2nd QUARTER-english 10

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
SECOND QUARTER- Lesson 1
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
1.
2.
3.
4.
5.
DEFINITION
ENGLISH 10
SECOND QUARTER- Lesson 1
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
SECOND QUARTER- Lesson 1
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
SECOND QUARTER- Lesson 1
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
SECOND QUARTER- Lesson 2
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
SECOND QUARTER- Lesson 2
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
SECOND QUARTER- Lesson 2
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
SECOND QUARTER- Lesson 3
Activity Sheet No. 1
ACTIVITY TITLE: Detecting Bias and Prejudice in the Material Viewed
LEARNING TARGET: Identify bias and prejudice in the given material.
REFERENCE: English 10 Learner’s Material, pp. 164-165.
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.
REFERENCE: English 10 Learner’s Material, pp. 169-170.
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
SECOND QUARTER - Lesson 3
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
SECOND QUARTER- Lesson 3
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/moveph/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
SECOND QUARTER - Lesson 3
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.
2.
3.
4.
Get from your teacher the scenario/situation your group will use for your speech.
Let your teacher read to you the situation/scenario.
Draw lots on who will be the first to speak.
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
SECOND QUARTER- Lesson 4
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
SECOND QUARTER- Lesson 4
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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Pampinea – full of vigor ( Prudence)
Fiammetta – little flame ( Temperance)
Filomena – the beloved, or lover of song ( Fortitude)
Emilia – she who allures ( Faith)
Elissa – an Italian variant of Dido ( Hope )
Neilfile – newly enamored,possibly a reference to the dolce stil novo and Dante ( Love)
Lauretta – a diminutive of Petrach’s Laura ( Justice)
Panfilo – all loving ( Reason)
Filostrato – defeated by love ( Anger)
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
SECOND QUARTER - Lesson 4
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.
Federigo’s Falcon
Main Theme
Tone
Mood
Sub Theme
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
Ibong Adarna
Decameron
( Federigo’s Falcon)
Differences
ENGLISH 10
SECOND QUARTER- Lesson 4
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
SECOND QUARTER - Lesson 4
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
nd
2 : 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.
rd
3 : 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.
th
4 : 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
SECOND QUARTER- Lesson 4
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
SECOND QUARTER - Lesson 5
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
SECOND QUARTER - Lesson 5
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.
ENGLISH 10
SECOND QUARTER - Lesson 5
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
SECOND QUARTER- Lesson 5
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
SECOND QUARTER- Lesson 6
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
SECOND QUARTER - Lesson 6
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
SECOND QUARTER - Lesson 6
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
SECOND QUARTER - Lesson 6
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
SECOND QUARTER - Lesson 6
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