learning target: extract meaning from the...

ENGLISH 10

SECOND QUARTER-Lesson 1

Activity No.1

ACTIVITY TITLE: Extracting Meaning From The Listening Text

LEARNING TARGET: Extract meaning from the song”Common Ground”

by Kodaline

”Common Ground” is a popular song which is included in Ireland

singles Top 100. This is sang by the group called Kodaline. Kodaline is a

famous Irish band.

(Note to the teacher: The copy of the song is found in the

Learner`s Material page 118)

ACTIVITY:

Listen to the song Common Ground then analyze the question and

answer briefly.

1. What is the song all about?

2. How did you feel while listening to the song?

3. What advice is given in the song? Do you agree with it? Why or

why not?

4. Would you follow the advice given? Why or why not?

5. Sketch an object on what you visualize in the song. Explain it.

ENGLISH 10

SECOND QUARTER- Lesson 1

ACTIVITY NO. 2, 3 &4

(To be done in 3 days)

ACTIVITY TITLE: Expressing Appreciation For Sensory Images

LEARNING TARGET: Express appreciation for sensory images used in the

reading text Inferno

REFERENCE: English 10 Learner’s Material pp. 123 - 129

(Note: Before letting the students read the text Inferno, the teacher should

present and discuss the background of the story found in the Teacher`s Guide

page 123)

INFERNO

By: Dante Alighieri

Translated by John Ciardi

(Copy of the story is to be provided by the teacher)

ACTIVITY 1: Answer briefly.

1. What is Virgil`s advice to Dante as spoken at the Gate of Hell?

2. Who are the souls tortured in this Canto?

3. What is Charon`s reaction to Dante`s attempt to cross the River of

Acharon?

4. How does Virgil silence Charon?

ACTIVITY 2:

In Canto III, Dante begins his description of hell which becomes an assault

on the senses of the readers. As we read his harrowing descriptions of the sounds,

sights, and even smells of hell. We come to share in Dante`s repugnance of the

horrible experience the poet encounters.

List the details from the Canto for each sense in its proper column.

Eyes Ear Hand Lip Nose

ACTIVITY 3: Form 4 groups. Perform the task assigned in your group.

1. EYE GROUP – Make a poster of what hell looks like based on the text.

2. EAR GROUP – Record sounds of hell based on the details from the text or

use your voice and other materials available in producing the sounds.

3. HAND GROUP – Show an interpretative dance to reflect the movements of

tormented souls.

4. LIP GROUP - Present a speech choir about doing good to avoid being in hell

(based on the text).

ENGLISH 10


ACTIVITY NO. 5

ACTIVITY TITLE: Making Definitions

LEARNING TARGET: Make definitions of unfamiliar words.

REFERENCE: English 10 Learner’s Material pp. 130 – 131

Definitions are core part of any dictionary. Writing basic definitions require skill, practice,

and sometimes help.

Read the basic guidelines to follow when writing a definition:

1. Just the (dictionary) facts.

. A definition should contain the information about the word and what the word

refers to.

Do not include usage notes in a definition. Get to the point. Clarity, brevity,

conciseness are better when writing definitions.

2. Avoid complicated terms.

Avoid terms that are more complicated or more technical than the term being

defined.

3. Avoid specific terms.

. Use conventional English words in explanations whenever possible. The more

widespread a term is, the more users will benefit.

. Stay away from jargon.

Highly technical terms should be avoided whenever possible. Although there

are cases which involve the use of a technical term in a specialized field, it

should be minimal.

4. Avoid circularity.

It is not good to define a word with that same word in the definition. Use

different terms.

5. Make it simple.

Write with simple grammatical structure rather than the complex ones. Place

key terms and short explanations near the start of the definition.

ACTIVITY: List five unfamiliar words in the story Inferno and make definition by

following the guidelines.

WORD DEFINITION

1.

2.

3.

4.

5.

ENGLISH 10


ACTIVITY NO. 6

ACTIVITY TITLE: Identifying Parts and Features of Argumentative Essays

LEARNING TARGET: Identify parts and features of argumentative Essays

REFERENCE: English 10 Learner’s Material pp.133 -134

An argumentative essay is a type of writing that requires a writer to defend

a position on a topic using evidence from personal experience, literature, historical

examples, and research to support his or her evidence. It is highly persuasive and

logical.

An argumentative essay includes the following:

Presents and explains the issue or case

Gives reasons and supports that should prove its point

Refutes (proves wrong) opposing arguments

PARTS OF AN ARGUMENTATIVE ESSAY:

1. Introduction – introduces the problem and gives the background information

needed for the argument and the thesis statement.

2. Body – contains the reasons. Each paragraph talks about one reason. The reason

is included in the topic sentence and is supported by details or materials. These

supporting materials can be examples, statistics, personal experiences, or

quotations.

3. Conclusion – restates the main claim and gives one or two general statements

which exactly summarize the arguments and support the main premise.

ACTIVITY: Identify and classify!

From the model argumentative essay “ Aggressive Driving Should Be

Avoided” which is found on the Learner’s Material pp. 131 – 132, identify its

parts by rewriting the essential statements in the box.

Introduction:

Body:

Conclusion:

ENGLISH 10


ACTIVITY NO. 7

ACTIVITY TITLE: Writing a News Story

LEARNING TARGET: Write a news story

CONCEPT NOTES:

News is a packaged information about current events happening somewhere

else. It can be a broadcast or a published report.

Key Components for a Good News Report

Attention - getting headline

A strong lead containing 5 w’s and H

Use of quotes

Real facts (truth and accuracy matter)

A strong summary

Organization of the news ( presenting information from most to least

important)

What makes a story newsworthy?

Some key elements when considering “newsworthiness” are:

Timing: If it happened today, it’s news, if it happened last week, it’s not;

with 24-hour news access, “breaking” news is important

Significance: how many people are affected

Proximity: the closer a story hits home, the more newsworthy it is

Prominence: when famous people are affected, the story matters

Human interest: because these stories are based on emotional appeal,

they are meant to be amusing or to generate empathy.

ACTIVITY:

Write a current news story on resolving conflicts that happened in your

school or community. Fill up the chart below to be guided in writing the first

paragraph or lead.

Title of the news

Lead

Other details

Summary

ENGLISH 10


ACTIVITY NO. 8

ACTIVITY TITLE: Presenting a News Story

LEARNING TARGET: Present a news story

REFERENCE: English 10 Learner’s Material 140 - 142

Here are some tips on presenting your news:

Use an introduction. Make sure these sentences are easy to understand and

should be delivered no longer than 20 seconds.

Check that you are saying the names of people and places correctly.

When you read your introduction, speak clearly and be enthusiastic.

You can emphasize important words by pausing before you say them or saying

them a little louder. Make these words on script so you won’t forget.

Speak in normal voice. You don’t have to shout and you shouldn’t whisper.

Stand or sit up straight. Be natural. Try not to move too much or it will

distract your audience.

Practice with the camera and microphone and to get used to what it feels

like to present a news.

Have fun and enjoy yourself.

ACTIVITY: Present your news

(Before the presentation, the teacher will introduce the rubrics to the

students which is found on the Learner’s Material page 142)

With the rest of the class, present your news report with ease and confidence. Be

guided with the rubrics presented by the teacher for a successful news report

presentation

ENGLISH 10


Activity Sheet No.1

ACTIVITY TITLE: Presenting Information Using Tables, Graphs and Maps

LEARNING TARGET: Presenting Information Using Tables, Graphs and Maps

REFERENCE: English 10 Learner’s Material, pp. 146-147.

Sometimes it is easier to understand the text by picking up key information

and transferring them from a paragraph to a graphic or visual organizer like

diagrams, charts and tables.

Task: I WANT A PIZZA

1. Read the speech of Lourdes R. Quisumbing entitled “Values Education for

Human Solidarity”. What values and qualities must people possess to

attain harmony and solidarity? Write these values on the slices of the

pizza. Explain with the rest of the class why you came up with such

values.

2. Describe how our country would be like if harmony and solidarity are

attained.

ENGLISH 10

SECOND QUARTER

ENGLISH 10


ACTIVITY NO. 2

ACTIVITY TITLE: Explaining How the Selection Builds Its Theme

LEARNING TARGET: Explain how the selection builds its theme

REFERENCE: English 10 Learner’s Material pp. 152 – 157

THE SONG OF ROLAND

(Copy of the selection will be provided by the teacher)

The “Song of Roland” is an epic poem and as such, deals with the heroic deeds

of great men. It was written in Medieval Period A.D. 450 – 1300. It is

considered an epic which deals with the theme of betrayal. Within the confines

of medieval society, betrayal of one’s lord or vessel was considered the

greatest violation of the feudal code.

ACTIVITY:

Answer the questions briefly.

1. What are the characteristics of the ideal knight according to the “Song of

Roland”?

2. Why was Ganelon very angry at Roland?

3. How do you feel about King Charlemagne? Is he a wise king? Explain.

4. What caused the death of Roland?

5. How do you feel about Roland?

6. Explain how the selection build its theme.

ENGLISH 10


ACTIVITY NO. 3

ACTIVITY TITLE: Using The Correct Sound of English When Delivering an

Extemporaneous Speech

LEARNING TARGET: Use the correct sound of English when delivering an

extemporaneous speech

REFERENCE: English 10 Learner’s Material page 159

An extemporaneous speech is a limited – preparation speech event based

on research and original analysis. It is especially applied to an

unmemorized speech given from notes or an outline.

Here are some tips when delivering an extemporaneous speech:

1. Decide quickly what your one message will be.

2. Do not try and memorize what you will say.

3. Start off strong and with confidence.

4. Decide on your transitions from one point to the other.

5. Maintain eye contact with the audience.

6. Occasionally throw in an off – the- cuff remark.

7. Finally, have a good conclusion.

ACTIVIVITY:

Present an extemporaneous speech on the given topic below.

Is global solidarity possible?

ENGLISH 10


Activity Sheet No. 1

ACTIVITY TITLE: Detecting Bias and Prejudice in the Material Viewed

LEARNING TARGET: Identify bias and prejudice in the given material.


Being sensitive to others means understanding their joy, their pain, their

situation, and where they are coming from. The test of our sensitivity is when we

understand other people without bias or prejudice.

A bias is a highly personal or unreasoned, deformed, or twisted judgment

otherwise known as prejudice. Thus, someone who looks at people or things with

bias usually tends to stick to his own judgement, no matter how distorted it is.

Task: PICTURE TALK

Look at the photos below. What do they reveal about men, women and

children? Write your answers on the space below.

1. What does each picture reveal about men and women?

2. Should women always be pictured as doing household chores and men as

warriors? Why?

ENGLISH 10

SECOND QUARTER - Lesson 3

Activity Sheet No. 2

ACTIVITY TITLE: Scanning for Needed Information

LEARNING TARGET: Scan the text for needed information.


Scanning involves moving your eyes quickly across a line or down a page to

locate particular information. You scan the material to look for a specific fact or

for specific information, such as a date, a definition, a name or a number in a

telephone book. Through guide questions, you can be easily directed to the specific

meaning and information you are looking for.

Task: LOVE IS EVERYWHERE

Here are photos from some romantic films. Match the description of the

characters in the movie to the photos. Whose love story do you consider special

and worth emulating? Why?

ENGLISH 10


Activity Sheet No.3

ACTIVITY TITLE: Appreciating the Use of Sound Devices in Poetry

LEARNING TARGET: Explain the importance of sound devices in poetry.

REFERENCE:English 10 Learner’s Material, pp. 174-175.

Sound Devices in Poetry

1. Alliteration-The repetition of initial consonant sounds.

2. Assonance-The repetition of vowel sounds.

3. Onomatopoeia- The use of words which imitate sound.

4. Rhyme- The similarity of ending sounds existing between two words.

5. Rhyme Scheme - The sequence in which the rhyme occurs. The first

sound is represented as the letter “a” the second “b”, etc.

6. Repetition- The recurring of words, phrases, lines and stanzas.

Task: SOUND THE SONNET

Read the poem below and enjoy the use of sound devices, and discover the

message that it conveys.

LAURA

Translated by Morris Bishop

She used to let her golden hair fly free

For the wind to toy and tangle and molest;

Her eyes were brighter than the radiant west.

(Seldom they shine so now.) I used to see

Pity look out of those deep eyes on me.

(“It was false pity,” you would now protest)

I had love’s tinder heaped within my breast;

What wonder that the flame burned furiously?

She did not walk in any mortal way,

But with angelic progress; when she spoke,

Unearthly voices sang in unison.

She seemed divine among the dreary folk

O earth. You say she is not so today?

Well, though the bow’s unbent, the wound bleeds on.

1. How many lines are there in the poem? How do you call a poem with 14 lines?

2. Identify examples of alliteration, assonance, onomatopoeia, repetition and

rhyme as used in the poem.

3. What is the rhyme scheme?

4. How do sound devices contribute to the overall beauty of the poem?

5. Would the poem attract listeners if the sound devices were not used? Why?

ENGLISH 10


Activity Sheet No.4

ACTIVITY TITLE: Evaluating Accuracy, Relevance and Validity of Information

LEARNING TARGET: Evaluate the listening text in terms of accuracy, validity,

adequacy and relevance.

REFERENCE: English 10 Learner’s Material, pp. 178.

A news report presents facts about people or events. It does not contain

the writer’s opinion. A news reporter gathers information from different sources,

such as people, public records, books, etc., and then presents these information in

the most accurate way possible. It’s up to the readers or listeners to make their

conclusion based on the facts and findings presented.

Task: LISTEN TO A POINT

Listen as your teacher reads a report from http:/www.rappler.com/move-

ph/42214-ph-male-female-inequalities accessed on July 2014 about male and

female inequalities in the country. Take note of information that will you decide

whether the news report is valid, accurate, relevant, and with adequate

information.

1. What is the news article about?

2. What is the source of the news? Is it a valid source?

3. What data about male and female equality in health and survival, education,

economic participation, and politics have been mentioned?

4. Will you consider this news accurate? Why?

5. Does the article have all the necessary details that you would need to be

well-informed on the issue? What other data do you need?

6. How important is this news to your life? Explain briefly.

ENGLISH 10


Activity Sheet No. 5-6

ACTIVITY TITLE: Using the Correct Sound of English When Delivering an Impromptu

Speech

LEARNING TARGET: Use the correct sound of English when delivering an impromptu

speech.

REFERENCE: English 10 Learner’s Material, pp. 189.

Impromptu , derived from a Latin phrase meaning “in readiness” is applied to a

speech given, a poem recited, or a song sung without advance notice or warning.

Get to know more about delivering lines/speeches by watching this “Toastmasters”

video taken from video sharing sites. Be able to list down tips in delivering on the spot or

impromptu speeches.

Watch another video which presents an example of an impromptu speech. Listen

attentively to the language, words and expressions used by the speaker in delivering

his/her impromptu speech.

Task 1: YOUR SPEECH . . . TAKE ONE

Study the situation that will serve as basis of your speech. You will be given 5

minutes to prepare your speech. When preparing you may use the PREP strategy (State

your Point, Give Reasons, Cite Examples, and Go Back to the Point) to gather your

thoughts.

After Junior High School, you have decided to apply for work. The company, “Just

Human” a local travel agency is looking for a front desk officer who will take charge of

accommodating guests and answering calls and queries from customers. To get accepted,

you need to introduce yourself, share your skills and explain why you are the right person

for the job. Your diction and use of the English language will make you get the job.

As soon as you have written your speech, deliver your speech in front of your

classmates. Be ready to gather comments from them.

1. Do you think you will be accepted for the job? Why?

2. What do you plan to do improve your speaking skills?

Task 2: Showcase Your Speech

1. Get from your teacher the scenario/situation your group will use for your speech.

2. Let your teacher read to you the situation/scenario.

3. Draw lots on who will be the first to speak.

4. The first speaker will talk about the given situation for three minutes. The second

speaker will begin his/her speech based on the last sentence of the first speaker.

This will continue until the last speaker has delivered his/her speech.

ENGLISH 10


ACTIVITY 1

Title: Detecting Bias and Prejudices

Learning Target: Detect bias and prejudice in material viewed

Reference: English 10, Learner’s Material - pp. 196-197

An important skill in critical reading is the ability to detect

the author’s bias and prejudice on his works.

There are several ways to detect the author’s possible bias

and prejudice, for example:

1. The author uses inflammatory languages.

2. The author makes claims whose purpose is to demean one

social, national, religious or gender group as compared to

another.

3. The author presents evidence that serves to tell only one sie

of the event or issue.

4. The author manufactures, falsifies or dishonesty cites

evidence in order to present his case in more positive light.

There are bias and prejudice in newspaper editorials,

political cartoons, letters, arguments and even in signs and

billboards.

EXERCISE A: Here are signs found in different places in the world. Read each one

carefully and find out its message.

( The teacher will provide copy of signs found in LM p.197 )

EXERCISE B : Answer the following questions accordingly.

1. What helped you in the task?

2. Do you also have biases? What are they?

3. Have you experienced fighting for something or defending yourself against

other people’s biases? How did you react to it?

4. Do you think it is right to have biases? Why?

ENGLISH 10


ACTIVITY 2.2-2.3

Title: Explaining the theme of a particular literary selection

Learning Target: Explain how the elements specific to a genre contribute to the

theme of a particular literary selection.

Reference: English 10, Learner’s Material- pp. 200-207

The Decameron was written by Giovanni Boccaccio, an Italian poet and Renaissance

Humanist.

It is comprised of 100 novellas told by 10 men and women over a ten day journey away

from plague-infested Florence. It is said to be a portrayal of everyday life. The title comes

from two Greek words deka (meaning ten ) and hemera or day.

G.H. McWilliam the known translator of Decameron write that the women probably

represent the four cardinal virtues ( Prudence, Justice, Temperance and Fortitude) and the

three theological virtues ( Faith, Hope and Love).Three men represent the tripartite division of

the soul into ( Reason, Anger and Lust )

Boccaccio writes in the introduction that he withheld the true names of the members of

the brigata, because he doesn’t want them to embarrassed at any time in the future. The

translations of Italian names of the members of Brigata with their possible allegorical roles:

1. Pampinea – full of vigor ( Prudence)

2. Fiammetta – little flame ( Temperance)

3. Filomena – the beloved, or lover of song ( Fortitude)

4. Emilia – she who allures ( Faith)

5. Elissa – an Italian variant of Dido ( Hope )

6. Neilfile – newly enamored,possibly a reference to the dolce stil novo and Dante ( Love)

7. Lauretta – a diminutive of Petrach’s Laura ( Justice)

8. Panfilo – all loving ( Reason)

9. Filostrato – defeated by love ( Anger)

10. Dioneo – an Italianized version of Dionysus ( Lust)

EXERCISE A: Read the story, “ Federigo’sFalcon” from the Decameron

( The teacher will provide the copy of the story, refer to LM ,pp 200-207)

EXERCISE B: GROUP WORK: Each group will discuss and answer each assigned task.

Group 1: What is the difference between saying that Monna “took no notice” of Federigo’s

love and saying that she did not notice it? Is it important to explain this

distinction?Why?

Group 2: Federigo decided to kill his falcon. Is it in a way similar to Monna’s decision to ask

him for it? Describe the sacrifice both of them had to make.

Group 3: What social and moral problems came up when Monna Giovanna’s son asked her to

obtainFederigo’s falcon? In the end, what characteristics of a mother and a

woman does Monna reveal?

Group 4: Can we say that the two characters were models of behavior? In what way?

What faults if there were, did they have? How did you feel when Monna decided

to marry Federigo in the end?

Group 5: What is the theme of the story? What was Federigo’s attitude toward the

falcon? How does the falcon symbolize the central values of the story?

ENGLISH 10


ACTIVITY 4

Title: Determining tone, mood, technique and purpose of the author

Learning Target: Determine tone, mood, technique and purpose of the author

Reference: English 10, Learner’s Material, page- 208

Federigo’s Falcon builds on a theme. Theme of the story refers to

the central topic of the text. Its tone and mode are also felt all over the

story. Tone refers to the attitude of the of the author towards a subject

while mood is the atmosphere of the story. It’s the feeling you get while

reading the story.

EXERCISE A: Fill in the graphic organizer with appropriate information about the

story.

EXERCISE B: The theme of Boccaccio’s Tales has become an inspiration to

different authors. Go through the famous Philippine mythical story of

IbongAdarna, compare and contrast it with Decameron.

Similarities Differences

Ibong Adarna

Decameron

( Federigo’s Falcon)

Federigo’s Falcon

Main Theme

Tone Mood Sub Theme

ENGLISH 10


ACTIVITY 5

Title: Reading closely to get the author’s purpose

Learning Target: Read closely to get the author’s purpose.

Reference: English 10, Learner’s Material- pp. 215-217

Every written material is done to serve certain purposes. A writer has a specific

purposes to achieve for his listeners or readers. There are six author’s purposes:

1. To inform – the author intends to provide his readers facts, data or a body of

knowledge or information.

2. To entertain – the author’s purpose is to please his listeners and amuse his readers.

3. To persuade – Getting the readers or listeners to move or leading them to arrive at an

agreement by appealing to their emotions and feelings.

4. To enlighten – A clear explanation regarding an issue and enlighten the readers by citing

relationship of facts. A clear description of facts surrounding the matter helps clarify

points of difficulty.

5. To impress – It is the way to simply influence the readers by soliciting sympathy or

awakening the spirit of an individual to a new insight.

6. To give praise or to pay tribute – It is a praise or a tribute to someone who has

rendered some laudable acts of accomplishments. EXERCISE: Read the descriptions of each item and determine the author’s purpose. Then,

in a sentence or two, explain your answer.

1. A pamphlet calling on people not to eat animals or use products made from

animals because the author thinks that it is cruel and unnecessary.

Author’s Purpose: _______________________________________

Explain your Answer:

(Write a sentence or two)

2. An arts craft book containing procedures for making scrapbook, origami

and other do-it-yourself arts novelty items.

Author’s Purpose: _______________________________________

Explain your Answer:(Write a sentence or two)

3. A book of over 1’000 believe-it-or-not stories.

Author’s Purpose: _______________________________________

Explain your Answer:(Write a sentence or two)

4. A politician’s speech about how children in the far flung towns should be

provided with equality education and medical help.

Author’s Purpose: _______________________________________

Explain your Answer:

(Write a sentence or two)

ENGLISH 10


ACTIVITY 6

Title: Using Words or Expressions that Affirm or Negate

Learning Target: Use words or expressions that affirm or negate.

Reference: English 10, Learner’s Material, pp. 217- 221

Here are Frequently used Adverbs of Affirmation:

Adverb of Affirmation:

It is an adverb which is used in the sentence to affirm it was true. Generally these

adverbs are used to answer the questions raised by others.

They are : absolutely, affirmatively, all right, alright, assertedly, certainly, clearly,

definitely, doubtlessly, exactly, obviously, positively, really, surely, truly, undoubtedly.

Adverb of Negation:

It is an adverb which is used in the sentence to deny it as true. Generally these

adverbs are used to answer the questions raised by others like almost, contradictory,

invalidly, never, no, not, rarely.

EXERCISE: The following are taken from the summary of the book “12 Little Things

Filipinos Can Do To Help Our Country” by Alexander Lacson. Comment on each of the

following items. Use expressions that affirm or negate.

1st : Follow the traffic rules. Follow the law

Traffic rules are the most basic of our country’s law. If we learn to follow

them, it could be the lowest form of national discipline we can develop as

people. A culture of discipline is crucial to our destiny as a nation.

Whenever we follow traffic rules, we show our love for our neighbor, our

love for the Filipino

2nd : Always ask for an official receipt

Asking for ORs leads to a higher tax collections, which means more funds

for our government, which could strengthen our economy and lead us to

progress.

Whenever we help our government in helping our people, we show our love for

our neighbor.

3rd: Don’t buy smuggled goods. Buy Local, Buy Filipino.

Our money should support our economy, not the economy of other countries.

Buying Filipinos means supporting the Filipino.

Whenever we support one another as Filipinos, we show our love for our

neighbors.

4th: Speak positively about us and our country.

Every Filipino is an ambassador of our country. Each one of us, wherever we

maybeis a salesman of our country.

Whenever we speak positively of our people, we show our love for our

neighbors.

ENGLISH 10


ACTIVITY 7-8

Title: Writing and Delivering Speech using Correct Stance and Proper Stage Behavior

Learning Target:Write and deliver speech using correct stance and proper stage behavior

Reference: English 10, Learner’s Material, pp. 223-227

EXERCISE A: Based on the situation given below, prepare your speech using the

PREP strategy you have learned in previous lessons. Keep it short and simple by

writing a maximum of 10 sentences only.

You are a member of “Everybody Happy” Club. You have attended a meeting with

your fellow members to talk about the different school-related issues. You feel

strongly about this advocacy since you want your school to be a safe and happy place

for all the students.

Among the school issues up for discussion are the following:

Bullying

No- collection policy

No assignment on Fridays

Internet access for all students

Community-based projects

No uniform policy (casual attire for students)

Extra-curricular activities

Class schedule

PREP PATTERN:

State your point about the

topic:________________________________________

Give your reasons for your point or stand on the issue. Back it up with your

source.____________________________________________________

Provide example or personal experiences to support your point or stand on an

issue

_________________________________________________________

Go back to the point or stand on an issue.

___________________________________

EXERCISE B: Following the speech you have written, be ready to share it in class.

Keep in mind message you want to convey to your audience and don’t forget to

observe the proper stage behavior when delivering a speech.

( You will be graded using a rubric provided by your teacher, LM pp.224-226)

ENGLISH 10


Activity No. 1

Activity Title: Exaggerating the Generals

Learning Target: Recognize and use generalization and exaggeration

Reference: Celebrating MulticulturismThrough World Literature, pages

229-230

Unsupported generalizations and exaggerations are baseless

information which can mislead listeners or readers. Unless additional

information to support them is available, do not believe them immediately.

Check them for accuracy and truthfulness.

Example: All teachers wear high-grade spectacles.

The following words are some of the signals of generalization

statements: all, none, most, many, always, often, everyone, never,

sometimes, some, usually, seldom, few, generally, and overall.

Activity 1. Listen carefully to the text (read twice by your teacher).

Distinguish exaggerated words or expressions, and accomplish the box

below.

Exaggerated Words/Expressions More Appropriate Words

Activity 2. Change the following baseless generalizations to a more accurate

statements:

1.. Generally, students without ID cards are temporarily enrolled.

2. All government officials honestly serve the people.

3. Modern technology is always beneficial to man.

4. Everyone in showbiz earns much money.

ENGLISH 10


Activity No. 2

Activity Title: From the Story, We Differ

Learning Target: Use previous experiences as scaffold to the message

conveyed by a material viewed

Reference: “The Hunchback of Notre Dame”,

http://mousejunkies.com/wp-content/uploads2012/03/hunchback.

Activity: (Viewing of “The Hunchback of Notre Dame”)

Questions to consider before, and be answered after viewing:

1. How do history & culture influence the author in expressing

the major theme of the story?

2. What is the significance of the structure of Notre Dame in

the setting of the story?

3. What social strife did the author, Victor Hugo, show in the

story? Give your suggestion to resolve the issue.

4. In your personal view, how do you deal with differences in

people? Cite an example.

http://mousejunkies.com/wp-content/uploads2012/03/hunchback

ENGLISH 10


Activity No. 3

Activity Title: Lookout for the Outlook

Learning Target: Use words and expressions that affirm or negate

Reference: “The Hunchback of Notre Dame”, Celebrating

MulticulturismThrough World Literature, pages 233- 23

A person is entitled to his own opinion. In his interaction with

others, one affirms or negates to ideas expressed for a certain motion

or issue.

Affirming expressions:

That’s right! * No doubt about it. * Certainly.

That’s great. * Yes, you’re correct. * Definitely.

Negating Expressions:

I respect you for that, but. . .

I have nothing against your point, however. . .

I know what you are trying to imply, but. . .

Pardon me, but. . .

Activity: Express your affirmation or negation on the following

statements from “The Hunchback of Notre Dame”.

1. Notre Dame de Paris was the geographical and moral center of

Hugo’s fictional novel.

________________________________________________

2. The story was primarily concerned with the themes or social

strife and prejudice.

________________________________________________

3. The action of the story unfolded not only inside or around the

cathedral but also on the top of its towers where Quasimodo can

spy virtually on anyone in the entire city.

________________________________________________

ENGLISH 10


Activity No. 4

Activity Title: The Explicits and Otherwise

Learning Target: Read closely to get explicitly and implicitly stated

information

Reference: Multiculturism Through World Literature, page 238

Explicit information is an information that is clearly and directly

stated in the text. Implicit information is not expressly stated and

needs the reader or listener to infer or conclude based on available

details.

Activity 1. (Teacher provides each student a copy of a short

selection.) Read the given short selection and give the items asked

for:

1. List three explicit information from the text.

___________________________________________

___________________________________________

___________________________________________

2. List three implicit information from the text.

___________________________________________

___________________________________________

___________________________________________

Activity 2. “In One’s Shoes”

If you are a priest or a pastor, which type of giving information

should you use for your church-goers in a religious gathering you lead,

explicit or implicit? Support your answer.

________________________________________________

________________________________________________

________________________________________________

ENGLISH 10


ACTIVITY 1

Title: Identifying Unsupported Generalizations and Exaggerations

Learning Target: Identify unsupported generalizations and exaggerations

Reference: English 10, Learner’s Material, pp. 248 ; Teacher’s Guide, pp. 208-209

Unsupported generalizations and exaggerations are baseless information

which can mislead listeners or readers. Unless additional information to support

them is available, do not believe them immediately. Check for accuracy and

truthfulness.

EXERCISE A: Read the following statements and identify the exaggerated word or

words and unsupported generalizations. Be ready to support your answer.

1. This slimming tablet will make you lose 50 lbs. in a month. Try

it!__________________________________________________

2. All Filipinos love movies!

__________________________________________________

3. I will marry you in all the churches.

__________________________________________________

4. Bet on this! Sweepstakes will make you instant millionaire.

__________________________________________________

EXERCISE B: Read the following statements carefully. Identify whether it is

Exaggeration or Unsupported Generalization.

________1. Erase wrinkles, crow’s feet and laugh lines almost instantly.

________2. What people wear determine their character.

________3. Earn up to 30,000 monthly working at home.

________4. All men have bad temper.

ENGLISH 10


ACTIVITY 2

Title: Using Previous Experiences as a Scaffold to the Message Conveyed by a

Material Viewed

Learning Target: Use previous experiences as a scaffold to the message

conveyed by a material viewed

Reference: English 10, Learner’s Material, pp. 248

How do we embody solidarity in a world of diversity? In what ways can we

overcome the walls of differences and rise above disparities to achieve oneness

with our fellowmen?

Solidarity is a bond that unites us with other people, with our countrymen ,

with the world and with nature. Being in harmony with all of them make life

meaningful and blissful. In the face of struggles and conflicts, people reach out to

his fellow in search for resolution. In the process, we learn to value friendship, we

learn to appreciate what nature offers, and we learn to preserve the treasures

the world.

Teacher’s Note: ( Let the students watch video on the aftermath of calamities, but

if technology is not available, post pictures of the aftermath of calamities.)

EXERCISE: Small Group Discussion: Based on the video or pictures viewed about

the aftermath of calamities, answer the questions accordingly assigned in your

group.

GROUP 1: How would you extend help to your fellowmen in times of calamities?

GROUP 2: Have you experienced being devastated by a strong typhoon? An

earthquake? Or a tsunami? How did you feel then? How did you cope with this

situation?

Group 3: How would you describe the scene of the aftermath? How did the people

in the community help one another during those trying times?

GROUP 4: What inherent traits or values among our fellowmen had been evident in

times of calamities? List them down.

GROUP 5: Do these inherent traits and values embody solidarity? Why? How?

What is the message conveyed in the picture?

ENGLISH 10


ACTIVITY 3

Title: Giving Technical and Operational Definitions of Words

Learning Target: Give technical and operational definitions of words

Reference: English 10, Learner’s Material, pp. 249

Operational Definition- It is used to define something in terms of process

needed to determine its existence, duration and quantity.

Example: Weight is the numbers that appear when the object placed on a

weighing scale.

Technical Definition- is defining terms in a particular subject or

special field.

Example: Weight of an object is usually taken to be the force on the object due

to gravity ( in science and engineering)

EXERCISE A: The following terms are used in the text, “ The Three Musketeers”

by AlexanderDumas. To better understand the selection, define these terms

operationally and technically.

Terms Operational Definition Technical Definition

1. Musketeers

2. Noble

3. Spies

4. Cardinal

5. Duke

EXERCISE B: Read silently the selection,” The Three Musketeers” by Alexander

Dumas

( Note: The teacher will provide a copy of the reading selection found in LM, pp.

250-252)

ENGLISH 10


ACTIVITY 4

Activity Title: Literary Value

Learning Target: Evaluate text content, elements, features, and

properties using a set of criteria

Reference: The Three Musketeers by Alexander Dumas, Celebrating

MulticulturismThrough World Literature, pages 250-252

Day 1 * Reading the story, The Three Musketeers”.

* Small group discussion – (Task 6)

Day 2

The following are some criteria in analyzing whether a material is

a great literature:

1. Explores great themes in human nature and human experience

that many people can identify with (e.g. growing-up, family life,

love …)

2. Expresses universal meaning (e.g. truth, hope) that people from

many backgrounds and cultures can appreciate.

3. Conveys a timeless message that remains true for many

generations of readers.

4. Creates vivid impressions of characters and settings that many

generations of readers can treasure.

Activity:

Using the above criteria, prove that “The Three Musketeers” is a

great literary piece or not by answering the 4-What’s:

What theme in human nature and human experience does the

story have?

What universal meaning does it contain for readers’

appreciation?

What message does it provide that is true to many generations

of readers?

What clear impressions of characters and setting does the

story create for readers to treasure?

ENGLISH 10


ACTIVITY 5

Activity Title: Weigh in!

Learning Target: Write an argumentative essay

Reference: Celebrating MulticulturismThrough World Literature,

pages258-260

An argumentative piece of writing or persuasive writing aims to

convince the reader about a certain stand on a debatable issue.

Argumentative essays convey opinions that are proposed as true and

justifiable. A controversial issue always lies at the heart of an

argumentative essay. The argument may be in favor of (pro), or against

(con).

To persuade the readers, the following techniques may be

used:

1. Analogy – assumes that two things similar in one aspect are

alike in another aspect

2. Comparison-Contrast – presents similarities and or differences

of two major concerns

3. Definition – gives meaning/s to a concept that forms the

argument

4. Analysis – takes a part from the whole and scrutinizes it to

prove the point.

Activity: Choose one of the given topics and write an argumentative

essay in favor of or against it. Identify the technique you use.

President Pinoy and His “TuwidnaDaan”

Vice President Binay and the Controversy Involving Him

The Philippines and Its Diplomatic Relations with China

learning target: extract meaning from the...

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