english grade 10 tg - unit 1 (1)
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10
English
Teachers Guide
Department of Education
Republic of the Philippines
Celebrating Diversity through
World Literature
This book was collaboratively developed and reviewed by
educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email
their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.
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Celebrating Diversity through World Literature Grade 10English - Teachers Guide
First Edition 2015
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Development Team of the Teachers Guide
Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango
Authors: Liza Almonte, Lerma Flandez, Angelou Hermosa, Nedia Lagustan, LibertyMangaluz, Elenita R. Miranda, Paul Anthony Mendoza, Lito Palomar, Grace
Annette Barradas-Soriano, and Karen Villanueva
Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson
S. Juan, Jennifer E. Lopez, Carlo Erba Manalo Pacinos, Dr. Sterling Plata,
Jeanette M. Romblon, Leilani T. Seires, and Dr. Roderick Tadeo
Language Editor: Dr. Ma. Antoinette Montealegre
Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador
Dionisio, and Ms. Anna Marie B. San Diego
Illustrators:Angielyn G. Barian, Eric S. De Guia, and Jayson M. Gaduena
Layout Artists: Camille Francesca Mondejar, Matthew Leysa, and Jerby S. Mariano
Printed in the Philippines by REX Book Store, Inc.
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Ofce Address: 5th Floor Mabini Bldg., DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
Republic Act 8293, section 176states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency
or ofce wherein the work is created shall be necessary for exploitation of such work for
prot. Such agency or ofce 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 Teachers Guide. Those who
have not entered in an agreement with FILCOLS must, if they wish to copy, contact thepublishers and authors directly.
Authors and publishers may email or contact FILCOLS at lcols@gmail.com or
(02) 439-2204, respectively.
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INTRODUCTION
This Teachers Guide is specially designed to provide you the roads to cooperative,
collaborative, and independent learning of the target themes, concepts, and
competencies that will develop your 21st century real life-based skills. This moduleprovides you with meaningful tasks to develop your skills for academic success and
the world of work. It is anchored on the general principles, goals, and objectives of the
K to 12 Basic Education program for Grade 10 that will enable you to become self-
actualizing, productive and effective participant of the society and the world at large.
This learners material provides a variety of texts particularly world literary pieces
that are both relevant and meaningful to your life. It offers opportunities for you to
be engaged in varied, interesting, motivating, challenging, meaningful and worthwhile
tasks to further develop and improve your listening, speaking, viewing, vocabulary,
literary, grammar and reading skills. These tasks are generated as communicative and
real life-based activities anchored on the integration of literature and language skills.
Positively, this material will help deepen your understanding on how you can enrich,
enhance and lead a meaningful life.
There are four modules in this learning material. Each module builds around a particular
text for you to explore meaningfully through a variety of integrated, challenging, and
interesting tasks.
Module 1 : Overcoming Challenges
Module 2 : Establishing Solidarity
Module 3 : Reconciling with Nature
Module 4 : Rebuilding Our Societies
Each module consists of six lessons wherein each lesson is developed through the
following phases.
1. Your Journey- provides an overview of what you should understand in the
lesson. This includes clear directions and purpose of the lesson.
2. Your Objectives states the expectations in line with what you should
know, understand, and be able to do, produce, or perform to show there is
transfer of learning.
3. Your Initial Tasks activates your prior knowledge and prepares you for
higher level tasks.
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4. Your Text -presents the main reading or literary text and the activities/
tasks that leads you to acquire knowledge, make sense of, and construct
meaning out of the information and experiences contained therein.
5. Your Discovery Tasksincludes activities that will expand, enrich, enhance,
and broaden your understanding of the target concepts and skills.
6. Your Final Taskpresents the real life- based product or performance task
as nal output for the lesson that serves as evidence of understanding of
the target concepts and skills. This is an enabling task for the main real life-
based product or performance task covering the entire module.
7. My Treasure enables you to express your insights, learning, and
realization on the lesson. This part contains prompts and other organizers
that will help you sum up and synthesize what you have learned.
This learners material includes formal pre and post assessments in both written
response and multiple-choice formats.
We hope that through this material, you will be provided with meaningful learning
experiences and relevant competencies necessary for you to successfully meet the
demands of the 21st century.
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TABLE OF CONTENTS
MODULE 1: Overcoming Individual Challenges
Lesson 1:Discovering Personal Challenges 3
Lesson 2:Building Up Defenses 20Lesson 3: Capitalizing on Strengths and Weaknesses 35
Lesson 4:Dealing with Personal Challenges 52
Lesson 5: Winning Over Individual Challenges 69
Lesson 6:Turning Challenges to Opportunities 84
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RepublicofthePhilippines
De
partmentofEducation
DepEd
Complex,MeralcoAvenue
PasigCity
December2013
K
to12Cu
rriculum
Guide
EN
GLISH
(
Grade10)
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Kto12
BASICEDUCATIONCURRICULUM
THEFRAMEWORK
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x
Kto12BASICEDUCATION
CURRICULUM
III.
NEEDSOFTHELEA
RNERS:THECONTEXT
Thegenerationbornafter
theyear1994until2004isreferredtoasGenerationZ.
Thisisthefirstgenerationtobebornwithcompletetechnology.T
heywere
bornwithPCs,mobilephones,gamingdevices,
MP3playersandtheubiquitousInternet.Theydonotknow
lifewithouttechnology.
Hence,
they
areoften
termedasdigitalnativesa
ndareextremelycomfortablewithtechnology.
Theycanemail,
textandusecomp
uterswithoutanyproblems.
Inaddition,
members
ofGenerationZcanunder
standandmasteradvancementintechnology.
Unfortunately,
thisrelianceontechnologyandgadgetshashadanegative
effecton
themembers.
Theyrather
stayindoorsandusetheirelectronicsth
anplayoutdoorsandbeactive.
Theyar
eleadingasedentarylifethatcanresult
inhealth
problemslateron.
Forthem,socialmediaplatformsareawaytocommunicatewith
theoutsideworld.
Theyarenotbothere
daboutprivacyandare
willingtoshareintimate
detailsaboutthemselvesw
ithcompletestrangers.
Theyhavevirtualfriendsandforthemh
angingoutwithfriendsmeanstalkingtothemo
verthece
llp
hones,
emailsandtextmessages.
However,atthesametime,
thisgenera
tionisconsideredtobecreativeandcollaborativeandwillhaveasignificantimpa
ctonthe
waycompaniesworkwhen
theyjointheworkforce.
MembersofGenerationZ
areadeptatmulti-tasking.
Theycante
xt,read,watch,
talkandeveneatsimultaneously.
However,thishasalsoledto
reduced
attentionspanleadingtow
hatpsychologistscalla
cquiredattention
deficitdisorder.Thisgenerationisunabletoanalyzecomplexdataandinformatio
nasthey
cannotfocusforverylong.
Whilewedontknow
muc
haboutGenZyet...weknow
alotabouttheenvironmenttheyaregrowingup
in.
Thishighlydiverseenvironmentwill
makethe
gradeschoolsofthenext
generationthemostdiverseever.Higherlevelsoftechnologywillmakesignific
antinroadsinacademicsallowingforcustomized
instruction,
dataminingof
studenthistoriestoenablediagnosticsan
dremediationoracceleratedachievementopportunities.
GenZkidswillgrow
upwithahighlysophisticatedmediaandcomputerenvironmentandwillbemoreInternetsavvyandexpertthantheirGenYforerunners.
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Kto12
BASICEDUCATION
CURRICULUM
suchastablesofcontents,
headings,
indexes,
forewords,andglossariesasaidsinlocatinginformation.
Theyassesstheusefulnessofinformationforparticularpurposes.
Theytreatinformationan
dideascriticallyandevaluateinformation
intermsofitsreliabilityandcurrency.
Th
eymakenotesandgraphicrepresentationsofinformation
andcombineinformation
fromd
ifferentsourcesintoacoherentwho
lebysummarizing,comparingandsynthesizing.
Learnersreflectonethicalconsiderationsintheuseofideasand
information.
Theyrecognizetheimportan
ceofattributing
sourcesofideasandinformation,andof
presentingorrepresentin
gideasandinformationinwayswhichare
notmisleading.
Theyusequotationandsourcingconventionsappropriately.
Theytakeintoaccount
thepossibleeffectsofandresponsestothepresentationofideasan
dinformation.
Languageisthemajorinstru
mentincommunication(oralandwritten
)andtheheartofwhichistheexchangeofmeaning.
Languagelearningshould
focusonguiding
studentsmakemeaningthroughlanguagefordifferentpurposesonarangeoftopicsandwithavarietyofaudie
nces.
Studentsmustbeabletoadapttovarioussituations
wherecommunicationdeman
dsgreatlyvary.
Theskills,grammaticalitems,structuresandvarioustypesoftextswillb
etaught,andrevisitedatincreasinglevels
ofdifficultyandsophistication.
Thisdesignallowsstudents
toprogressfromt
hefoundationalleveltohigherlevelsoflanguageuse.
TheLanguageArtsandMultiliteraciesCurriculum(
LAMC)iscomposedo
ffive(5)intricatelyintertwinedandintegratedsub-strands(listening,speaking,read
ing,writing,and
viewing)thatserveasbuildingblocksforunderstandingandcreationof
meaningandforeffectivecommunicationacrosscurricula(Matrix1).
Therevisedcurriculumr
e-orga
nizestheIntegratedLanguageArtsCurricu
luma
ccordingtothecontentstandardsthat
mustbemetbyallstudentsattheendofbasiceducation.
Thisisnotinconsistentwiththeproposed5sub-strandsoftheLanguageArtsandMultiliteraciesCurriculum(
LAMC)but
fleshesouttheareasthatchildrenneedto
learnandthat
teachersneedtoteachingrea
terdetail.
Below
isthematrixthatpresentsthespreadandalignmentofthelanguage
andliteracydomainswiththe5sub-strands.
COMPONENT3:MakingMeaningthroughLanguage
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Kto12
BASICEDUCATIONCURRICULUM
AlignmentoftheLangu
ageandLiteracyDomainswiththe5
sub-strands
Integrated
LanguageArtsDomains
LISTENING
SPEAKING
READING
WRITING
VIEWING
1.
OralLanguage
2.
PhonologicalAwarenes
s
3.
BookandPrintKnowle
dge
4.
AlphabetKnowledge
5.
PhonicsandWordRecognition
6.
Fluency
7.
Spelling
8.
WritingandComposition
9.
GrammarAwareness&
Structure
10.
VocabularyDevelopme
nt
11.
ReadingComprehension
11.1
schema&priorknowledge
11.2
strategies
11.3
narrativetext
11.4
informationaltext
12.
ListeningComprehension
13.
Attitudestowardslangua
ge,
literacyandliterature
14.
StudyStrategies
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Kto12
BASICEDUCATIONCURRICULUM
FunnellingofDomainsAcrossthe
K-12BasicEducationIntegratedLan
guageArtsCurriculum
Domains
K-3
4-6
7-10
11-12
Orallanguage
Phonologicalawareness
BookandPrintknowledge
Alphabetknowledge
Phonicsandwordrecognition
Fluency
Spelling
Writingandcomposition
Grammarawarenessandstructure
Vocabularydevelopment
Readingcomprehension
Listeningcomprehension
Attitudetowardslanguage,literacyand
literature
Studystrategies
Viewing
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Kto12
BASICEDUCATIONCURRICULUM
Coherencew
iththeBasicEducationProgramGoal
s
1.
TheK-12languagesc
urriculume
nsuresthatprocessesandprod
uctsoflearningactivelyfosterandcontributetotheachievementofthebasiceducationprogram
goals.
2.
Competenciesarespiraledacrossthecurriculuma
ndyearlevels
.Upperlevelcourseswillfocusonwriting,
comprehensionandstudystrategies.
3.
Contentincludesprintandelectronictextsthatareage,context
andcultureappropriate.
Assessmentisanimportantaspectoflearningandteaching.
Itshouldbeeffectivelyusedtosupporttheholisticdevelopmentofourpupils.
Ourassessmentp
racticesshould
gobeyondsummativeevaluationandmovetowardsamoreholisticapproach.
Holisticassessmentreferstotheongoinggatheringofinformationondifferentfacetsofachildfromv
arioussource
s,withtheaimo
fprovidingqualitativeand
quantitative
feedbacktosupportandguidethechild'sdevelopment.Holisticassessm
entinformsourteachersoftheirteachingpracticesandguidesthemi
nthedesignan
ddeliveryof
studentlearning.
Itwillalsoe
nableparentstosupporttheirchildren'sde
velopmentandgrowth.
CharacteristicsofAssessm
ent
1.
Proximitytoactuallanguageuseandperformance
Assessmentprocedur
esshouldbebasedonactivitiesthathaveauthenticcommunicativefunctionrather
thanoneswithlittleornointrinsiccomm
unicativevalue.
Theseactivitiesarebasedonactualperformanceinauthenticsituationswhichthelearnerislikelytoencou
nterinhisorherdailylife.
2.
Aholisticview
ofla
nguage
Assessmentprocedur
esarebasedonthenotionthattheinterrelationshipsamongthevariousaspectsoflanguage,suchasphonology,grammar,
andvocabulary,
amongotherscannotbeignored.
Alsothefourskillsoflanguage-listening,speaking,reading,andwriting-areseentobepartsofastructurallyintegratedwhole.
Assessmentapproach
esshould
be
used
forcommunicationand
self-expression.
Assessmentalso
takesinto
accountthe
whole
learnerandh
isorhersocial,
academic,andphysic
alcontext.
COMPONENT4:Holis
ticAssessment
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Kto12
BASICEDUCATIONCURRICULUM
3.
Anintegrativeview
oflearning
Assessmentattempts
tocapturethelearnerstotalarrayofskillsandabilities.
Itmeasureslanguageproficiencyinthecontextofspecificsubjectma
tter.Assessment
proceduresare
base
dontheidea
thatvariousaspectsofalearnerslife,
bothacademicandpersonal,a
reintegraltothedevelopmentoflanguageproficiencyand
cannotbe
ignored.
These
dimensionsinclude
notonlyprocessessuch
asacquiring
and
integrating
knowledge,extending
and
refining
knowledge,and
using
knowledgemeaningfu
lly,
butalsoissuessuchasvaryingstudentattitudestowardslearning.
4.
Developmentalapp
ropriateness
Assessmentprocedures
setexpectations
thatare
appropriate
within
the
cognitive,social,and
academic
developmentofthe
learner.
This
characteristic
of
assessmentmakesit
particularlyvaluableforsecond
languagelearnerswhocomefrom
culturallydive
rsebackgroundsand
who
mayhaveaty
picaleducational
experiences.
5.
Multiplereferencin
g
Assessmententailsob
taininginformationaboutthelearnerfrom
numeroussourcesandthroughvariousm
eans.
Forstudents,assessmentsho
uldallow
themt
oseetheirownaccomplishmentsintermsthattheyunderstandand,consequently,allowsthemt
oassume
responsibilityfor
theirlearning.
Assessmentsh
ouldallow
parentstoshareintheeducationalprocess,andoffersthema
clearinsigh
tintowhattheirchildrenaredoinginschool.Forteachers,
theprimaryadvantageofassessmentisthatitprovidesdataontheirst
udentsandtheirclassroomf
oreducationaldecision-making.
Inaddition,
itreportsthesuccessofthe
curriculuma
ndprovidesteach
erswithaframeworkfororganizingstude
ntsworks.
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Kto12BASICEDUCATIONCURRICULUM
DefinitionsoftheContentStan
dardsfortheIntegratedLanguageA
rtsCurriculum
fortheKto12BasicEducationProgramo
ftheDepartmentof
Education
ContentStandards
PerformanceStandardsattheendofGrade3
OralLanguagesinEnglish
HavesufficientfacilityinEnglish
tounderstandspokendiscourseandtot
alkandinteractwithothersaboutperson
al
experiencesandtextlistenedto
orread
PhonologicalSkills
Beabletodemonstratephonologicalawarenessatthelevelsofthesyllab
leandthephoneme
BookandPrintKnowledge
Demonstrateanduseconceptsofprint,suchasdirectionality,spacing,punctuationandconfiguration
Alphabetknowledge
Recognize,nameandsoundout
allt
heupperandlowercaselettersofth
ealphabet.
PhonicandWordRecognition
Usesightwordrecognitionorph
onicanalysistoreadandunderstandwordsinEnglishthatcontaincomplexletter
combinations,affixesandcontra
ctions
Fluency
Readaloudgradeleveltextseffortlesslyandaccurately,withouthesitatio
nandwithproperexpression
Spelling
Spellw
ordswithtwoormoresy
llablesusingphonic,semantic,andmorphemicknowledge
Writing/Composition
Expresstheirideaseffectivelyin
formalandinformalcompositionstofulfilltheirownpurposesforwriting
Handwriting
Writelegiblyinmanuscriptorcu
rsivewriting
GrammarAwarenessandStru
cture
Demonstrategrammaticalaw
arenessbybeingabletoread,speakan
dwritecorrectly
Communicateeffectively,
in
oralandwrittenforms,usingthecorrect
grammaticalstructureofEnglish
Vocabulary
Acquire,study,anduseEnglishvocabularywordsappropriatelyinrelevan
tcontexts
ReadingComprehensiona
ndStudyStrategies
UseofContentandPrior
Knowledge
Activatepriorknowledgeconcep
tuallyrelatedtotextandestablishapurp
oseforreading
ComprehensionStrategies
Beself-awareastheydiscussan
danalyzetexttocreatenewmeaningsandmodifyoldknowledge
ComprehendingLiteraryText
Respondtoliterarytextthrough
theappreciationofliterarydevicesanda
nunderstandingofstorygrammar
ComprehendingInformationalText
Locateinformationfrom
expositorytextsandusethisinformationfordisc
ussionorwrittenproduction
Attitude
Demonstratealoveforreadingstoriesandconfidenceinperformingliteracy-relatedactivities/task
Viewing
Demonstratecriticalunderstandingandinterpretationofvisualmedia
StudyStrategies
Organize,processanduseinform
ationeffectively
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Kto12
BASICEDUCATION
CURRICULUM
KEYSTAGESTANDARD
GRADE12-Studentsshouldbeableto
integratecommunicationandlanguagesk
illsforcreatingmeaning
usingoralandwrittentexts,variousgenres,anddiscursivecontextsforpersonalandprofessionalpurposes.
GRADE10-Studentsshouldbeableto
interpret,evaluateandrepresentinformationwithinandbetween
learningareatextsanddiscourses.
GRADE6-Studentshouldbeabletoco
nstructmeaningsandcommunicatethemu
singcreative,appropriate
andgrammaticallycorrectoralandwrittenlanguage.
GRADE3-Studentsshouldbeableto
demonstrateeagernesstoexploreandexp
erienceoralandwritten
textsandtocommunicatemeaningsandfeelingseffectively.
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Kto12BASICEDUCATIONCURRICULUM
Week
RC
Reading
Comprehension
LC
Listening
Comprehension
VC
Viewing
Comprehension
V
Vocabulary
Development
LT
Literature
WC
Writingand
Composition
F
OralLanguageand
Fluency
G
Grammar
Awareness
4
EN10SS-IId-1.5.2:
Scanforneeded
information
EN10LC-IId-
3.15:Evaluate
listeningtextsin
termsofaccuracy,
validity,adequacy,
andrelevance
EN10VC-IId-
26:Detectbiasand
prejudiceinthe
materialviewed
EN10V-IId-
13.9:Give
technicaland
operational
definitions
EN10LT-IId-
2.2:Explainhow
theelements
specifictoa
genrecontribute
tothethemeofa
particularliterary
selection
EN10LT-IId-
2.2.2:Explain
theliterary
devicesused
EN10SS-IId-
1.6.3:
Acknowledge
citationsby
preparinga
bibliography
EN10OL-IId-
3.11:Usethe
correctsoundof
Englishwhen
delivering
impromptuand
extemporaneous
speech
EN10G-IId-29:
Observecorrect
gra
mmarinmaking
definitions
5
EN10RC-IIe-7.3:
Readcloselytoget
the
authors
purpose
EN10LC-IIe-13.2:
Employanalytical
listeninginproblem
solving
EN10VC-IIe-26:
Detectbiasand
prejudiceinthe
materialviewed
EN10V-IIe-
13.9:Give
technicaland
operational
definitions
EN10LT-IIe-
2.2:Explainhow
theelements
specifictoa
genrecontribute
tothethemeofa
particularliterary
selection
EN10LT-IIe-
2.2.3:Determine
tone,mood,
technique,and
purposeofthe
author
EN10SS-IIe-
1.6.4:Usewriting
conventionsto
in
dicate
acknowledgement
ofresources
EN10OL-IIe-3.8:
Observethecorrect
stanceandproper
stagebehavioras
deemednecessary
EN10OL-IIe-
2.6.2:Establish
eyecontact
EN10G-IIe-28:Use
wordsand
exp
ressionsthat
affirmornegate
6
EN10RC-IIf-13.1:
Readcloselytoget
explicitlyand
implicitlystated
information
EN10LC-IIf-13.2:
Employanalytical
listeninginproblem
solving
EN10VC-IIf-26:
Detectbiasand
prejudiceinthe
materialviewed
EN10V-IIf-13.9:
Givetechnicaland
operational
definitions
EN10LT-IIf-
2.2:Explainhow
theelements
specifictoa
genrecontribute
tothethemeofa
particularliterary
selection
EN10LT-IIf-
2.2.3:Determine
tone,mood,
technique,and
purposeofthe
author
EN10SS-IIf-
1.6.6:Use
quotationmarksor
hanging
in
dentationsfor
directquotes
EN10OL-IIf-3.8:
Observethecorrect
stanceandproper
stagebehavioras
deemednecessary
EN10OL-IIf-
2.6.2:Establish
eyecontact
EN10G-IIf-28:Use
wordsand
exp
ressionsthat
affirmornegate
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Kto12
BASICEDUCATIONCURRICULUM
Week
RC
Reading
Comprehension
LC
Listening
Comprehension
VC
Viewing
Comprehension
V
Vocabulary
Development
LT
Literature
WC
Writingand
Composition
F
OralLanguageand
Fluency
G
Grammar
Awareness
7
EN10RC-IIg-13.1:
Readcloselytoget
explicitlyand
implicitlystated
information
EN10LC-IIg-13.3:
Detectbiasesand
prejudices
EN10VC-IIg-27:
Useprevious
experiencesas
scaffoldtothe
messageconveyed
byamaterial
viewed
EN10V-IIg-
13.9:Give
technicaland
operational
definitions
EN10LT-IIg-
2.3:Draw
similaritiesand
differencesofthe
featured
selectionsin
relationtothe
theme
E
N10SS-IIg-
1
.6.5:Usein-text
citations
EN10F-IIg-3.7:
Demonstrate
confidenceand
easeofdelivery
EN
10G-IIg-28:Use
wordsand
exp
ressionsthat
affirmornegate
8
EN10RC-IIh-2.22:
Evaluatetextcontent
,
elements,
features,
andpropertiesusing
asetofcriteria
EN010LC-IIh-15.3:
Determine
unsupported
generalizationsand
exaggerations
EN10VC-IIh-27:
Useprevious
experiencesas
scaffoldtothe
messageconveyed
byamaterial
viewed
EN10V-IIh-
13.9:Give
technicaland
operational
definitions
EN10LT-IIh-3:
Explainhowa
selectionmaybe
influencedby
culture,
history,
environment,or
otherfactors
E
N10WC-IIh-13:
C
omposean
a
rgumentative
e
ssay
EN10F-IIh-3.7:
Demonstrate
confidenceand
easeofdelivery
EN
10G-II-h-28:
Use
wordsand
exp
ressionsthat
affirmornegate
9
EN10RC-IIi-2.22:
Evaluatetextcontent
,
elements,
features,
andpropertiesusing
asetofcriteria.
EN010LC-IIi-15.3:
Determine
unsupported
generalizationsand
exaggerations
EN10VC-IIi-27:
Useprevious
experiencesas
scaffoldtothe
messageconveyed
byamaterial
viewed
EN10V-IIi-13.9:
Givetechnicaland
operational
definitions
EN10LT-IIi-19:
Evaluate
literatureasa
vehicleof
expressingand
resolving
conflictsbetween
andamong
individualsor
groups
E
N10WC-IIi-13:
C
omposean
a
rgumentative
e
ssay
EN10F-IIi-1.15:
Makeanddeliver
impromptuand
extemporaneous
speecheswithease
andconfidence
EN
10G-IIi-28:Use
wordsand
exp
ressionsthat
affirmornegate
10
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Kto12
BASICEDUCATIONCURRICULUM
Week
RC
Reading
Comprehension
LC
Listening
Comprehension
VC
Viewing
Comprehension
V
Vocabulary
Development
LT
Literature
WC
Writingand
Composition
F
OralLanguageand
Fluency
G
Grammar
Awareness
otherfactors
andwhen
deliveringwelcome
andclosing
remarks
7
EN10RC-IIIg-2.18:
Personalsignificanceof
theselectiontothe
reader(reader-
response)
EN10LC-IIIg-14.3:
Showappreciationfor
songs,poems,plays,
etc.
EN10VC-IIIg-10
:
Evaluatethe
information
containedinthe
materialviewedin
termsofaccuracy
andeffectiveness
EN10V-IIIg-
13.9:Give
expanded
definitionsof
words
EN10LT-IIIg-
20:Evaluate
literatureasa
sourceofwisdom
inexpressingand
resolving
conflictsbetween
individualsor
groupsand
nature
E
N10WC-IIIg-
1
4:Composean
in
dependent
critiqueofachosen
selection
EN10OL-IIIg-
1.10:Deliver
specialspeeches
liketoastandroast
speeches,tributes,
welcomeand
closingremarks,
speechesto
introduceguest
speakers/resource
personsetc.
effectivelyinvaried
speechsituations
EN
10G-IIIg-30:
Usestructuresof
mo
dification
8
EN10RC-IIIh-23.1:
Identifyingtextual
detailsthataffirm
or
refuteaclaim
EN10LC-IIIh-6.5:
Describethe
emotionalappealofa
listeningtext
EN10VC-IIIh-28
:
Disclosethe
personal
significanceofa
materialviewed
EN10V-IIIh-
13.9:Give
expanded
definitionsof
words
EN10LT-IIIh-
2.3:Draw
similaritiesand
differencesofthe
featured
selectionsin
relationtothe
theme
E
N10WC-IIIh-
1
4:Composean
in
dependent
critiqueofachosen
selection
EN10OL-IIIh-
3.11:Producethe
soundsofEnglish
correctlyand
effectively
EN
10G-IIIh-30:
Usestructuresof
mo
dification
9
EN10RC-IIIi-3.1.12:
Examiningbiases
EN10LC-IIIi-2.9:
Reactintelligentlyand
creativelytothetext
listenedto
EN10VC-IIIi-28:
Disclosethe
personal
significanceofa
materialviewed
EN10V-IIIi-
13.9:Give
expanded
definitionsof
words
EN10LT-IIIi-
20:Evaluate
literatureasa
sourceofwisdom
inexpressingand
resolving
conflictsbetween
individualsor
groupsand
nature
E
N10WC-IIIi-14:
C
omposean
in
dependent
critiqueofachosen
selection
EN10OL-IIIi-
1.10:Deliver
specialspeeches
liketoastandroast
speeches,tributes,
welcomeand
closingremarks,
speechesto
introduceguest
speakers/resource
personsetc.
effectivelyinvaried
speechsituations
EN
10G-IIIi-30:
Usestructuresof
mo
dification
10
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Kto12
BASICEDUCATIONCURRICULUM
Week
RC
Reading
Comprehension
LC
Listening
Comprehension
VC
Viewing
Comprehension
V
Vocabulary
Development
LT
Literature
WC
Writingand
Composition
F
OralLanguageand
Fluency
G
Grammar
Awareness
7
EN10RC-IVg-2.12:
Drawconclusionsfrom
thesetofdetails
EN10LC-IVg-16.2:
Reacttothefalsityor
soundnessofan
argument
EN10VC-IVg-15:
Compareand
contrastthe
contentsofthe
materialsviewed
withoutside
sourcesof
informationin
termsof
accessibilityand
effectiveness
EN10V-IVg-30:
Getfamiliarwith
technicalterms
usedinresearch
EN10LT-IVg-3:
Explainhowa
selectionmaybe
influencedby
culture,
history,
environment,or
otherfactors
E
N10SS-IVg-
1
.6.3:
A
cknowledge
sourcesby
p
reparinga
b
ibliography
E
N10SS-IVg-
1
.6.4:Usewriting
conventionsto
a
cknowledge
sources
EN10OL-IVg-
3.10:Use
appropriate
multimedia
resourcesthat
accompany
language
EN
10G-IVg-32:
Observethelanguage
ofresearch,
cam
paigns,and
adv
ocacies
8
EN10SS-IVh-1.8.1:
Pointoutrelationships
amongstatements
EN10LC-IVh-14.3:
Showappreciationfor
songs,poems,plays,
etc.
EN10LC-IVh-6.5:
Describethe
emotionalappealofa
listeningtext
EN10VC-IVh-29:
Appraisetheunity
ofplot,settingand
characterizationin
amaterialviewed
toachievethe
writerspurpose
EN10V-IVh-30:
Getfamiliarwith
technicalterms
usedinresearch
EN10-LT-IVh-
2.3:Draw
similaritiesand
differencesofthe
featured
selectionsin
relationtothe
theme
E
N10SS-IVh-2.3:
C
omposea
researchreporton
a
relevantsocial
is
sue
EN10F-IVh-1.16:
Deliverself-
composed
Campaign
Speecheson
Advocacies,Social
Issuesand
Concerns
EN
10G-IVh-32:
Observethelanguage
ofresearch,
cam
paigns,and
adv
ocacies
9
EN10RC-IVi-10.2:
Distinguishbetween
generalandspecific
statements
EN10LC-IVi-3.14:
Summarizeimportant
pointsdiscussedin
thetextlistenedto
EN10VC-IVi-6.1:
Evaluatehowthe
elementsthatmak
e
uprealityand
fantasyaffect
viewinghabit
EN10VC-IVi-
30:Assessones
viewingbehavior
EN10V-IVi-30:
Getfamiliarwith
technicalterms
usedinresearch
EN10LT-IVi-21:
Evaluate
literatureasan
instrumentto
expressand
resolveconflicts
within,
between,
andamong
societies
E
N10SS-IVi-2.3:
C
omposea
researchreporton
a
relevantsocial
is
sue
EN10F-IVi-1.16:
Deliverself-
composed
Campaign
Speecheson
Advocacies,Social
Issuesand
Concerns
EN
10G-IVi-32:
Observethelanguage
ofresearch,
cam
paigns,and
adv
ocacies
10
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xxxiv
Kto12B
ASICEDUCATIONCURRICULUM
CODEBOOKLEGEND
Sample:EN4G-If-2.5
LEGEND
SAMPLE
FirstEntry
LearningAreaand
Strand/Subjector
Specialization
English
EN4
GradeLevel
Gr
ade4
UppercaseLetter/s
Domain/Content/
Component/Topic
Grammar
G
-
RomanNumeral
*Zeroifnospecificquarter
Quarter
First
Quarter
I
LowercaseLetter/s
*Putahyphen(-)inbetwee
n
letterstoindicatemorethan
a
specificweek
Week
We
eksix
f
-
ArabicNumber
Competency
Composeclearand
coherentse
ntencesusing
appropriate
grammatical
structures
2.5
DOMAIN/COMPONENT
CODE
Alphab
etKnowledge
AK
Booka
ndPrintKnowledge
BPK
Fluenc
y
F
Gramm
ar
G
ListeningComprehension
LC
OralLanguage
OL
Phonic
sandWordRecognition
PWR
PhonologicalAwareness
PA
Readin
gComprehension
RC
Spellin
g
S
StudyStrategies
SS
Viewin
gComprehension
VC
VocabularyDevelopment
V
WritingandComposition
WC
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1
Teachers Guide
ENGLISH GRADE 10
Program Standard:The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation ofPhilippine Culture and those of other countries.
Grade Level Standard:
The learner demonstrates communicative competence through his/her
understanding of literature and other text types for a deeper appreciation of World
Literature, including Philippine Literature.
MODULE 1
Description:
Module 1 with the theme, Overcoming Challenges, covers the period from the
Beginnings in Oral Tradition (Myths and Legends) to Classical Tradition. This is
especially designed to cater to learners special interests, talents, abilities, skills,
needs, qualities, attitudes hopes, dreams, challenges and values. It also guides
the students to compose a short but powerful persuasive textusing a variety of
techniques and devices.
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. They are carefully distributed andorganized in six lessons.
Though the activities may be contextualized, bear in mind that the competencies
that the students must meet are non-negotiable.
Theme:
Overcoming Challenges
Periods Covered:Beginnings of Oral Tradition (Myths
& Legend)
Classical Tradition
Content Standard:
The learner demonstrates understanding on how world literature and other text
types serve as ways of expressing and resolving personal conicts and also how
to use strategies in linking textual information, repairing, enhancing communication
public speaking, emphasis markers in persuasive texts, different forms of modals,
reexive and intensive pronouns.
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2
Performance Standard
The learner composes a short but powerful persuasive textusing a variety of
techniques and devices.
Reminders to the Teacher:
The strategies for executing the lessons are merely suggestive, not prescriptive.
You are free to modify the procedures which are appropriate for your learners.
Bear in mind that the learning competencies are non-negotiable.
Matrix of Essentials
No. of
LessonSub Theme
Language/Grammar
Focus
Enabling
Activities
1Discovering Personal
Challenges
Using Reexive
Pronouns
Deliver a concise
oral report
2 Building Up DefensesUsing Intensive
Pronouns
Make a quality
brochure on
building defenses
3Capitalizing on
Strengths and
Weaknesses
Modals Expressing
Ability, Possibility, and
Probability
Present a catchy
ad campaign
4Dealing with Personal
Challenges
Special Expressions
Emphasizing a Point
Create an
impressive photo
essay
5Winning Over
Individual Challenges
Modals expressing
obligation, necessity
Participate in
a quick but
meaningful panel
discussion
6 Turning Challenges toOpportunities
Modals expressing
futurity, willingness
Compose a short
but powerful,
persuasive text(Culminating
Activity)
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Module 1
Lesson 1
Sub-theme: Discovering Personal Challenges
Matrix of Essentials
Reading/Literary Text Language/Grammar Focus
Enabling
Tasks
(leading to
Culminating
Task)
ICARUS & DAEDALUS
by Nick PontikisReexive Pronoun
Oral Report
about Cyber
Bullying
Instructional/Learning Plan
Phase of the lesson Activities/TasksWIPS
Provision
Your Journey
This part of the lesson
is composed of two
paragraphs. The rst
paragraph provides a short
and vivid introduction of the
lesson and the discussion
of the sub theme which
is Discovering PersonalChallenges. 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.
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; that is, for them to
demonstrate understanding of how to
deal with personal challenges.
Whole
class
Your Objectives
This part of the
module provides thecompetencies. Remember
that the objectives:
are taken from the
Curriculum Guide
(CG)
Allow the students to go over the
following objectives for them to focus
more on the target concepts, languagecommunication and literary skills:
determine the effect of textual
aids on the understanding of
the text.
get information from various
text types that can be used in
everyday life.
Individual
work
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4
address the
enabling
knowledge
and skills to
be developedto 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.
determine how connected
events contribute to the totality
of a material viewed.
differentiate formal from
informal denitions of words.
explain how the elements
specic to a selection build its
theme.
identify features of persuasive
texts.
identify factors of public
speaking
use reexive pronouns.
Remind them that the expected output
in this lesson is a quality Oral Report
about Cyber Bullyingand the criteriafor assessment will be verbal skills,
non-verbal skills and content of the
presentation.
Ask the students if they have questions
and/or clarications about the rubrics.
Ask the students if they are ready to
proceed to the next phase of the lesson
as part of assessment as learning.
Your Initial TasksPedagogy:
In presenting this part of
the module, the teacher
should be able to:
diagnose and
activate prior
knowledge;
hook and engage
learners interest;
ask questions;encourage
student questions;
welcome tentative
responses as
guide to further
exploration; and
Invite the students to work on the pre-
requisites to check their backgroundknowledge, and to prepare them for
the development of their target skills
through the following tasks/activities:
Task 1. Blocks that block
Explain to the students that each block
represents a saying or well-known
phrase.
Have them identify what is being asked
by each block.
Tell them to write their answers on their
notebooks.
Process the activity using the following
questions:
1. What is your overall impression
about the phrases above?
Small group
discussion
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5
clarify the learners
expectations and
how learning shall
be assessed by
presenting theenabling activity
and the rubrics.
Assessment:
All the activities
in this phase
are diagnostic in
nature. Scores
must be recorded
to help the
teacher planthe succeeding
lessons and not to
grade the students.
All answers are
tentative and must
be written on their
notebooks for
reference.
2. How do they reect realities in
life?
Task 2. Youve Got a Friend
Ask the students to remember the time
when they were weak and low.Allow them to ll out the balloons with
their experiences in life that have to do
with their responses in Task 1.
Let them share their work with their
classmates.
Process the activity using the following
questions:
1. What can you say about the
activity?
2. How did you feel when you haveto recall all those experiences?
3. Did you have fear in sharing
your experiences with the class?
Why?
Task 3. 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. What is the story all about?3. What are the personal
challenges of the character are
highlighted in the video?
4. How would you compare
yourself to the character in the
video?
5. 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 tothe three questions.
Process the activity.
Ask them if they are ready to proceed to
the next phase of the lesson as part of
assessment as learning.
Small group
discussion
Small group
discussion
Small group
discussion
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6
Your Text
In this part of the module,
the teachers must be able
to help the students:
make senseof information,
develop, reect,
rethink, validate,
and revise
understandings of
the lesson;
check for
understanding;
provide feedback;
check against
content standard(content tocontent),
assess students
skills (checking
learners learning
progress and
interest);
ask questions
for them to
construct their own
meanings and
provide a variety oflearning resources
Assessment:
All the activities
in this phase
are formative in
nature. Scores
must be recorded
for instructional
decision not tograde the students.
Task 5. Guide for Reading is
subdivided into different tasks.
Task 5.1 A Scheme for Schema
Let the students answer the questions
in each balloons found in the LM.
Ask them to take note of their answers
and be able to relate all of them to the
selection they are about to read.
Share inputs on the following:
Myth - a myth is an ancient story
created to explain natural events. Gods,
goddesses, and heroes are among
the characters in myths. In addition to
explaining events in nature, some myths
also present a lesson on how to live, or
serve as a warning to follow societysrules.
Daedalus and Icarus is a myth. It
discusses adventures and mistakes of
heroes or characters.
Before asking the students to read the
text, inform them to specically answer
the following questions:
How does Icarus get himself into
a difcult situation?
How did Icarus escape fromCrete?
Process the activity using the following
questions:
1. What are some myths that you
have read?
2. Why are these stories called
myths?
Task 5.2 Anticipation-Reaction Guide
Ask the students to accomplish the
Story Anticipation-Reaction Guide found
in the LM using the following steps:1. Before reading read the
statements and check the
column that corresponds to
their answer of agreement or
disagreement.
Whole class
Whole class
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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.
This process is importantin validating, rethinking
and revising their
understanding.
2. After reading review their
answers and indicate in the last
column whether they were right
or wrong.
Task 6. Vocabulary SpinnerAsk the students to play the vocabulary
spinner by spinning the wheel and give
the synonym, antonym, and function of
each word use in a sentence or give the
denition of the following words:
comfortable
overlapping
plunged
hurtled
vengeful
Before reading 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 reect on
the question.
Provide the students with copies of
the text Daedalus and Icarus by Nick
Pontikis
Ask them to read the text. Let themdeal with the breakers (the questions
in the boxes) to enrich their reading
experience.
Task 7. Flight and Light
Ask the students to answer the
following comprehension questions on
their notebooks.
1. Who hired Daedalus?
2. What did Daedalus design to
hold the Minotaur?
3. What did Daedalus invent tohelp them escape from the
Labyrinth?
4. What did he warn Icarus not to
do?
5. What happened to Icarus?
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8
Check their answers. Allow the students
to interact with each other.
Task 8. Whats Going On?
Ask the students to answer the
following interpretation questions on
their notebooks.
1. Why did Minos imprison
Daedalus in the Labyrinth?
2. Why did Minos think that if
Daedalus cant nd his way out,
so much the better?
3. Minos tells Icarus the plan is
dangerous. Why does he want
them to take this risk?
4. Why did Daedalus leave his
wings on the altar of Apollo?
Why wouldnt he want to yanymore?
Check their answers. Allow the students
to interact with each other.
Task 9. Digging Deeper
Ask the students to answer the
following evaluation questions on their
notebooks:
1. In a short paragraph, describe
how Daedalus planned to
escape from the island prison ofCrete.
2. Do you think Daedaluss plan
to escape will or will not work?
Explain your answer.
3. Could the events of Daedaluss
and Icaruss escape, from the
island prison of Crete, happen
in real life?
4. Which events of the myth could
have happened in real-life?
5. If you had access to building
resources and materials, how
would you design a ying
machine to help you escape
from the island prison of Crete?
Check their answers. Allow the students
to interact with each other.
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9
Task 10. Fact or Not
Ask the students to tell whether the
statement is a fact or not. Draw WINGS
if the statement is a fact and SUN if
otherwise
1. Daedalus was an inventor.2. King Minos wanted to kill the
Minotaur.
3. It would be easy to nd your
way out of the Labyrinth.
4. Icarus designed his own wings.
5. The wings were made of
chicken feathers.
Check their answers. Allow the students
to interact with each other
Task 11. Agree or DisagreeTell the students to state whether they
agree or disagree and nd evidence
from the text as evidences to support
their claim.
Check their answers. Allow the students
to interact with each other.
Task 12. Image in my Mind
Tell the students that as they read the
story, there were mental images that
they could have imagined.
Group them into ve and ask each
group to illustrate the images formed in
their minds while they were reading the
story.
Group 1: The Labyrinth
Group 2: Icarian sea
Group 3: Minos shell
Group 4: Minotaur
Group 5: Icarus wings
Process the activity
Task 13. Time line
Ask the students to create a timeline of
what happened in each of the following:
1. The palace of Minos
2. In prison
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10
3. Icarus in the sea
4. Sicily
Process their answers.
Task 14. Character Cycle
Have the students extract actions,dialogues and thoughts of Athene from
the text and create an impression about
the character.
Check their answers. Allow the students
to interact with each other.
Before doing Task 14, the teacher
should provide inputs on reexive
pronouns.
Task 15. Grammarian for a Day
Allow the students to do the followingactivities:
A. Scan the paragraphs below.
Underline all the pronouns used by
the author.
He was then tried at the Areiopagus,
which was the ancient Greek court, and
banished from his home city of Athens.
He ed to the island of Crete, where
he began to work at the court of King
Minos and Queen Pasiphae, in the
magnicent palace of Knossos.
It is said that Daedalus was the rst
to conceive masts and sails for ships
for the navy of Minos, helping Crete
become a naval power. The statues he
carved were so exquisite, they looked
as if they were alive. It is said that they
would have escaped were it not for the
chain that bound them to the palace
wall.
Daedelus also constructed awooden cow for the queen to hide and
to satisfy her amorous longings for a
white bull sent by Poseidon, and by
which she became pregnant with the
Minotaur.
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When the dreadful Minotaur was
born, Daedalus built the Labyrinth to
contain the monstrous half-man, half-
bull. For years Minos demanded a
tribute of youths from Athens to feed
the creature as punishment for theaccidental killing of his son while he
was visiting Athens.
Eventually, the Athenian hero
Theseus came to Crete to attempt to
slay the Minotaur. Princess Ariadne,
daughter of king Minos and queen
Pasiphae, fell in love with Theseus and
asked Daedalus to help him.
Daedalus gave her a axen thread
for Theseus to tie to the door of the
Labyrinth as he entered, and by which
he could nd his way out after killing
the monster, simply by following the
thread back. Theseus succeeded, and
escaped Crete with Ariadne.
B. From the identied pronouns
above, ask them to pick at least
ve (5) of them and paraphrase the
statement by making the pronouns
reexive.
C. Using the following pronouns,
ask the students to construct their
own sentences by converting the
assigned pronouns into reexive
pronouns.
Ask the students if they are ready to
proceed to the next phase of the lesson
as part of assessment as learning.
Your Discovery Tasks
Pedagogy:
Remember that the
discovery tasks allow the
students to enrich learning
by contextualizing,
localizing, and
differentiating instruction.
Task 16. Men Under Lens
Ask the students to do the following:A. Make a list of all the personal
challenges Icarus and Daedalus
needed to overcome in the text.
B. Pick out the personal challenges
of the two characters the students
have also undergone in their lives.
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Your main target in this
phase is to provide them
the understanding of
content as applied to a
variety of context.
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.
Assessment:
All the activities in this
phase are formative in
nature and must not be
recorded but graded as
bases for instructional
decision whether to
proceed to the next activity
or facilitate another activity
depending on the needs of
your learners.
Refer the students back
to the tentative answers
they have written on their
notebooks to validate
whether their tentative
answers are correct
or not. This process is
important in validating,
rethinking and revising
their understanding.
At the end of this phase,just before doing the nal
task, the teacher may
provide a summative
test (pen-and-paper or
authentic task) to sum up
Processing the activity using the
following questions:
1. What do the similarities of your
personal challenges in life and
those of Daedalus and Icarus
tell? What new discoveries did
you nd?
2. How do you compare the
similarities of your personal
challenges in life and these of
Daedalus and Icarus?
Task 17. In your Own Words
Remind the learners that Daedalus
tried to make Icarus pay attention to his
instructions, but Icarus got excited and
didnt obey the rules.
Then ask them to do the following in 1
whole sheet of paper.
Write an essay about a safety
rule that you think is important
to people but often ignored by
them because it ruins their fun.
Try to convince your readers
that they really should obey this
safety rule.
Process the activity. Highlight thevalue of safety rules. Integrate risk
and disaster reduction management
concepts.
Task 18. Imprint in Print
Allow the students to look in todays
paper for a story about an engineering
solution to a problem. This could be
anything from coordinating trafc lights
to avoiding local ooding problems to
developing a new type of space craft.This is integrated in Science and
Technology by asking the students to
create a chart showing the problem,
the solution and what basic tools and
forces are involved.
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Work
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Remember that the phase
operate in the premise that
performance standards
are done only if the content
standards are addressed
and fully understood. Thissummative 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 verydifferent inventions in this story.
Ask the students to make a library/
internet research of careers in the eld
of engineering on the following aspects:
1. Types of engineering careers
2. How much each type earns
3. What qualications each type
would require.
Share your answer with the class. This
task could be given as an assignmentand 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. Egocentricity12. Procrastination
13. Compulsiveness
14. Envy
Accept varied responses. Allow the
students to interact with each other.
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work
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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 inaccomplishing 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 pressureis 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 instantreactions 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.
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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
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 EightThe students will be grouped according
to their intelligences/abilities.
Ask each group to do any of the
following:
A. Across Thy Mind (ATM) [Logical-
Mathematical]
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 ofcers
and your task is to write a barangay
ordinance that requires the youth
to participate in community serviceactivities.
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
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D. Goal Setting [Intrapersonal]
Make a list of your strengths and
weaknesses.
Set a plan of action that would
transform your weaknesses intostrengths and further improve your
strengths.
E. 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.
F. Strong U [Bodily-Kinesthetic]
Make a dance interpretation of the
song Stronger by Kelly Clarkson.G. Sing [Musical]
Sing a song with any of the following
themes:
Nature
Discipline
Patriotism
H. Maam, May I? [Interpersonal]
Interview your teacher about
how difcult their job is and how
personal discipline helps improve
their work.Accept varied responses. Allow the
students to interact with each other.
Process the activity. Emphasize the
value of positive thinking.
Task 27. My Purpose
Ask the students to create their
Personal Mission Statement for them to
discover their purpose. In writing their
mission statements, let them begin by
completing the chart found in the LM.
Considering the answers to those
questions, ask the students to draft a
personal mission statement.
Individual
work
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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.
Process the activity.
Task 28. 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. Allow the
students to interact with each other.
Process the activity. 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.
Provide a short summative test that
sums up the content standard andmust 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.
Since this is the nal taskof Lesson 1, 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 nal task for
this quarter a short but persuasive text.
A concise Oral Report on the Causes/
Effects of Cyber Bullying, would help
you prepare for such performance at
the end of the quarter
Present the rubrics. Ask them if there
are needed clarications.
Allow the students to craft their own
rubrics as part of assessment of
learning.
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equip the learners with
skills in performing the
culminating activity or the
performance standard for
the rst quarter.Teachers should bear in
mind that this phase:
serves as enabling
task for the
main product/
performance at
the end of each
module;
includes tasks
that are essential
for learnersdevelopment;
is based on real
life situations (if the
teacher wishes to
do modications or
improvisations)
Assessment:
GRASPS-based
assessment criteria
Allow the students to present their
outputs in the class.
Provide feedback.
My Treasure
This part of the module
sums up all the essential
understandings one
must draw out of this
lesson. It is importantthat answers are authentic
inasmuch as the word
MY implies that this part
of the lesson is where the
students develop a sense
of ownership.
Ask the students to read the lines
below:
Personal challenges help one become
a betterperson.Recognizing that thesechallenges are inevitable would help
one become better prepared for life.
Using the lines as stimulus, provide
them with enough time to revisit all the
activities they have done in the lessonbefore completing the open ended
questions.
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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
Ofcial Gazette of the Republic of the Philippines
Imagine. http://www.youtube.com/watch?v=t_YXSHkAahE
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Module 1
Lesson 2
Sub-theme: Building Up Defenses
Matrix of Essentials
Reading / Literary Text Language/Grammar Focus
Enabling Tasks
(leading to
Culminating Task)
THE GORGONS HEAD
from ancient Greece
by Anne Terry White
Intensive pronouns
Brochure
on Building
Defenses Against
Discrimination
Instructional/Learning Plan
Phase of the lesson Activities/TasksWIPS
Provision
Your Journey
This part of the lesson
is composed of two
paragraphs. The rst
paragraph provides a short
and vivid introduction of the
lesson and the discussion
of the subtheme which isBuilding 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.
Invite the students to read the
introduction (Module 1 Lesson
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.
Whole class
Your Objectives
This part of themodule provides the
competencies. Remember
that the objectives:
are taken from the
Curriculum Guide
(CG)
Allow the students to go over thefollowing objectives for them to
focus more on the target concepts,
language communication and
literary skills:
determine the effect
of textual on the
understanding of the text;
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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 enablingactivity.
get information from
various text types that can
be used in everyday life;
determine how connected
events contribute to
the totality of a materialviewed;
explain how the elements
specic 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 clarications
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:
In presenting this part ofthe module, the teacher
should be able to:
diagnose and
activate prior
knowledge;
hook and engage
learners interest;
Task 1. What am I?
Ask the students to read each
statement closely, and identify
what is suggested by eachstatement:
1. I am a vitamin you need if
you have colds. What am
I?
2. I am what you hold on to
when its raining. What
am I?
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ask questions;
encourage
student questions;
welcome tentative
responses asguide to further
exploration; 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. 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.
All answers are
tentative and must
be written on their
notebooks for
reference.
3. I am a game you play in
a court and all you is to
shoot. What am I?
4. I am what you wear when
things get blur. What amI?
5. I once protected China
from invaders, now I am a
wonder for visitors. What
am I?
Put all your answers
together to come up with
the answer to this riddle.
What D is built for protection?
The rst one to give the
correct answer wins.
Use this activity to build schema
Task 2. Discrimination Check
Ask the students if they
have already experienced
discrimination at home, in school,
among your peers etc. Have
them prepare a list of all of theirresponses using the table (refer
to LM). Allow them to:
Share and compare their
lists with a partner.
Add items from others
lists to ones own list.
Use this activity to elicit prior
knowledge
Task 3. Mirror, Mirror
Allow the students to share
strategies on how they have
combated discrimination.
Ask them to pair up, and reect
on these questions:
Pair
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- Who do you consider
as a person who inspires
you because he/she has
successfully combated
discrimination?
- What do you think are the
defences he/she has built
to overcome discrimination?
Write your answers in the
balloon.
Allow them to share answers
with their classmates.
Task 4. Reection
Let the students watch the video
or listen to the song reection
and answer the questions that
follow.
After listening, process the activity
by using the following questions:
1. What is the song all about?
2. What type of discrimination
has been underscored in
the song?
3. How is this discrimination
related to your life (if
theres any)?4. Pick out your favorite lines
from the song and explain
why.
Let them share their answers with
a partner.
Then ask them to sing the song
aloud.
Task 5. 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?
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Ask them to keep this question in
mind as they work on the phases
of this lesson.
Allow them to list logical and
temporary answers to the
enduring question. Use the tablein found in the LM for this purpose.
Task 6. Learning Expectations
Ask the students to write their
targets on what they expect /
need / hope to learn in this lesson.
As they explore this
lesson, they can add /
answer the question and
consider how the tasks
will help them becomebetter prepared for life.
Ask the students if they are ready
to proceed to the next phase of
the lesson as part of assessment
as learning.
Your Text
In this part of the module,
the teachers must be able
to help the students:
make sense
of information,
develop, reect,
rethink, validate,
and revise
understandings of
the lesson;
check for
understanding;
provide feedback;
check against
content standard
(content to
content);
assess students
skills (checking
learners learning
progress and
interest);
Task 7. Guide for Reading
Allow the students to read the
succeeding text carefully.
Discuss the chart found in the LM
as the learners guide in reading
the text.
Highlight the author:
Anne Terry White (1896), whowas born in Russia, has worked
as a teacher, a social worker, and
a translator of Russian literature.
Amongst her most-loved tale is
the Gorgons Head
Provide inputs on oral tradition:
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ask questions for
them students to
construct their own
meanings and
provide a variety oflearning resources
Assessment:
All the activities
in this phase
are formative in
nature. Scores
must be recorded
for instructional
decision not tograde the students
since teachers
have to give inputs
in this phase.
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. This process
is important
in validating,
rethinking and
revising their
understanding.
It is the manner in which
information is passed from one
generation to the next in the
absence of writing or a recording
medium. In the days before near-universal literacy, bards would
sing or chant their peoples
stories.
They employed various
(mnemonic) techniques to aid in
their own memory and to help
their listeners keep track of the
story. This oral tradition was a
way to keep the history or culture
of the people alive, and since it
was a form of story-telling, it wasa popular entertainment.
As they read the Myth, ask
them to look for the heroic
qualities of Perseus and the
personal challenges he has
to overcome to acquire the
gorgons head.
Let them accomplish the Story
Anticipation Guide in the LM.
The teacher must also emphasize
the following:
1. Before reading, mark
whether the students
agree or disagree with the
statement.
2. After reading, ll in the
column with the page
number where they
found their answer in the
statement.
Then ask the following questions
for processing:
Where you correct? If not, what
did you learn?
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Task 8. My Mystery Word
Ask the students to unscramble
the letters to form the correct
word in each item found in the
LM. Then ask them to write the
word in the box.
Before reading the text, ask them
to reect on the question, 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. Allow them to write
the questions and answers
on the breakers (questions
inside the boxes) to enrich their
understanding of the text.
Task 9. Dissecting the Text
Test the students comprehension
of the text by asking the following
questions:
1. What is dreadful oracle
that is delivered to King
Acrisius?
2. What adventure does
Polydectes suggest thatPerseus undertake?
3. List three perilous
encounters Perseus
experiences during his
adventure.
4. Explain how the oracle
given to King Acrisius is
fullled.
5. What is Polydectess true
motive in sending Perseus
to kill Medusa?
6. Medusa is beheaded by
Perseus, yet her head
continues to have power.
Explain how the evil
gorgons head is benecial
to Perseus.
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7. What heroic
characteristics does
persues have?
8. What help does he get on
his quest?
9. How does Perseussquest enable him to
prove himself a hero?
Task 10. Visualizing the Text
Group the students into ve (5),
each of the group will be given a
specic task to work on.
Group 1:Create a timeline of
events in the story.
Group 2: Create a Venn Diagram
that compares the characteristicsof Perseus and Medusa.
Group 3:Create a diagram that
shows the challenges overcame
by Perseus in his quest to
acquire the gorgons head.
Group 4: Using the gorgons
head as a diagram, point out at
least ve utterances of Perseus
that strike your group the most.
Group 5:Create a diagram thatshows the relationship of all the
characters in the myth.
Process the activity using the
following questions:
1. How did you feel about
the activity?
2. What diagram is assigned
to you?
3. Do you nd diagramming
difcult? 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.
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Before doing the next task, ask
the students to go back to their
Anticipation-Reaction Guide
found in the Your Text phase
Task 11. Act and CounteractLet the students examine all the
groups outputs from the previous
task. Let them note something
about the outputs of the other
groups. Remind them not to write
anything about their own groups
output.
Processing the activities using
the questions below.
1. What specic
characteristics does eachof the diagrams have you
noticed?
2. Are there notable
similarities or differences
among the diagrams?
3. How would these
diagrams help you in
understanding the text as
a whole?
Task 12. My Coat of ArmsRemind them that to be able to
kill the gorgon, Perseus built an
intelligent line of defenses.
Then ask the students to identify
what these defenses are using
the coat of arm diagram found in
the LM.
Process the activity.
Task 13. Make Sense to Me
Have them pick out at least ten(10) sentences from the myth
The Gorgons Head that shows
sensory images.
Let them identify the senses to
which these statements appeal.
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Process the activity.
Task 14. Triple Treat
Present to the students
paragraphs lifted from The
Gorgons Head. Ask them to:
Task 14A. Circle all the pronouns
in the paragraph.
That was the last Perseus ever
used the horrible head. (1-2) He
gave it most willingly to Athene,
who kept it ever after.
(3) Now that the Polydectes was
dead, Danae yearned to go home
again and be reconciled to herfather. (4) So perseus made the
sherman Dictys King of island
and sailed with his mother and
Andromeda to Greece.
(5-6) But it happened that when
they came to Argos, King Acrisius
was away from home. (7) Games
were being held in Larissa,
and Perseus, hearing of them,
decided to go there and take
part. (8) And there at the game it
was that the oracle with Acrisius
had received at Delphi was
strangely fullled. (9) For when
it came Perseus turn to throw
the discus, (10-11) he threw it so
that it swerved to one side. (12) It
landed among the spectators and
killed an old man. That old man
was King Acrisius, who had gone
to such cruel lengths to avoid the
fate which the gods had ordained.
Task 14B. Paraphrase at least
ve (5) sentences by transforming
the circled pronouns into reexive
or intensive pronouns
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IF APPLICABLE. Write R on
the blank before each item if
the pronoun is Reexive or I if
Intensive.
Task 14C. Using the previousexamples of Reexive and
Intensive pronouns, compare and
contrast the two.
Task 15. A Hero in Me
Let them read the stimulus A hero
saves the day. Saving people and
sav
top related