange the qualities of Joaquin and Cristina? What would interchanging their qualities imply? Gender Advocacy and Development is integrated in this activity. 37 Small group discussion Small group discussion . Boy-Girl Power Make them visualize the strengths of a boy and a girl and how can they make use of these strengths to solve the problem which is to successfully come out of the box. What qualities of Joaquin have you identified? How about Cristina? 2. encourage student questions. ask questions. Task 2. accept all the answers. Task 3. What are you made of? Ask the students to revisit the objectives. The objectives will tell the students what topics are to be expected for discussion. Ask the following questions: Individual work 1. Ask them to etch everything that they know about the topic on the stone tablet. Small group discussion Ask them to determine implicit and explicit signals from the lyrics that are used by the singer to highlight significant points. therefore. Let it Go! Ask the students to view or listen to the song entitled “Let it Go” from the movie FROZEN. How do these signals help add value to the lyrics and over all meaning of the song? Remember that all the students’ responses in the initial tasks are tentative/initial answers and the teacher must. present a concept map of the words Implicit and explicit on the board to clarify them of what they are expected to do in the activity. Considering the goals of the module. What is the song all about? 2. 38 . all that they are not sure in the quill and all that they still want to know in the pencil. What explicit and implicit signals used by the singer to highlight significant points have you indentified? 3. Small group discussion Before listening to the song. • assess student’s guide question: “To what extent skills (checking would you use your strength to learner’s learning save a person you love?” progress and Have them read Orpheus by interest). 39 Whole class . the teachers must be able Task 4. Which of the two is the • check for better way to define a understanding. • standard (content to Before reading the text.and revise 2. check against Task 5. 1. the student then stops reading and pass the ball on somebody whom he wants to continue reading. the way these words were rethink. ask the content). How do you differentiate understandings of definition A from B? the lesson. The student holds the ball while reading. Provide additional inputs content).Use this activity to build schema and diagnose prior knowledge Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment of learning. From Page to Page content standard Discuss with the students what (content to myth is.(Reading aloud) Throw a ball to a student who is going to read the story. if possible. What can you notice with develop. • provide a variety of Here are different reading learning resources techniques you can use: . reflect. Pre-reading: Your Text In this part of the module. Mystery Words Present the task using a chart to help the students: and ask the students to answer • make sense the following questions: of information. Inform them that • ask questions for while reading. 3. On your signal. there are breakers them to construct (questions enclosed in a box) their own meanings that they ought to answer / think and about. word? provide feedback. validate defined? . Alice Low. This process is important in validating. rethinking and revising their understanding. • Refer the students back to the tentative answers they have written on their notebooks to validate whether their tentative answers are correct or not.Assessment: • All the activities in this phase are formative in nature. To whom does Orpheus owe his talent? Why was he able to win the sympathy of the gods? 9. What main characteristic of this text makes it a myth? 8. What is the greatest strength of Orpheus? How about his weakness? 2. Scores must be recorded for instructional decision not to grade the students since teachers have to inputs in this phase. After reading. In what situations were the gods willing to help humans? 40 Whole class . What reasons might the gods have for allowing Orpheus and Eurydice to be reunited? 6. . 3. Why does Orpheus look back to see if Eurydice is following him? 5. Repeat the process until everyone is done reading.(Silent Reading) Ask the student to read the story silently. Why does Orpheus decide to rescue his wife from the underworld? 4. Explain why the gods put a condition on permitting Orpheus and his bride to return to earth. 7. they may answer the following questions 1. What effect does Orpheu’s music have on people and gods? Cite two examples in the text. You may use the breakers (questions inside the box) for these purpose. Ask them to pause every two minutes to organize the sequence of the story in their minds. Give them about five or ten minutes to do the task. Does the story reveal certain realities about Greeks? What are these? 11. Element-Array Ask the students to form five (5) groups. technique. Do these realities influence the way you think and live? How? Task 6. ask them the following questions: 1. 10. How do the elements help you understand the flow of the story? 2. and purpose of the author in writing a text. How is a puzzle related with understanding elements to make up a whole? Task 7. Each group will draw their own bulb puzzle and answer the field required by each piece of the puzzle. mood. Ask a representative from each group to report the group’s output. In what way do the elements contribute to your understanding of the selection’s over-all theme? 3. It is also important that you give the other groups to comment on the output presented by the other groups to make the discussion interactive. Alice Low Provide inputs or recall previous discussions on tone. 41 . After all the group representatives are done with the presentation. Task 8. Present to them the chart found in task 6 of this lesson and ask them to fill out the bubbles with the corresponding answers. Ask them to answer the following questions: 1. “This book was born as I was hungry. Your main target in this phase is to provide them the understanding of content as applied to a variety of context.After your short discussion. Here is where the teacher associates the theme to the learners’ personal experience and it should therefore provide them the opportunity to answer the essential questions raised at the beginning of the lesson. The teacher may add inputs if necessary. the former capital of what was once French India.” What sort of emotional nourishment might Life of Pi have fed to its author? 2. ask them to take note of the important details in the movie. provide the students with inputs on movie adaptations. Piece of Pi Ask the students to view the 2012 film adaptation of Life of Pi by Yann Martel. In terms of storytelling. localizing and differentiating instruction. Ask someone to present the output in class and allow everyone to have a free discussion about each other’s responses. While watching. To begin with this phase. Pondicherry is described as an anomaly. Your Discovery Tasks Pedagogy: Remember that the discovery tasks allow the students to enrich learning by contextualizing. what makes this town an appropriate choice for Pi’s upbringing? 42 Whole class . Please refer to the learner’s module for this purpose. ask them to recall the story of Orpheus. Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment of learning. In his introductory note Yann Martel says. Discuss some of the other ways in which these two fields find unlikely compatibility. Yann Martel recalls that many Pondicherry residents provided him with stories. Adirubasamy said it would make him believe in God. Remember that the phase operate in the premise that performance standards are done only if the content standards are addressed and fully understood. At the end of this phase. with particular interests in a sixteenthcentury Kabbalist and the admirable three-toed sloth. Piscine Molitor Patel. In subsequent chapters.” The shortened form refers to the ratio of a circle’s circumference divided by its diameter. he explains the ways in which religions and zoos are both steeped in illusion. 3. Early in the novel.) 43 . 5. This summative test is recorded and graded. rethinking and revising their understanding. just before doing the final task. How would the novel’s flavor be changed if Pi’s sole surviving animal were the zebra or Orange Juice? (We assume that if the hyena had been the only surviving animal.Assessment: All the activities in this phase are formative in nature and must be recorded but not graded as bases for instructional decision whether to proceed to the next activity depending on the needs of your learners. Explore the significance of Pi’s unusual name. 6. the teacher may provide a summative test (pen-and-paper or authentic task) which sums up the content standards. Refer the students back to the tentative answers they have written on their notebooks to validate whether their tentative answers are correct or not. Pi would not have lived to tell us his story. Did Pi’s tale alter your beliefs about God? 4. This process is important in validating. Pi’s full name. was inspired by a Parisian swimming pool that “the gods would have delighted to swim in. but he was most intrigued by this tale because Mr. we discover that the narrator majored in religious studies and zoology. How do the human beings in your world reflect the animal behavior observed by Pi? What do Pi’s strategies for dealing with Richard Parker teach us about confronting the fearsome creatures in our lives? 11. Christian. or Muslim faith. he can only be content with all three. At the heart of this confrontation is Pi’s insistence that he cannot accept an exclusively Hindu. Regarding religion. What do you make of Pi’s assertion that we are all “in limbo. until some figure introduces us to God”? Do you believe that Pi’s piousness was a response to his father’s atheism? 9. without religion. according to Pi’s perspective? 10.7. What is Pi seeking that can solely be attained by this apparent contradiction? 8. What color would Christianity be. Pi sparks a lively debate when all three of his spiritual advisors try to claim him. what else did Pi lose 44 . Besides the loss of his family and possessions. Among Yann Martel’s gifts is a rich descriptive palette. he observes the green elements that represent Islam and the orange tones of Hinduism. albeit seldom as traumatic as Pi’s. Nearly everyone experiences a turning point that represents the transition from youth to adulthood. provide them with a copy of the selected dialogues from Life of Pi and ask them to deliver the lines using the techniques. 45 . who was spared from the flood while God washed away the sinners? Before asking the students to accomplish Task 8. the teacher must provide inputs on strategies in public speaking. After the discussion. Pi imagines that his brother would have teasingly called him Noah. What event marks your coming of age? 13. Why did Pi at first try so hard to save Richard Parker? 15. Did this in any way prepare Pi for the most dangerous experience of his life? 14. Patel’s zoo keeping abilities compare to his parenting skills? Discuss the scene in which his tries to to teach his children a lesson in survival by arranging for them to watch a tiger devour a goat.when the Tsimtsum sank? What did he gain? 12. How does Mr. How does Pi’s voyage compare to the biblical story of Noah. 3 Classifying Things Require the students to picture the Patel’s zoo in their minds. Ask them to use modals expressing probability in their answers. Ask them to put themselves in the shoes of Mr. Task 8. How do these techniques help you in persuading your partner? Task 8. Task 8. ask them to use appropriate modals that express “ability”.2 A Quote on Quote Present the stimulus found in the learning material. Task 8.1 Thin Line Ask the students to create sentences opposite each picture using modals expressing probability. The situation is about surviving a shipwreck by being accurate in all the movements and actions. Describe the public speaking techniques used by your partner in each of the quotations above. Ask them to classify the animals using modals that express “possibility”. to internalize the situation. The teacher might provide inputs on modals that express probability before doing the activity. have the students answer the following questions: 1.After doing the task. Patel. As they do the activity. 2. 4 Market! Market! Ask the students to establish the relationship of each of the paired marketing concepts in the learner’s material. 46 . Encourage them to use statements expressing opinions or strong assertions in their letter. Best Magic Ever Allow the students to read the stimulus: “Overcoming individual challenges is a difficult task but not that difficult to require magic and dissolve them at a snap of our fingers. The best way to address them is to have the willingness to change. 1.Task 9. Modal Modes Have the students imagine Orpheus. Pi and Queen Elsa. and Queen Elsa sitting together in a conference about how they capitalized on their strengths and weakness to overcome their individual challenges. The best magic ever is the recognition of your strengths 47 . Ask them If they possess all the gifts the three characters have. A Gift of Change Ask the students to remember the gifts of Orpheus. A Letter Later Ask the students to write a letter to themselves that they have to open 20 years from now. Have them highlight in their letters they were able to capitalize their strengths and weaknesses to be a better person that they have become 20 years ahead of time. Which of these strategies would you adopt and why? Task 10. Pi Patel. Ask them what would be their response? 2. how would they use them in improving/resolving each of the social issues presented in the learner’s material. Task 11. Task 12. Remind them also that in this particular module.” Ask them to contemplate on the stimulus. Ask the students if they are ready to proceed to the next phase of the lesson as part of assessment of learning. includes tasks that are essential for learners’ development. Final Task Pedagogy: Final task is the part of the module that addresses the performance standard. This enabling activity forms a scaffold to the succeeding activities to equip the learners with skills in performing the culminating activity or the performance standard for the first quarter. process the activity using the following questions. Tell them that the succeeding tasks will walk them through the process of making the Info Ad Campaign. 48 Individual work . Do only boys play with action toys? 2.and admission of weaknesses these will make you a better person. they are to compose a short persuasive text using a variety of persuasive techniques and devices. Teachers should bear in mind that this phase: • • • serves as enabling task for the main product/ performance at the end of each module. Is one gender depicted in a superior role? After the presentation. the enabling activity would be an Information Ad Campaign. is based on real life situations (if the teacher wishes to do modifications or improvisations) Remind the students that at the end of the quarter. Then analyze the commercials using the following questions: 1. But since this is the final task of Lesson 3. Do only women cook food? 4. Ad Type Cast Ask the students to recall as many TV commercials as they can. Provide a short summative test that sums up the content standard and must be recorded and graded as part of assessment of learning. the task is referred to as “enabling task” or “enabling activity. Task 13. Do only girls use kitchen appliances? 3. How would this information help you in crafting your own information ad campaign? Task 15. Ask a Professional Ask them to speak to the school nurse/doctor/dentist about some advertising claims.Assessment: • GRASPS-based assessment criteria 1. Process the activity using the following questions: 1. Be sure to include responses to the following questions: • What was this person or group fighting for? • What were some of the efforts they used for achieving social justice? 49 . Example questions could be: Is one medicine better than another? Does some toothpaste make your teeth whiter? Ask the students to present some of their works to the class. What do these claims tell about advertising? 2. What implication does it make on capitalizing one’s strength and weaknesses? 3. Past Forward Ask the students to make a research about a person or group of people whose advocacies are to make people self-reliant (strengths and weaknesses). How would this help you in crafting your own information ad campaign? Task 14. Which ad is the most sexist? Least sexist? 2. Provide feedback. Recognizing yourweaknesses will give more meaning to your strengths. If you can transform your weaknesses into strengths and opportunities. radio or print) that would campaign on capitalizing strengths and weaknesses. has someone else or another organization continued to pursue their work? Task 16. 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. provide them with enough time to revisit all the activities they have done in the lesson before completing the open–ended questions. Thanks for the Ad! Allow the students to draw inspiration from Task 14. Ask the students to read the lines below: “In order to capitalize your strength. Ask them to make their own Information Ad (TV. you can never go wrong.• • • Were these efforts successful? Why or why not? How was this success measured? Are they still pursuing these ideals? If not. 50 . My Treasure This part of the module sums up all the essential understandings one must draw out of this lesson. you first have to know what your strengths are and for what purpose are you intending to use them. Allow the students to craft their own rubrics as part of assessment of learning. Present the rubrics.” Using the lines as stimulus. Ask them if there are needed clarifications. Allow the students to present their outputs in the class. internet. Published December 13 51 . Instructional aids (photos. rubrics) 2. movies DVD) References: http://www.Materials: 1.com/watch?v=iEKLFS-aKcw. television.Technology Aids (computer.youtube. Emphasize to them that they will have a lot of opportunities to improve in the target concepts. The second paragraph provides an overview of the lesson and the enduring question that sums up the enduring understanding one should draw out of this lesson. language communication and literary skills. set time for them to read the following objectives: • draw generalizations and conclusions based on the material viewed (EN10VC1h-1. Remember that the objectives: • are taken from the Curriculum Guide (CG) Activities/ Tasks Invite the students to read the introduction (Module 1 Lesson 4) for them to get an overview of where they are headed to and be aware of the desired result. Your Objectives This part of the module provides the competencies. The first paragraph provides a short and vivid introduction of the lesson and the discussion of the subtheme which is “Discovering Personal Challenges”.5/2.5) 52 WIPS Provision Whole class Individual work . that is. 2. They will find the need to deal with personal challenges. language communication and literary skills.) For the learners to focus on the target concepts. for them to demonstrate understanding of how to deal with personal challenges. Motivate them to answer the BIG Question: How do I deal with personal challenges? (Accept tentative answers.Module 1 Lesson 4 Sub-theme: Dealing with Personal Challenges Matrix of Essentials Enabling Tasks (leading to Culminating Task) Compose an ARACHNE translated by Special expressions emphasizing impressive photo Olivia Coolidge a point essay Reading / Literary Text Language / Grammar Focus Instructional / Learning Plan Phase of the lesson Your Journey This part of the lesson is composed of two paragraphs. 1. and to prepare them for the development of their skills on the target concepts through the following tasks/ activities: 53 Individual work Individual work . Invite the students to work on the prerequisites to check their background knowledge.9) explain how tone and mood contribute to the theme of the myth (EN10LT-1f-2. Your Initial Tasks Pedagogy: In presenting this part of the module.3) compose a short persuasive text expressing one’s stand on an issue. The rating of the photo essay will be based on the following criteria: visuals /graphics. produce visuals and graphics to complement and extend the meaning of a photo essay (EN10WC-1e-12. organize. text representations/captions.• • address the enabling knowledge and skills to develop/achieve the desired content and performance standard clarify expectations in terms of what students should know.7) give meanings of words through using dictionary and/ or context clues (EN10V-1d-13. • • • • • • • • • compare new insights with previous learnings (EN10RC1g-21) make generalization (EN10LC1g-8.1) select. the teacher should be able to: • diagnose and activate prior knowledge.2) employ examples as supports in public speaking (EN10OL1e-3. organization and impact. (EN10WC-1e.2.3) use special words / expressions that emphasize points (EN10G-1e-26) use factual and opinion based statements as supports in persuasive writing (EN10WC1d-12.12.3) Remind them that they are expected to present an impressive photo essay emphasizing how they can deal with personal challenges. understand and be able to do This part of the lesson also informs the learners of the enabling activity.16. Let them form triads. 1. 2. students. Instruct them to answer the shall be assessed guide questions (refer to Module by presenting the 1 Lesson 4) (Accept varied enabling activity answers). in finding what they have in common. Make them take turns in sharing these questions. at least three questions about personal challenges that they hope to answer in this lesson. and list reference. and then check them against this essential question: How do I deal with personal challenges? (Accept tentative answers.) 54 Individual work Small group Pair work Triads . and how learning 2. to look closely at the drawing of encourage student (a grade 10 student grappling questions. Make them read the quotation and relate the picture’s message before they will form groups of Assessment: five. as guide to further slippery and gloomy cave). (Responses may vary) All answers are tentative and must be written Task 3. Scores must be recorded to help Task 2. cold. Create interest by asking them • ask questions. and relate it to the theme: dealing • clarify expectations with personal challenges. and talk about what they • All the activities have in common. (Responses in this phase are may vary. • hook and engage Task 1. A Puzzling Trial 1. and exploration. welcome up the steps leading to the tentative responses entrance of the dark. a trial or a succeeding lessons challenge they have experienced and not to grade the that really puzzled them. 3. Three Controls on theirnotebooks for 1.) diagnostic in nature. Remind them to follow the directions in their LM. Picture Perfect learner’s interest. Ask them to form dyads and the teacher plan the think about a problem. 2. and the rubrics. illustrate. process. the teacher must be able to help the students: • make sense of information. Remind them to work on their assigned task and to share their ideas. Let them do the following differentiated. and revise understandings of the lesson. 2. integrated and interactive activities/ tasks. to project and to write their answers to this question: What do I expect or hope to learn? (Responses may vary) Your Text In this part of the module. Expected/possible answers eg. • assess student’s skills (checking learner’s learning progress and interest).) descend – originate 5. Process the learners’ answers. 1. reflect. develop. validate.)gorgeous – beautiful 3. and clarify the meaning of each through using a dictionary or context clues.Task 4. 2. check against content standard (content to content). Setting Expectations Remind them to use the essential question as a focal point. SGDA (Small Group Differentiated Activities) The Golden Door 1.) etc. language communication and literary skills. • check for understanding. rethink.) obstinacy – stubbornness 2. and to read “ARACHNE” a myth from Ancient Greece. Give feedback 55 Individual work Small group work Small group work . 3.)strive – do your best 4. and crystallize their knowledge to get a deeper understanding of the target concepts. Ask the learners to look for difficult/unfamiliar words in the selection. and experiences with the class. Group 1: Word Finders 1. • ask questions to enable the students to construct their own meanings/ understandings and • provide a variety of learning resources Lead the students to explore. as translated by Olivia Coolidge. Instruct them to form small groups of eight. thoughts. provide feedback. Task 5. Process the learners’ answers. rethinking state of being difficult or and revising their unreasonable or persistent). Let them discuss the answers to the questions (see Module 1 Lesson 4). understanding. must be recorded 2.) She tried to hang herself. Process the learners’ answers. Give the learners a set of in this phase questions for them to identify are formative in the tone and the mood of the nature. 3.Assessment: • All the activities Group 2: Image Makers 1. Make them read “Arachne” for instructional translated by Olivia Coolidge decision not to then discuss the answers to the grade the students. 2. “I would challenge her in a contest but she would not come. enlightening) 6.) Tone used – didactic or moralistic (teaching a lesson.) Her being reckless and too their notebooks to proud of her skill validate whether 2. Expected answers to question number 56 Small group work . This process Arachne is being weary on is important in one’s stubbornness (the validating. Scores selection. and the message of the selection. answers they Expected/possible answers: have written on 1. conflict and how it is resolved. questions (See Module 1 Lesson • Refer the students 4).) The prevailing mood in or not. their tentative 3.) Posing and giving in to the challenge clearly conveys the moral lesson of the story.” 5. answers are correct 4. back to the tentative 3. Small group work Group 3: Justifiers 1.) She’s too proud of her skill. Provide the learners a set of questions for them to focus on character traits. ) “I will not live under this insult. Let them find out how poetic justice is manifested in the selection and how to connect the meaning of the selection to real life situation.) Arachne’s pride 2. Accept varied answers for question number 1. Possible answer for question number 2: The use of poetic justice is effective because it gives us hope and inspiration to promote. 3. Emphasize to them that poetic justice is employed in the selection if it has happy ending where a virtue is rewarded and the wrong doing is punished. 2.” And she hanged herself.) She dared/ challenged even the gods to match her skill. 3.) skillful but too proud/ obstinate 5. They can also assess the effectiveness of the literary devices used by the author. Ask the students to recall other literary devices that help in clarifying the theme like: 57 Small group work Small group work . Let them discuss the answers to the questions (see Module 1 Lesson 4).1. 4. then she came to her downfall 4. 6. “good always triumphs at the end”.) She paid a high price for her pride obstinacy when she failed in matching Athena’s skill.) (Accept varied answers) Group 4: Theme Builders 1. ) Yes. Make them explain how the title “Arachne” relates to the theme of the selection and how it is used as a symbol to clarify the theme. Clarify the generalization or statement about human experience (theme) the story makes. Possible answers to question number 3: 1. wrongdoing is punished and good triumphs over evil. Discuss with them how they help bring out the meaning of life. Remember she advised her not to claim to be equal to the immortal gods. Make them cite passages from the selections for proofs.) I believe the old woman would not punish Arachne. • fantastic details (magic becomes realistic) • verisimilitude (life like quality) • illusion of reality (fictional or fantastic world is habituated by people of human condition with unquestionable moral values). Arachne represents/ suggests the ugliness and evilness of pride. to be contented with her fame of being the best spinner and weaver. 58 Small group work Whole class . Give feedback. 7. 2. 3. 4.) At the end. 6. 5.) Accept varied answers. Let them find out how each expression is used. 2. or adverb/ conjunctive adverb. and ask them to focus on the italicized words/ phrases. Ask the students to classify each of the words inside the box (see Module 1 Lesson 4 ). Expected answers for question: 1. Lead them to revisit/review work how to use conjunctions. in like manner. as Parenthetical Expressions: to illustrate. or adverb/conjunctive adverbs. Let them work in small groups of five. as long Small Group 4. on the condition that. supposing. adverb/conjunctive adverb: exactly. Process the learners’ responses. Language Watch A. B. on the contrary.) Yes. they stress the importance of the action. Let the students read the sentences lifted from “Arachne”. parenthetical expressions. apparently. as such. in most cases. 2. most importantly.Task 6.) Each of them emphasizes a point and helps in clarifying the stand of the speaker 2. parenthetical expression. differently. Individual Possible responses: work Conjunctions: however. Allow them to tell which is a conjunction. in my opinion. still. and answer the questions (refer to Module 1 Lesson 4). 59 . provided that. to reiterate. Giving Emphasis 1. Which is Which 1. 3. and check the words/expressions in their list against the special words and expressions (that emphasize points) inside the box. (Responses may vary. finally. Process the students’ output and give comments as well as suggestions. fortunately. Blissful 1. Invite them to reflect on this question: Do you believe in sticking to your comfort zone instead of taking yourself out of it when you face a challenge? 2. unfortunately. Give feedback Pair work D. 3. I believe.) 4.3.) 4. immediately. similarly. Speaking for myself. #1–3 (answers may vary). Make them revisit the box entries in Task 6A. Request them to give examples to prove their point and to use special expressions to emphasize and to clarify their stand. Process the learners’ answers and review with them other examples of these special expressions that signal emphasis (especially. apparently. immensely. Small group work Here are some commonly used expressions emphasizing points persuasively: In my opinion. Comfort Zone 1. Let them write the reasons why they say so. etc. the important point is. Process the learners’ answers. in most cases. As far as I’m concerned. luckily. etc. I suppose. C. 2. for nos. Ask them to pair up and take turns in answering the questions (see Module 1 Lesson 4). 3. consequently. 60 Individual work . Your Discovery Tasks Pedagogy: Remember that your discovery tasks allow the students to enrich learning by contextualizing. Require them to report back to class and share thoughts with other groups. Focus on dealing with personal challenges. Give comments and suggestions. challenging and real . Here is where the teacher associates the theme to Group 1: Thematic Funny Home Movies the personal experience or Videos of the learner and should 1. Invite the students to reinforce. Invite the students to form four groups and draw lots.life tasks. Invite them to talk about the similarities and effects of the movies/videos on their lives. (Responses may vary. Remind them to share their ideas. One of them will pose as guidance counsellor and the rest as troubled young people. 61 Small group work Small group work .) 4. Ask them to recall examples therefore provide them of funny or exciting movies the opportunity to answer or videos they have watched. enriched and enhance their understanding of the target language communication and literary skills and of dealing with personal challenges by getting involved in meaningful. localizing and differentiating instruction.for a task to work on. 3. SGDA for Beyond Text . extend. thoughts. prove.Real Life Extension. Your main target in this phase to provide them the understanding of content as applied to a variety of context. watch “Never Give Up in Life” (a truly inspirational video). the essential questions Relate the theme of “Arachne”to established at the beginning the movies or videos in focus or of the lesson. Group 2: The Best Advice 1. Let them list down problems that young people meet in dealing with challenges. and experiences with the class. Activity Ideas Task 7. 2. This will try to resolve successfully. Have them share and consolidate important in validating. Make them identify and talk about Refer the students back a controversial issue (subject in to the tentative answers the news or in personal life) that they have written on their is related to a personal challenge notebooks to validate they feel strongly about. these challenges they are facing Remember that the phase now. or one whether their tentative that they want to ignore and answers are correct how they would help others see or not. make them present The must be recorded as bases Best Advice from a guidance for instructional decision counsellor in the form of a skit. just before doing the final Group 4: Fact + Opinion = The Best task. Give comments and suggestions. Invite them to write a journal on test (pen-and-paper or the effects of life’s challenges authentic task) to sum up on them. Remind them to explain what standards are addressed challenge they expect to find and and fully understood. Make them present them with operates in the premise factual recounts of incidents as that performance standards supports. summative test is recorded Then. 3. their ideas. whether to proceed to to (Responses may vary) the next activity or insert 3.Assessment: All the activities in this phase are formative in nature and must not be graded but 2. Then. are done only if the content 3. Give comments and suggestions. At the end of this phase. and identify which of the content standards. This process is their point of view. 2. 4. Give comments and suggestions. share and consolidate and graded. the teacher may Way to Deal with Challenges provide a summative 1. (Responses may vary). 62 Small group work Small group work . their ideas.(Responses may rethinking and revising their vary) understanding. another activity depending on the needs of your Group 3: Power Play learners. 2. 1. This is the evidence or transfer of their But since this is the final learning. language module that addresses the communication and literary skills by performance standard. the task 1. task of Lesson 4. Instruct the learners to think about and list the five most Assessment: important things they would • GRASPS-based want to do in facing or dealing assessment criteria with personal challenges. 1. Task 8. for learners’ development. they must follow some mind that this phase: steps. For them to make it as best as Teachers should bear in they can. Make • includes tasks them keep these points in mind that are essential as they go through the process. For A VIP (Very Impressive • is based on real Photo) Essay life situations (if the Let them form small groups of five and teacher wishes to do the following tasks: do modifications or A. Final Task Pedagogy: 63 Whole class Small group work . which task” or “enabling activity”. Prepare your students on their is referred to as “enabling major task for this lesson. impressive photo essay. is to produce an impressive photo essay. Remind them to use graphics or activities to equip the visuals and text representation learners with skills in since this is another concept performing the culminating that uses the comic book format activity or the performance to present information in new standard of the first quarter. Connect and Decide improvisations). composing an impressive photo essay. 3.Invite the students and guide them in demonstrating and making independent applications of their understanding Final task is the part of the of the target concepts. This enabling activity forms a scaffold to the succeeding 2. Advise them to bear in mind some • serves as enabling grand ideas for the production of task for the their photo essay by following main product/ the guideposts (refer to Module performance at 1 Lesson 4) before they engage the end of each themselves in composing an module. ways and to make learning fun. attitudes. B. Help them come up with the photo essay’s main idea by letting them choose one literary selection (from those they have explored in class/read) that presents ways of dealing with challenges and make them consider these points as well: • Which is most liked? • Which do you feel a close connection with? • Which do you want to read more in public? 5. Ask them to rank these characters according to their preference and do a character inventory by considering their qualities.g. or traits. 2. Athena. Guide them to come up with an introduction by using a surprising incident. Orpheus) who have made a great impression on them in dealing/resolving personal conflicts. 3. 2. interesting question.. and characters from their chosen selections. 64 Small group work Small group work . Choose also the characters who have influenced their outlook in life. Make them tell whether they are based on fact or opinion. Lead them to come up with supports and evidences by choosing at least three characters (e. 4. Discuss the choices and decide on the top three. Scout for Remarkable / Influential Figures 1. nationalgeographic.com/media/ file/GAW_photo_912edited922.Remarkable/Influential Character Inventory Rank Character Qualities Attitude Athena Orpheres Small group work 3. Invite them to take a closer look at the samples of photo essay using this link—http://education. mood and theme of the essay through visuals and text. pictures. 2. Outstanding/Dominant Character Traits Character 1. Similarities Differences 3. mood. 65 Small group work . and video segment (if possible) illustrations that show and relate to the theme or the message of your chosen literary selections. pdf and find out how each establishes the tone. C. Unlimited 1. 2. drawings. and theme of the essay through visuals and text. Make them highlight three outstanding or dominant character traits that help them resolve personal conflict and let them consider their differences and similarities. Use them as supports and evidences to support their stand. Help your students to establish the tone. Require them to collect photos. examples. 5 4 3 2 Creativity (presents original or unique style to make it interesting) Visual. and express opinion (personal feelings or beliefs) about the characters and the incidents that support them. content of photos and garaphics represent the argument and convey persuasive messages) Text Representation Captions (uses words and phrases that call up strong feeling. refine. and polish their work as they use the following rubrics as guide. Let them edit. and the main idea.3. has convincing tone) Organization (presents reasons. Make the text serious and straightforward. Remind them to provide a catchy and meaningful title to the photo essay. Establish the connection between and among the visuals the texts. statistics to prove one’s stand. Organize the visuals and text. Graphics (uses sound color. 5. explain its significance. uses logical and emotional appeal. 4. facts that are logically organized around a particular point) 66 1 Total Small group work Small group work . arguments. Finally. and would like to work further on. make them write their responses in their journal. 3. Invite the students to summarize. 1. reflect and focus on the essential points of the lesson that they enjoyed. 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. Evaluate their output and check it against the criteria set in rubrics. found helpful. then add their answers to the questions (refer to Module 1 Lesson 4). Let them keep a record of all of these. My Treasure This part of the module sums up all the essential understandings one must draw out of this lesson.5 4 3 2 1 Total Impact (convinces the audience to accept the ideas and moves them to action) Total Legend: Rating – Description 5 4 3 2 1 - Excellent Very Impressive Impressive Needs Revision Inadequate Formula: C+VG+TC+O+I= Total ÷ 5 = 5 6. 67 Individual work . 2. 4. et al. Instructional aids (graphic aids. Berliner. Probst. internet. Elements of Literature Fourth Course with Readings in World Literature.Hall Inc. 3.. 68 . et al. The Complete Guide to Public Speaking. 1991.. Prentice Hall LITERATURE Copper ed. 1998 2. DVD) References: 1. New Jersey: Prentice. et al. Lawrence E. Davidson. Illinois: McDougal-Littell A Houghton MIfflin Company. movies. Balu. Robert. Austin: Holt Rinehart and Winston. Jeff. 1991. Sheridan. 2000. Writers Craft..Materials: 1.. television. rubrics) 2. Technology aids (computer. 3. Invite them to give tentative answer to the BIG Questions: 69 WIPS Provision Whole class . Dawood Language/Grammar Focus Enabling Tasks (leading to Culminating Task) Modals indicating obligation and necessity Participate in a short but meaningful panel discussion on winning over personal challenges Instructional/Learning Plan Phase of the lesson Your Journey This part of the lesson is composed of two paragraphs. Sellew 2. Motivate the students to read the introduction (refer to Module 1 Lesson 5 ) in order to get an overview of where they are headed to and be aware of the desired result as they explore the theme of winning over the challenges for a more fulfilling life. language communication. How Odin Lost His Eye retold by Catherine F. Activities/Tasks 1.J.Module 1 Lesson 5 Sub-theme: Winning Over Individual Challenges Matrix of Essentials Reading/Literary Text 1. Comfort from The Koran translated by N. The first paragraph provides a short and vivid introduction of the lesson and the discussion of the subtheme which is “Discovering Personal Challenges”. 2. Emphasize to them that they will have a lot of opportunities to improve the target concepts. 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. and literary skills as they can find ways in facing these challenges squarely. 6) • analyse how characterization contribute to the effective development of the theme (EN10LT-1e-2. Guide the learners to focus more on the target concepts.5) • use formal and informal definition to clarify the meaning of words (EN10V-1g-13.3) • draw conclusions based on the material viewed (EN10VC1g-1.5/2.3) • use modals indicating obligation and necessity (EN10G-1g-3. It will be based on the following criteria: focus. This part of the lesson also informs the learners of the enabling activity. • clarify expectations in terms of what the students should know. 70 Whole class Individual work Individual work .2) • stress the importance of winning over challenges (EN10WC1d-12. and language convention. clarity of ideas.2) Remind them that they are expected to participate in a short but meaningful panel discussion on winning over personal challenges.9) • compose a persuasive text expressing one’s stand on an issue (EN10WC-1g-12. understand and should be able to do. language communication and literary skills by asking them to read and reflect on the following objectives: • compare new insights to previous learning (EN10RC-1f-21) • show appreciation for songshighlighting how to win over challenges (EN10LC-1h-14. response to questions asked.How important is winning over your challenges? In what ways can winning over these challenges prepare you for a more fulfilling life? (Accept tentative answers) Your Objectives This part of the module provides the competencies. Remember that the objectives: • are taken from the Curriculum Guide (CG) • address the enabling knowledge and skills to develop/ achieve the desired content and performance standard. persuasive techniques used. Connect to the Past to: 1. Module 1 Lesson 5) before they encourage will consider the positive attitudes: student enthusiasm. and view by presenting the drawing showing a young the enabling and determined looking cyclist activity and the imagining a victory/success on rubrics. Outlook Turn Up be assessed 1. they will think activate prior back and list down personal knowledge. the teacher should be able Task 1. engage 2. challenges they have experienced • hook and or encountered in their readings. He is facing an endless road ahead of him deciding to Assessment: overcome great odds. All the activities in this 2. tentative 3. Scores must relates to their idea about winning be recorded to help over challenges. Invite them to share their thoughts expectations with the rest of the class. • clarify 4. Let them form groups of five. perseverance and questions. • diagnose and For three minutes. Let them use picture clues to phase are diagnostic predict content and see how it in nature. Let them decide on which of these responses as positive attitudes is especially guide to further important for young people to exploration. Make them check their responses learner’s against the box entries about interest. Challenges Affecting Me (see • ask questions. 71 Small group work Triad . Invite them to the teacher plan the answer the questions (refer to succeeding lessons Module 1 Lesson 5). and not to grade the students. Let them form a triad. and how learning shall Task 2.Your Initial Tasks Invite the learners to work on the prerequisites to check their prior knowledge Pedagogy: and to prepare them for the development of their skills on the target concepts In presenting this part through the following tasks/activities of the module. the race. strong will power as listed in the welcome figure (see Module 1 Lesson 5). practise in order to win over a and difficult challenge. 3. 72 Small group work . process.Understanding the Text 1. provide feedback. Your Text In this part of the module. rethink. Invite them to give tentative answers to the essential question. Task 5. Looking forward Invite them to use the essential question as a focal point.and crystallize their knowledge to get a deeper understanding of the target concepts. Task 3. 2. develop. and revise understandings of the lesson. Sellewand form small groups of six to work on the assigned tasks. ( Accept tentative answers). Tune In 1. language communication and literary skills through the following differentiated. project and jot down what they believe are necessary to learn. Process the learners’ answers. Remind them to check each against this essential question: Considering today’s context. validate. Lead the students to explore. Make them list down questions about winning over personal challenges that they still have. Invite them to read. SGDA . reflect. Remind them to share ideas. the teachers must be able to help the students: • make sense of information. • check of understanding. thoughts. 2. Ask them to list down words and expressions that relate to ways they deal with challenges and share with partner what the invitation of the song is all about.All answers are tentative and must be written on their notebooks for reference. integrated and interactive activities/ tasks. Invite the learners to listen to “Roar” by Katy Perry. “How Odin Lost His Eye” as retold by Catherine F. and experiences with the class. what can we possibly do to win over challenges? 4. and find out what it says about challenges. check against content standard (content to content). illustrate. Individual work Individual work Task 4. etc.raven. duty to his family (his son) or duty to his people? Entries in the conflict chart: phrases or sentences that express his Duty to his family (particularly to his son) Duty to his people a. 2. Scores must be recorded for instructional decision not to grade the students. 4.__________ Small group work Small group work Small group work .yell. Make the learners focus on conflict and character in “How Odin Lost His Eye” through discussing the answers to the questions (see Module 1 Lesson 5) and write these conflicts on the chart.) Which to prioritize. Guide them during the discussion and clarification of these possible answers for the question. 1. Give feedback. Group 2: The Power of C2 (Conflict and Character) 1. 2.“To give in his son would be like giving up life and all that was wonderful around him”.) 3. Instruct the learners to look for difficult words found in the selection “How Odin Lost His Eye” and to use a dictionary to find their denotative meaning. snarl –dirty look. 3. 2. etc. then give their own understanding of each (connotative meaning). Make them follow the instructions in their Learning Module 1 Lesson 5 and remember to process the learners’ answers. rethinking and revising their understanding. a.• • • assess student’s skills (checking learner’s learning progress and interest). This process is important in validating.black bird. roar. Group 1: Vocabulary Hunt 1. (Possible answers: 1. forge-imitate.___________ 73 etc. ask questions to enable the students to construct their own meanings/ understandings and. Assessment: • All the activities in this phase are formative in nature. • Refer the students back to the tentative answers they have written on their notebooks to validate whether their tentative answers are correct or not. provide a variety of learning resources.“One eye was a small sacrifice to win knowledge of how to help them”. Admirable behavior . 3.) Featured behaviors a.For questions nos.) Even today. being wise. 5.) & 6. behavior condemned by gods.evil actions and hatred of the elves 3. 7. it does because it shows how strong-willed he has been.) He has seen sorrow and death as well as joy at the glorious end.) Answers may vary 3. 5. there are still people like Odin who can do great sacrifices for significant others. 2 & 3 (accept varied responses). 2.) Answers may vary.) Courageously. Small group work 3. Group 3: Lasting Virtue 1. Guide them during the discussion and clarification of these answers for question number: 1.allfather attitude. Provide the learners with questions for them to focus on how the ending prove the importance of positive attitudes to win over challenges. 6. Give feedback. he sacrificed his eye to help his people.) Answers may vary. Give feedback.) He has remained the epitome of a great leader until the end. 2.) Odin/the gods 8.) Odin. 74 Small group work Small group work .) Yes. doing sacrifices for others b.) Answers may vary 4. 4. 2. since he promoted an enduring virtue that has been necessary until now. of course. and promise appeal). legends. 4. 2. Make them recall how the myths. 2. 3. (Answers may vary). 4. Sense of Value 1. Provide the learners with questions for them to clarify the meaning or the essence of the selection. Give comments and suggestions. Task 6. basic humanity appeal.Group 4: Thinking it Through 1. Give feedback. Ask them to form a triad and read 75 Small group work Small group work Small group work . Ask them to point out which of these ways (refer to Module 1 Lesson 5) are easy. 3. Make them explain which techniques are still used in today’s persuasive writing and speaking. (Responses may vary). tales and other stories they have encountered in class appeal to them. difficult or not very important choice to make to win over a difficult challenge and explain why it is important to hear/ to read/ to talk about myths. 2. legends or other stories. tales. Language Line Ask the students to do the following activities/tasks: A. Give comments and suggestions. Emphasize to them the possible persuasive techniques in myth (her appeal. Group 6: Winning Appeal 1. Make them clarify how they will convince or persuade others to agree with or to believe them. (Responses may vary). 3. Make them explain why it is important to practice and to uphold them. Process the learners’ responses. Group 5: Theme connection 1. 2. b) need to. Answers may vary. should and ought to.) a) must. Ask them to pair up.) Modals 5. 2.) All of them are auxiliary verbs with specific functions. and take turns in answering the questions (refer to LM). Rewarding 1. Invite them to write a short paragraph persuading others how important it is to develop these desirable attitudes and to weed out these undesirable habits as well for them to win over challenges. 2. C. Give feedback. (Answers may vary). B. ask them to write at least five desirable traits or habits they need to develop .) They are positioned before the main verbs. disapproval of something that was done in the past. c) ought to. Process the learners’ answers.)They specifically clarify the action. 4. Possible answers to the question number 1. Give comments and suggestions. Remind them to use the modals that express obligation like: must. and five undesirable traits or habits they ought to weed out. They will clarify their stand on 76 Small group work Triad Pair work . 3. At this his point. d) ought not to 4. Saving Grace 1. the sentences from “How Odin Lost His Eye” (refer to Module 1 Lesson 5) 2. Let them answer the questions (refer toLM) 3. need to for necessity and ought not to that indicates prohibition. and movie they’ve viewed/ watched. Here is where the 3. 2. They discovery tasks have to show how to deal with personal allow the students challenges positively. real-life tasks. and enhance their understanding of the target language Remember that your communication and literary skills. enrich. questions established (Responses may vary. Ask the group members to think of a story they read. 4. Your Discovery Tasks Invite the students to crystallize. Remind them to use modals. Pedagogy: extend. (Responses may vary.how to win over challenges.) Give feedback.) at the beginning of the b. Remind them to explain how the opportunity to these lines can help them answer the essential win over challenges in life. Give feedback. and theme to the personal choose memory lines (strong experience of the lines or language that are striking learner and should /memorable) therefore provide them a. content as applied to a 2. thoughts. challenging and by contextualizing. TV program. instruction. localizing and differentiating Task 7. 3. variety of context. Remind them to share ideas. (Answers may vary). Invite the learners to reread teacher associates the “How Odin Lost His Eye”. Group 2: Follow up 1. and work on their the understanding of assigned task. lesson. through getting to enrich learning involved in meaningful. or real-life experience which portrayed a lesson about winning over challenges. Ask the learners to form six phase to provide them groups. and experiences with the class. Group 1: Striking Lines Your main target in this 1. prove. Have them explain how it is similar to “How Odin Lost His Eye”. and use appeal to reason or emotion they have learned. 77 Individual work Small group work Small group work . Give feedback. 3. and present persuasive sum up the content techniques in ads or commercials standards. may vary). 3. are done only if the 3. Let them explain how it values winning over challenges and how it gives inspiration to people. Refer the students back to the tentative answers they have written on Group 4: The Power of A Song 1. the teacher may provide a summative Group 5: What Always Worked test (pen-and-paper 1. Remember 2. Ask the group members to or authentic task) to find. 2. This can be in the form of an advice on how to win over a challenge. Let them explain how it values validating. request them to sing it before the class. Ask the group members to fully understood. just before doing the final 4. content standards are addressed and Group 6: Thoughts for Today 1. task. understanding. Group 3: The Gift 1. rethinking winning over challenges and how and revising their it gives inspiration to people. Make them explain the effect of that the phase operate these persuasive techniques in in the premise that ads or commercials (Responses performance standards may vary). 4. Finally. Give comments and suggestions. Finally. Invite them to imagine that their best friend or loved one will celebrate a birthday and they will think of a gift for him/her. This value of winning over challenges. • kind of challenge you don’t want to meet or do when you leave this room. request them to sing it before the class. This write whatever is in their wildest summative test is imagination about the following: recorded and graded. Give comments and suggestions. process is important in 2. Group members will think of and their notebooks to share how a simple tune (rap validatewhether their tentative answers are song) or a folk song highlights the correct or not. (Responses may vary). 78 Small group work Small group work Small group work . Give comments and suggestions.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. (Responses At the end of this phase. preserved. Instruct them to give reasons to support their responses. But since this is the final task of Lesson 5. Task 8. or have when you walk out of this room.) The persona believes that main product/ God.J. (Responses may vary). has always been the end of each lifting up our hearts to Him and module. (Responses may vary). translated by N. 4. 3. and survived. Dawood (refer to Module 1 Lesson 5). the challenge you (more than anything else in the world) prefer to meet. enabling Possible answers to the question: task for the 1. Invite Teachers should bear in them to answer the guide mind that this phase: questions (refer to Module 1 • serves as Lesson 5). Small group work Invite the students and guide them in demonstrating and making independent applications of their understanding of the target concepts. 5. 79 Whole class . This is the evidence or transfer of their learning. language communication and literary skills by participating in a short but meaningful panel discussion on winning over personal challenges. This enabling activity forms a scaffold to the Let them find out what it says succeeding activities about challenges in life and what to equip the learners must be their goal as well as their with skills in performing attitudes to challenges. Instruct them to give reasons to support their responses.• 2. Life Skills Connection the task is referred to 1. relieves us from our burdens. Final Task Pedagogy: Final task is the part of the module that addresses the performance standard. the culminating activity 2. Invite the. learners to read the as “enabling task” or excerpt from “The Koran” as “enabling activity”. the compassionate and performance at merciful. quarter. Give comments and suggestions. and experiences about winning over individual challenges. Remind them to use modals in sharing ideas. Ask them to recall literary or the performance characters who serve as models standard of the first of moral values that are shared. thoughts. (Refer to Module 1 Lesson 5). • Remember the preliminaries for the panel discussion from developing set of guide questions to planning on the points to be covered to outlining. 4.) (Answers may vary). • • includes tasks that are essential for learners’ development. Let them do the following for an effective panel discussion. Task 9. 6.) Emotion and reason 5. • Prepare for a panel discussion by choosing the best way to win over challenges. 3. (see Module1 Lesson 5) • Revisit the features of and the required format for the panel 80 Whole class Whole class .) Continue to hurdle/ overcome these challenges.) Every hardship is followed by ease.) (Answers may vary). Refer them to the guide questions (see Module 1 Lesson 5). is based on real life situations (if the teacher wishes to do modifications or improvisations) Assessment: • GRASPS-based assessment criteria 2. Invite them to participate actively in a panel discussion and remind them to use the skills they have learned. Sample answer: Lines No. 1-4 are specially convincing because they emphasized that God always gives us comfort and relief whenever we are burdened. 3. Invite the learners to give examples of catchy hook (words that strongly appeal to emotion) used in the excerpt. • Form a panel of 5 to 6 members (1 chairman to act as the facilitator. Giving your Best 1. initiator to start up the discussion and 5 panelists or discussants). Let them talk about how these words or lines help persuade them to win over challenges. 2. especially evidences are clearly used. concise and clear expressions free from errors are used. present relevant ideas. Invite them to use the following rubrics as guide. avoids fallacies) Clarity of ideas (clearly present reasons. direct. articulate responses clearly) Total 81 4 3 2 1 Total Small group work . facts and opinion as supports are clearly presented) Response to questions asked (think before speaking. • Recall also the steps on how to apply the conventions and strategies in group speaking (refer to Module 1 Lesson 5). • End the discussion by summarizing the panel’s views and have an evaluation of the participants’ performance. 5 Focus (concentrate on a specific topic that is clear. give reasons) Language Convention (use simple.discussion (refer to Module1 Lesson 5). 3. significant and supportable) Teamwork (manifest coordination and collaboration among the panelists to clarify the topic at hand) Persuasive techniques (use logical and emotional appeals. found helpful. Request them to use the sentence starters (see Module 1 Lesson 5 ). Evaluate their output and check it against the criteria set in rubrics.Impressive . They must present possibilities and plan for improvement. My Treasure This part of the module sums up all the essential understandings one must draw out of this lesson. The Magic Five.Convincing .Excellent . 82 Individual work . and consider essential in life. 2. would like to work further on. They can use them as guide for self-improvement. Invite them to reflect on how they performed on this lesson. Invite them to summarize. Invite them to write on these essential points. 1.Very Impressive . They can also encourage others to make comments on the posted material for words of encouragement. reflect and focus on the essential points of the lesson that they enjoyed.Legend: Rating – Description 5 4 3 2 1 . Invite/ suggest to them that they can post their journal via any social networking site these essential points. and make a plan on how to improve their language communication skills. 4. 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. Let them keep a record of all of these for them to be reminded clearly of their learning progress.Beginning Formula = F+T+PT+C+R+L = Total / 6 = 5 4. 3. think back. Strong. Inc. Jeff.. internet. The Complete Guide to Public Speaking. Berliner. et al. Sheridan. Writers Craft. Ohio: Glencoe / McGraw-Hill.Materials: 1. Elements of Literature Fourth Course with Readings in World Literature. Writers Choice. rubrics) 2.. William and Mark Lester. 1998. 1999.II. Balu. 1996. 5. 83 . 2000. Probst. 2. 3. Davidson. et al.Hall Inc. Robert. Illinois: McDougal-Littell A Houghton MIfflin Company. television) References: 1. 4. New Jersey: Prentice. Technology aids (computer. Quezon City: People’s Television. Constel English ( ATelecourse For Teachers of English) Speaking SegmentVol.. et al. Prentice Hall LITERATURE Copper ed. 6. 1991. Instructional aids (graphic aids. Lawrence E. Austin: Holt Rinehart and Winston. Module 1 Lesson 6 Sub-theme: Turning Challenges to Opportunities Matrix of Essentials Reading/Literary Texts 1. others and the world. Invite the students to read the introduction (Module 1 Lesson 6) for them to get an overview of where they are headed to and be aware of the desired result. The Analects of Confucius translated by Arthur Waley 2. Instructional / Learning Plan Activities/ Tasks 1. Emphasize to them that they will have a lot of opportunities to improve in the target concepts.Zen Parables translated byPaul Reps 3. Let them discover more about themselves. 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. 2. for them to demonstrate understanding of how challenges can be turned to opportunities. Practice and Uphold Positive Attitude by: Lee Emm Language/Grammar Focus Enabling Tasks (leading to Culminating Task Modals expressing simple futurity and willingness Phase of the lesson Your Journey This part of the lesson is composed of two paragraphs. The first paragraph provides a short and vivid introduction of the lesson and the discussion of the subtheme which is “Discovering Personal Challenges”. that is. The Thief who Became a Disciple . language communication and literary skills as they prove that 84 Compose a short but powerful persuasive essay WIPS Provision Whole class . ) Your Objectives This part of the module provides the competencies.1) • write a short persuasive text using persuasive techniques (EN10WC-1g-3. understand • use appropriate modals to and be able to do express simple futurity and willingness (EN10G-1g-3. • compare new insights with previous learning (EN10RC• are taken from the 1f-21) Curriculum Guide • draw generalizations and (CG) conclusions from the materials • address the viewed (EN10VC-1g-1.3) • employ the techniques in public speaking to convey ideas (EN10 OL-1g-3. supports and enabling activity.9) achieve the • appraise literature as a way of desired content expressing and resolving one’s and performance personal conflicts (EN10LTstandard 1i-18) • clarify expectations • state the effect of a literary in terms of what piece in one’s value system students should (EN10LT-1g-3) know.5) enabling • use denotation and connotation knowledge and to clarify meanings of words skills to develop/ (EN10V-1h-13.16.6) This part of the lesson also • •determine the effectiveness informs the learners of the of argument. Motivate them to answer the BIG Question: How do challenges affect you? (Accept tentative answers. 3. stand of the speaker (EN10OF1g-12. but can be transformed into opportunities.16. Remember that the objectives: Set time for the students to read the following objectives for them to focus more on the target concepts. language communication and literary skills.5/2.challenges can be frightening.1) 85 Individual work . over challenges. or present the video clip of “She without arm. (See Module guide to further 1 Lesson 6) Answers may vary. Let them do the listing in the welcome tentative form of a game by following responses as the mechanics. Scores must be Task 2. Let them form three groups. I Always Connect Game diagnose and 1. Invite the students to work on the pre requisites to check their background knowledge. their order of importance before answering the questions. Assessment: (Answers may vary). emphasis. development /organization. list all the possible ways that • ask questions. • All the activities 6. the teacher tasks/activities : should be able to: Your Initial Tasks Pedagogy: Task 1. Check items on their lists • clarify expectations against the ways to win over and how learning challenges (refer to Module 1 shall be assessed Lesson 6 [See entries inside by presenting the the box]). student questions. View and Make Judgment / Generalization 1. and to prepare them for the development of their skills on the In presenting this part of target concepts through the following the module. persuasive techniques used. they know in order to win over encourage challenges. language mechanics and convention. Let them view the drawing. It will be based on the following criteria: focus/ content. in this phase 7. he without leg- 86 Small group work . • hook and engage 2. 3. clarity of ideas . exploration. Let them share their responses. are diagnostic in • nature. Ask them to rank these ways in and the rubrics. activate prior and think about ways to win knowledge. and 4.Remind them that they are expected to composea short but powerful persuasive essay on turning challenges to opportunities. ask them to learner’s interest. In two minutes. Give feedback. enabling activity 5. then make them read the quotation “Embrace each challenge in your life as an opportunity for selftransformation” by Bernie S. and find what they have in common. Siegel and relate its message to what the drawing depicts. Make them use the details of the drawing or the video clip’s clues to predict how one can turn challenges to opportunities. Three in Control 1. Let them form triads. Check them against this essential question: How do I turn challenges to opportunities? 87 Whole class Triads . and list down at least three questions about challenges and opportunities that they hope to be answered in this lesson. 4. 5. Invite them to look closely at the drawing and reflect on what it implies. Let them answer the guide questions (refer to Module 1 Lesson 6). Possible answers: • We can face our challenges in life and turn them to opportunities. 3. Give feedback. All answers are tentative and must be written on their notebooks for reference. • ( Answers may vary).recorded to help the teacher plan the succeeding lessons and not to grade the students. 2. ballet-Hand in Hand” (a very unique and unequalled ballet performance) and see how it relates to challenges and opportunities. • The awed audience appreciating the ballet performance of the two disabled dancers. Task 3. 3. Let them take turns in sharing these questions. 2. Make them find words from the selection which are rich in meaning. check against content standard (content to content).Task 4. reflect. Instruct them to read. Process the learners’ expected/ possible answers 88 Individual work Individual work . Mapping the Targets Allow them to use the essential question as a focal point to make a map of what they expect or hope to learn in this lesson. • check for understanding. • ask questions to enable the students to construct their own meanings/ understandings and • provide a variety of learning resources Lead the learners to explore. validate. Your Text In this part of the module. Let them form small groups of eight. rethink. and work on their assigned task. Group 1: Meaningful Search 1. as translated by Arthur Waley. language communication and literary skills through the following differentiated. and revise understandings of the lesson. Remind them to share their ideas. Make them copy the chart (Module 1: Lesson 6) and fill it out with the necessary entries. These can be in the form of denotation and connotation. and interactive activities/ tasks. integrated. illustrate. thoughts and experiences. SGDA for the Stakes. develop. “from The Analects” by Confucius. the teachers must be able to help the students: • make sense of information. process. 2. Let them find out how the given questions are answered. crystallize their knowledge and get a deeper understanding of the target concepts. • assess student’s skills (checking learner’s learning progress and interest). provide feedback. 3. study the polite arts. etc. Words/Groups of words that suggest challenges and those that suggest opportunities Possible answers: Challenges (to remain unsoured. then share their effects in your life. etc. govern people by regulation.Word of word Meaning t a t i v e strong Meaning connotation unsoured Sweetened have sugary good intention spare Unused extra emergency chastisement Scold tell off punishment reverence Admiration worship amazement disgrace Shame not to give honor scandal etc. have kind feelings to everyone. Make them point out which of them you have practiced already.) Opportunities (behave well to parents. anxiety. Group 2: Theme connection 1.D i f f i c u l t Denotative C o n n o . 89 Small group work . be cautious in giving promises.) 2. lost of self-respect. one’s merit not recognized. Assign one member of the group to pose as a speaker persuading others to agree with their ideas. 14.6. AGAINST Passage No.4. 4. 1.9. PATHOS (appeal to emotion) and LOGOS (appeal to reason).) to display positive attitude toward challenges (turn them to opportunities) 2.7.5. 3. Give comments and suggestions on how to enhance a persuasive speech.8. 2.For or Against 1.10. 3. Possible answers to the question. 16 4. Review with the learners the salient points in the kinds of appeal like: • Appeal to reason (LOGOS)logical arguments based on verifiable evidence like facts. 1. 90 Small group work Whole class .15.) He uses examples/supports and he uses ETHOS (appeal to morality). Group 3: Taking a Stand . Let them consider the argument presented in the selection “from the Analects” by Confucius and use the questions as guide. or expert testimony.) Passages from “The Analects” that argue FOR Passage No.3.4.2. they can help one to persuade others on the importance of promoting moral virtues to change challenges to opportunities. Have them be open for comments and suggestions on how to enhance persuasive speech.) Definitely.17 12. 11.13. statistics. Let one pose as a speaker persuading others to agree. etc.Bandwagon appeal suggests that you will be odd if you don’t do what everyone else is doing. 4. righteous. 91 Small group work . Assign one member of the group to pose as a speaker persuading others to agree with their ideas.) How to respect/treat others (be they good or bad) 2. Let them answer the guide questions (see Module 1 Lesson 6) Possible answers for the question 1. contented. . Give comments and suggestions on how to enhance persuasive speech. be cautious. be trusting.Plain folks – ordinary looking man shown using the product Group 4: Thinking it through 1.) both 3). . have strong will power. -Testimonialrecommendations made by celebrities who are paid to praise the product. 3. Responses may vary. & 5). prompt. good. Highlighted values: appreciate and practise the good ideas you learn. humble. 2.• Appeal to emotion (PATHOS) – statements intended to affect the readers’/ listeners’ feelings about the subject like .Charged or loaded words (words with strong positive or negative associations). ” • “To remain unsoured even though one’s merits are unrecognized by others is that not after what is expected of a gentleman?” 2.(See Module 1 Lesson 6 and accept varied responses) 2. Group 6: Enduring Experiences 1. (Refer to Module 1 Lesson 6. 2. 92 . Let them answer the guide questions. Ask them to look for interesting words or group of words that express the possibility of turning challenges to opportunities (Refer to Module 1 Lesson 6) Sample answers: • “To demand much from oneself and little from others is the way (for a ruler) to banish discontent. Assign one member of the group to pose as a speaker persuading others to agree with their ideas.) Possible answers for the question 1) passage # 3. 11.Group 5: Taking Challenges as Opportunities 1. 3. 3. & 4 (Responses may vary). Let them discuss their answer to the questions. 6. Give comments and suggestions on how to enhance persuasive speech. Like A Disciple 1. Make them focus on the entries in the box. and discuss the answer to the questions after it. Expected answers: 1.) Yes it is possible. 4. Possible answers 1.Group 7: Additional Attention to Make Personal Adjustments 1. Assign one member of the group to pose as a speaker persuading others to agree with your ideas. 3.) The thief and Shichiri 2. Give comments and suggestions on how to enhance persuasive speech.) All 2. Small Group Differentiated Activities for the Stakes A.) The challenge of • the thief – to be grateful to Shichiri and to follow his footsteps. Invite them to talk about how each of these suggested ways can help solve today’s problems. Task 5. 2. Make them read the short parable (see Module 1 Lesson 6) and answer the questions after it. • Shichiri treated the thief/intruder well in spite of what the thief did to him 93 Small group work . 5. Ask them to reread the statements lifted “from Analects” and “Zen Parables”. would d.) They are positioned before the main verbs. The thief became good and turned from the crooked or evil path to a straight one following Shichiri. 2. (Module 1 Lesson 6) then consider how the underlined words are used. 3. Looking Ahead 1. What did he/she learn from the experience? 7. Both are seldom practice nowadays.) modals 5.) They are all auxiliary or helping verbs. shall b. 4. 94 Triads . • Should expresses past obligation. (Answers may vary) B. 6.) They help clarify the intention of the speaker/ writer. may / might 4. 3. will c. 3.) a. Let them form triads to discuss answers to the questions (Refer to Module 1 Lesson 6). 2. Good triumphs over evil. 2. Emphasize to them that modals are used as auxiliary or helping verbs with special functions like: • Shall indicates simple futurity and obligation. It is effectively used. It is effectively used. 1. Using Modals 1. 3. Might is used in reported speech for past time. Would expresses invitation or past possibility.) Answers may vary. Let them inspire their audience by citing true-tolife experiences and to use logical and emotional appeal as persuasive strategies. Let them pair up and take turns in answering the questions. May expresses future possibilities mixed with doubt and uncertainty. to 4. C. 4. 2. (Refer to Module 1 Lesson 6. 2. Instruct them to use modals whenever necessary.) All the parts of “The Analects” and “Zen Parables” respond to the needs of the time.) Possible answers for question number 1. 95 Whole class work .• • • • Will expresses simple futurity and willingness. D. Alter ego 1. Ask each of the learners to pretend as Henry Sy or a literary figure or anybody whom they believe is a very successful person. Remind them to share their views on the possibility of directing challenges to opportunities. Invite the students to imagine established at the that Confucius was with them beginning of the lesson. Invite the students to reinforce. prove. Make them focus on their target to become healthy and developed young adult who capitalize on their strengths and capabilities through directing challenges to opportunities at all costs. 6. localizing and differentiating instruction. • circular reasoning – the reasons presented are just restatement of the writer’s opinion. 5. Give comments and suggestions. challenging and real-life tasks. enrich. • false cause-and. Remind them to avoid fallacies or errors like: • attacking the personattacking the person’s character and not the issue. Here is where the teacher associates the theme to the personal experience Task 6. Your Discovery Tasks Pedagogy: Remember that your discovery tasks allow the students to enrich learning by contextualizing. Your main target in this phase to provide them the understanding of content as applied to a variety of context. enhance their understanding of the target language communication and literary skills and of dealing with personal challenges through getting involved in meaningful. SGDA Leading to Completion of the learner and should therefore provide them Group 1: In Another Dimension the opportunity to answer the essential questions 1. they have to form four (4) big groups and complete their tasks. extend. and he advised them to 96 Pair work Whole class . With these in mind. claim one event 1 cause event 2. • hasty generalizationmaking generalization about everyone or everything based only on one or two cases. • Responses may vary.effecttwo unrelated events are considered related. 3. 4. Give comments and standards are addressed suggestions on how to and fully understood. 1.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. summative test is recorded and graded. Make them think of someone rethinking and revising who really inspired them to turn their understanding. (Responses may vary). change the course of their lives. decision. authentic task) to sum up 3. 97 Small group work . This process is Group 2: Spotlight to Follow up important in validating. From what they learned. performance standards (Responses may vary) are done only if the content 4. Remind them to use logical and emotional appeal as their persuasive strategies and to use modals whenever necessary. the teacher may 2. Give comments and suggestions on how to enhance a persuasive speech. task. 2. just before doing the final and philosophy in life. Assign one member of the the content standards. they will explain how their perceptions have changed and what they plan to do. Let them relate him/her to an provide a summative object/plant/animal and explain test (pen-and-paper or what could symbolize him/her. their way of thinking. Assign one member of the group to play the role of a speaker persuading others to agree with his/her ideas. challenges to opportunities and explain how she/he influenced At the end of this phase. Refer the students back to the tentative answers they have written on their notebooks to validate whether their tentative answers are correct or not. group to play the role of as a Remember that the phase speaker persuading others to operate in the premise that agree with the group’s ideas. This enhance a persuasive speech. Let them read and follow the rest of the instructions in their Module 1 Lesson 6 before they talk about the importance of turning challenges to opportunities. Let them: • give examples to support their argument and use logical or emotional appeal for their audience to believe them. • assign one member of the group to pose as a speake persuading others to agree with them. 4. Give comments and suggestions on how to enhance a persuasive speech. (Responses may vary. Make them think of a problem they have and consider turning challenges to opportunities. Give comments and suggestions on how to enhance the persuasive speech. Invite them to recall a selection that highlights the importance of turning challenges to opportunities in order to preserve honor. 2. Ask them to read and follow the rest of the instructions in their Module 1 Lesson 6 and role play how the character might respond to the pressing news. 98 Small group work Small group work . 2. humility and other positive attitudes. Group 4: Inner Speech 1. 3. • end up their speech with a strong position that restates their stand and calls their audience to action.) 3.Group 3: Connecting to 2day 1. ) To practice and uphold do modifications or healthy positive attitude improvisations) whatever the situation. Preparation for My Target is referred to as “enabling 1. anywhere 99 . Life Skills Connection task of Lesson 6.) Introduction. reasons. performance standard. • includes tasks appeal to reason.) For introduction: task for the subject/ topic. module. persuasivetechniques. Final Task Pedagogy: But since this is the final Task 7. “Practice This enabling activity and Uphold Positive Attitude” forms a scaffold to the by: Lee Emm. Guide them to come up with equip the learners with the answers to the questions skills in performing the (Refer to Module 1 Lesson 6) culminating activity or the Expected answers for question performance standard of number: the first quarter. persuasive essay. the end of each examples. 1. the task Task 7A. succeeding activities to 2.) Logically arranged/ organized • serves as enabling 3. anytime. and Teachers should bear in conclusion mind that this phase: 2. stand/belief/position. call to • is based on real action life situations (if the 4. restating the development.Help the learners to demonstrate their understanding of the target concepts and English language communication presenting a short but Final task is the part of the skills by powerful persuasive essay on turning module that addresses the challenges to opportunities.) Yes teacher wishes to 5. Invite them to read the sample task” or “enabling activity”. stand/ main product/ position. quotation performance at for body: supports. body. emotion that are essential and morale for conclusion: for learners’ summary. Yes.. 8. 12.. examples. To exemplify: • “I strongly believe that we must come together to practice and uphold positive attitudes toward work. The best measure of a man is not what he says he can do but what he does. and assign at least three representatives for each before 100 Whole class work .” • “This is absolutely true. the purpose is very clear from the statement of the subject/ stand (first paragraph) to the body (reasons. appeal to moral..” • “This is a healthy positive attitude that we must put into action. A Call Up for Order Box Game 1. Persuasive essay Task 7B.” 9.. emotion and reason 10. Yes the evidences are strong based on true to life situations. Quotation.” • “This should be done from initial impulse to completion like what we observe in a myth..” • “Remember the saying. Yes. Let them form three big groups. Definitely. Yes. the argument s are well reasoned and logical.Assessment: • GRASPS-based assessment criteria 6. 11. 7. life and challenges. examples and evidences) to conclusion (restatement of the stand and call to action). trueto-life situations 13.. 101 Small group work . 10. Have them summarize their main reasons. Task 7C. Invite them to praise. ask questions and make suggestions. Remind them to use special expressions or opinion signals. Make them begin this way: I believe we should_________ or Have you ever thought of____________ or strongly believe we will ______________. 3. add examples and use them as supports. 4. Let them add an interesting question. Ask them to begin writing the thesis statement/issue/point of concern. Let them follow the steps in choosing a subject. Let them write nonstop (for 10 minutes) the first draft of their persuasive essay. 5. (See Module 1 Lesson 6) 2. Let them do the Sharing through the EQS (Encourage. Make them read and follow the instructions (Refer to Module Lesson 6) before they will check their responses against the basic steps to follow in writing a persuasive essay (refer to Module 1 Lesson 6). give comments. 9. quotation or an anecdote.) 2. Steps in Writing a Persuasive Essay 1. Question and Suggest) Refer to Module 1 Lesson 6. they read the nine entries in the box. 8. 6. Make them give reasons. (See Module 1 Lesson 6. 7. has logically arranged statements from the most important tothe least important or vice versa. Let them use the following rubrics as their guide. develops the topic thoroughly with examples and supports) Clarity of ideas (presents clear and sound arguments and evidences) 102 . Make them suggest ways on how to make others agree on what they believe on. topic captures the reader’s attention) Persuasive Techniques (uses strong and effective persuasive techniques and details support the thesis and the stand of the writer) Pair work Development / Organization (has strong organizational plan.11. 12. 5 4 3 2 Individual work 1 Total Focus/Content (states a clear position at the beginning until the end of thework. punctuation. Publishing Make them present a final clean copy and/or read the persuasive essay to the class. 103 Individual work .5 4 3 2 1 Total Emphasis has interesting and attention grabbing introduction. strong conclusion that includes a call to action Language Mechanics and Convention (displays minor error in spelling. Evaluate their output and check it against the criteria set in the rubric.Description 5 4 3 2 1 - Excellent Very Impressive Convincing Developing/Acceptable Beginning Task 7D. grammar and are they varied in structure? Total Legend: Rating . Revising and Polishing Let them revise and rewrite their essay by incorporating the changes based on comments and suggestions made. Task 7E. Sheridan. Balu. New Jersey: Prentice. DVD) References: 1.Hall Inc. 1991. 1991. 2000. television. Robert. Austin: Holt Rinehart and Winston. Berliner. movies. reflect and focus on the essential points of the lesson that they enjoyed. et al. Probst. and would like to work further on. 3. Prentice Hall LITERATURE Copper ed. 4. Individual work Materials: 1. Technology aids (computer. Jeff. Illinois: McDougal-Littell A Houghton MIfflin Company. found helpful. Instructional aids (graphic aids. Davidson. Remind them of their learning progress and the possible plan for improvement. 104 . rubrics) 2.. add their answers to the questions (Refer to Module 1 Lesson 6). then. 1.et al. Invite the students to summarize. et al. Let them keep a record of all of these. It is important that answers are authentic in as much as the word “MY” implies that this part of the lesson is where the students develop a sense of ownership.. sample persuasive essays.. Elements of Literature Fourth Course with Readings in World Literature. The Complete Guide to Public Speaking.My Treasure This part of the module sums up all the essential understandings one must draw out of this lesson. Lawrence E. Writers Craft. internet. 1998 2.. 2. statistics. Write the letter of the most appropriate answer on your answer sheet. necessity C. After all I’m not yet ready for it. Thesis statement argument or view C. Persuasive essay B.Post Test in Grade 10 ENGLISH Module 1 Directions: Read each item carefully and follow directions as indicated. Grammar Modals Directions: Choose from the pool of answers the writer’s/speaker’s intention as hinted by each underlined expression. willingness __9. Mav: Is this a challenge I must face? __10. the statement that asserts what the writer/speaker wants the reader/ listener to believe on or to do 3. a mysterious natural phenomenon or a ritual ___7. ability B. A. obligation D. Catchy hook A. contains the reasons. erroneous appeal to emotion used as persuasive technique E. is basically religious and ___6. words that strongly appeal to emotion D. restates the argument and expresses a call to action 2. Special Terms Directions: Match each term in column B with the most appropriate description in column A. Mav: I don’t believe I will do it now. examples. A B ___4. tries to convince readers to do something or to accept the writer’s point of view C.central claim B. Sol: I believe you can do it if you try 105 . __12. Myth serves to explain a belief. __11. Most Important Elements in Persuasve Writing Directions: Copy the letter of the word/phrase that is best described by each numbered item. you need to accept that as part of the bargain. conclusion D. opinions used to support a point of view or stand B. Part 1 Knowledge A. evidences C. technique 1. Sol: Of course. Fallacy particular culture. the statement experiencing the preposition ___8. traditional story that is rooted in a ___5. A. A. Even Hera. Write In if it is intensive and Re if it is reflexive pronoun. To “predict” is a/an _____ of the word “envision” in Sentence no. 5.) We need to be realistic that we need some if not all of them to turn challenges to opportunities. 10. The generalization or statement about life or human experience the passage make is to __________. fearful or do we feel their negative counterparts? 7. connotation B. struggle against the odds B. A. 9. 5 D. it’s not easy. jealous. 4. This article/passage would most probably interest a/an ____.) Do we feel hopeless. Understanding A. The Greeks themselves felt at home with human Gods. “How do we feel about the challenge? 6. the jealous wife herself could be feared. stand up for one’s belief D. 15. The main point of the article is best expressed in sentence no. 3.) Of course. we stop and ask this question: How do we turn challenges to opportunities? 2.) It’s true! At certain points in our lives. symbol 19. justice. the first thing to do is to reflect not in thoughtlessness but we need to start to focus and analyze the competition taking place between the positive and negative limits of our emotions.) Yes. personal essay D. biography C. A. consciousness. 9. 2 C. 14. determination. angry. worried. but that doesn’t mean it is impossible to do. self-confidence. perseverance. trust. courage.Intensive and Reflexive Pronouns Directions: Determine whether each underlines word is used as an intensive or reflexive promoun.___. take strength to bear up the odds 18. 1 B.10 17. love and other potent secrets of inner strength and success. inadequate. A.) Eventually we ask. thereby this will make us all contented and happy. 1.) We must envision always that progress and success come to those who adhere to practice hard work. opposite D. humility. persuasive essay 106 .) It’s silly to allow them to overrule our outlook in life. denotation C. 13.) This means that we need to remember the important ways to put into action. Part II. adolescent B. bring out the best in you C. and copy the letter of the word or phrase that best completes each numbered item. They knew how they amused themselves even in banquets. insecure. respect. 16. Reading and Literature Directions: Read the following passage carefully. opinion C. anecdote B. The passage is an example of a/an _______. The fallacy committed in Sentence no. 7 D. express a feeling C. bandwagon D. A Young Man by Ella Wheeler Wilcox 25. the writer’s purpose in this passage is to ______. A. and knew what I know today. both A and C 24. humility D. a young man. attacking the person C. A. A. and ultimate goal… --from: If I Were A Man. The writer’s comment/reaction about challenges and opportunities is best supported by ___. reasons D. statistics 22. support 27. 9 23. A. win other’s approval 28. sight C. Courage that dares. inspiration D. The last five lines of the poem express more of a/an ______. inspiration B. 3 B. Most probably. reasons D. plain folks If I were a man. The strongest evidence used by the writer to support his opinion about turning challenges to opportunities is stated in Sentence no. facts B. statistics 21. I would give to the world what the world most wanted-- Manhood that knows it can do and be. admiration B. A. and faith that can see Clear into the depths of the human soul. A. reveal the truth B. criticism C. invitation 107 . An effective persuasive technique used by the author to emphasize his point is through appealing to _____. A. The writer’s attitude toward inner strength is best describe as _____. emotion B. hasty generalization B. ___. A. give an advice D. reason D. I would look into the eyes of Life undaunted By any fate that might threaten me. A. sound D. call to validation C. feelings B. opinion C. 7 is _____. moral C. 20. taste 26. The passage appeals more to the sense of ____________. And find God there. 6 C. change C. The predominant poetic device used in the poem is __________. Winners meet life challenges head on Knowing there are guarantees.com/29581-poem-bottom-line. carved B. Everyone has problems and obstacles to overcome. metaphor C. and copy the letter of the word or phrase that best completes each numbered item. A. begin B. As hinted in the poem. joy 34. personification 108 . meet D. A. overcome B. You can change anything in your life If you want to badly enough. or fail to achieve in your lifetime Is directly related to what you do or fail to do. contentment B. A. A. alliteration B. relative 30. guarantee D. positive 32. The tone of the poem is more of _________. 5 but you can choose your own direction. The word in the poem that gives the best hint to the mood it evokes is ________. From: attributionhttp://www. No one chooses his parent or childhood. inspirational D. come what may C.citehr. A. Excuses are for losers! Those who take Responsibility for their actions 13 Are the real winners in life. The word in the poem which is the opposite of “help” is ______. negative B. nobody owes you a living. html#ixzz2uatLUztr 29. overcome 31. the author has a/an _________ attitude in life. What you achieve. A. But that too is relative to each individual. criticism C.Directions: Read the following passage carefully. changed C. overcome 35. and give it all they’ve got 17 And never think it’s too late or too early to begin. Line no. paradox D. indifferent D. direction C.9 suggests that everything is subject to ______. THE BOTTOM LINE Anonymous 1 FACE IT. obstacles D. admiration B. pride 33. A. hope D. The feeling that the writer intends us to have toward life is __________. NOTHING IS CARVED IN STONE! 9. courage C. 41-50) Directions: Choose a position on a current issue relating to your school. personal experiences. only we can correct it by having humility and discipline. opinion or stand. we have ourselves to look into. You will be given ten (10) points for this task. ___36. See if it can alter your audience’s perspective about the issue. observations or statistics as evidence and persuasive techniques to persuade them on the validity of your claim or stand. If we are unhappy with the entire situation.Part III Process Logical Organization Directions: Arrange the following sentences logically to form a coherent paragraph. and show to the world what we are made of. ___39. Take note that your purpose is to get others to argue with your view. We really deserve the kind of leaders we have. Develop a persuasive paragraph for your speech manuscript that gives your opinion about your chosen topic in which you take a stand. A. Composition Writing (Nos. Because we started it all. Imagine you are invited to speak before the leaders of your city or municipality as well as their constituents. ___37. C. We must do real work. ___38. B. city or country about which you have strong feeling. Remember to use effective supports like examples. D. facts. 109 . Even Hera. examples. A 7. Sol: I believe you can do it if you try 13. C 2. fallacy 6. Identifying the most important elements in persuasive writing/ speaking Identifying special terms in persuasive writing Grammar • • MODULE 1 Identifying modals Identifying intensive and reflexive pronouns 110 Correct answer 1.POST TEST IN GRADE 10 ENGLISH Levels of Assessment KNOWLEDGE ITEM SKILLS to be Assessed Writing/Speaking • • 1. E 8. They knew how they amused themselves even in banquets. the statement that asserts what the writer/speaker wants the reader/listener to believe on or to do 3. B 9. opinions used to support a point of view or stand 4. After all I’m not yet ready for it. catchy hook 5.D 12. 15. thesis statement 9. 12. Mav: Is this a challenge I must face? 10. you need to accept that as part of the bargain. A 3. statistics. myth 7. The Greeks themselves felt at home with human Gods.A 13. D 6. Mav: I don’t believe I will do it now. B 11. C 5. 14.R 15. persuasive essay 8. B 4. I 14. contains the reasons. Sol: Of course. the jealous wife herself could be feared. 11.I . restates the argument and expresses a call to action 2. C 10. 5 D. Line no. 1 B.UNDERSTANDING Reading and Literature • I n f e r r i n g the main point of the passage Vocabulary • Giving denotative and connotative meaning of words 16.D statement about life or human experience the passage make is to _____. meet D.overcome 111 18. The word in the poem which is the opposite of “help” is _________. take strength to bear up the odds 18. The generalization or 17. A. 10 17. B 19. denotation C. 9 suggests that everything is subject to _______.D the article is best expressed in Sentence no. overcome D. A. change C. struggle against the odds D.C 20. relative 20. connotation B. begin B. symbol 19. stand up for one’s belief C. The main point of 16. A. direction B. __ A. 2 C.9. To“ predict” is a/ an _______ of the word “envision” in Sentence no. bring out the best in you B. A. opposite D. obstacles C.B . persuasive essay 23.7 D. A. adolescent B. reasons D.3 B.D 23.6 C. invitation Analyzing elements and techniques in persuasion 24. A. A. A.____. opinion C. The last five lines of the poem express more of a/an _________.9 112 24.C 25.A 22. personal essay D. statistics 25. The strongest evidence used by the writer to support his opinion about turning challenges to opportunities is stated in Sentence no.• Determining the audience • Drawing conclusions • 21. The writer’s comment/reaction about challenges and opportunities is best supported by_________.call to action B. This article/passage would most probably interest a/an __________. adult C.D example of a/an __________. facts B. A. child D. inspiration D. old man 21. anecdote B. The passage is an 22. humility C. biography C.D . A. bandwagon C. the author has a/an ____attitude in life .D . A. A. C 27. feeling B. feeling B sight C. hasty generalization D. An effective persuasive technique used by the author to emphasize his point is through appealing to ______. negative D.attacking the person B.7 is _______. taste • Analyzing poetic devices. plain folks • Inferring sensory impressions 28. come what may B. A. indifferent C. moral C. A 28. tone. both A and C 27. reason D. The fallacy committed in Sentence no. Lines no. sight C.A 29. sound D. 5 to 8 appeal more to the sense of _________. The passage appeals more to the sense of _____. positive 30. emotion B. 26. mood. A. As hinted in the poem.A 29. and purpose of the author 113 30. sound D. taste 26. A. 114 . C it all. A. carved B. joy 33. inspirational D. overcome 34. admiration B. A.C best hint to the mood it evokes is _____. changed C. guarantee D. We must do real work. The predominant 34. 31. C writer intends us to have toward life is _________. Because we started 35.contentment B. The word in the poem that gives the 33. courage C. D the world what we are made of.C poetic device used in the poem is ___________. only we can correct it by having humility and discipline Logical organization of ideas in a persuasive paragraph B. hope D. and show to 36. paradox D. metaphor C. C is more of _______. criticism C. A. pride 32. personification PROCESS Writing • A. alliteration B. The feeling that the 32. The tone of the poem 31. B D. 10 pts . If we are unhappy with the entire situation. A the kind of leaders we have. • Paragraph composition employing basic elements and techniques in persuasion 115 C. we have ourselves to look 41-50 into. We really deserve 37. 38.