G10 English Lesson Exemplar 1st Quarter

CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Theme: Overcoming Challenges
Sub-Theme: Discovering Personal Challenges
Content Standard: Performance Standard:

The learner demonstrates The learner composes a
understanding of how world short but powerful persuasive text
literature and other text types using a variety of persuasive
serve as ways of expressing and techniques and devices.
resolving personal conflicts, also
how to use strategies in linking
textual information, repairing,
enhancing communication public
speaking, emphasis markers in
persuasive texts, different forms
of modals, reflexive and intensive
pronouns.
I - LEARNING COMPETENCY
 EN10RC-Ia-2.15.2 : Determine the effect of textual aids like
advance organizers, titles, non-linear illustrations, etc. on the
understanding of a text
 EN10RC-If-21: Compare new insights with previous learning
Objectives:
1. Relate personal experiences to the content/theme of the literary text
2. Defend that trials and challenges make us better persons
3. Make connections between things learned
4. Appreciate trials and challenges as spices of life
II - LEARNING CONTENT
Lesson: Daedalus and Icarus by Nick Pontikis
Materials:
• Copy of the reading text
• Video clip of Daedalus and Icarus form
https://www.google.com.ph/?gfe_rd=cr&ei=Q7O3WI3iK6-
l8we9q6aoBQ#q=daedalus+and+icarus&tbm=vid&*
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
References:
Curriculum Guide (May 2016) pp. 221
English Learner‘s Material for Grade 10 pp. 13-15
III - LEARNING TASKS

 Introduction:
“Our personal conflicts make us better persons.”
Problems and challenges are part of our humanity. There were times
we felt we were lost, confused, troubled, belittled, forgotten, or frustrated.
But these problems are not enough reasons for us to give up on our
lives. We have a lot of blessings to count that can outnumber our
problems. One of the blessings we have our friends and our classmates
who are ready to listen to us.
 Preliminary
Activity: TASK 1. LET’S
WATCH!
Before the video clips are shown, the teacher will orient the
students that while they are watching they will have to consider a few
questions which they will answer after watching the clips.
The questions are the following:
1. What do you see in the video? Describe.
2. Who are the characters and what are they doing? How do they
look and what do they say?
3. Have you and your family or your friends ever experienced
the problem or a similar problem?
4. What do you think are the causes of the problem/s shown in the
clips?
5. What solutions to the problems were done? Were they done
individually or collectively? Can solutions to problems be
achieved when everybody does his part? How?
The video clip from
https://www.google.com.ph/?gfe_rd=cr&ei=Q7O3WI3iK6-
l8we9q6aoBQ#q=daedalus+and+icarus&tbm=vid&* will be shown to
the students.
After the students have watched the clips, the teacher will
encourage the students to share orally their points of view and their
positions about the presentations.
ACTIVITY
TASK 2. YOU’VE GOT A FRIEND
Remember the time when you were weak and low. Fill out the
balloons with your experiences that show them. Share your answers with
your group mates.
belittled troubled frustrated
confused forgotten lost
TASK 3. READ TO ACHIEVE

The teacher will guide the students in understanding the story.
The following guide questions may be used:
Facts and Details
1. Who hired Daedalus?
2. What did Daedalus design to hold the Minotaur?
3. What did Daedalus invent to help him and Icarus escape from
the Labyrinth?
4. What did he warn Icarus not to do?
5. What happened to Icarus?
1. Why did Minos imprison Daedalus in the Labyrinth?

2. Why did Minos think that, if Daedalus can‘t find his way out, ―so much the
better‖?
3. Minos tells Icarus that 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 wouldn‘t he want to fly some more?
Digging Deeper
1. In a short paragraph, describe how Daedalus planned to escape
from the island prison of Crete.
2. Do you think Daedalus‘ plan is a good one? Explain your answer.
3. Which events in the myth could have happened in real life?
4. If you had access to building resources and materials , how would
you design a flying machine to help you escape from the island
prison of Crete?
ANALYSIS
TASK 4. MY LEARNINGS, MY ANALYSIS, MY REALIZATIONS!
The students will be grouped into five. Differentiated instructions
will be
given:
Group 1
Directions: Complete the following:
1. From the video clips and the activity You’ve Got a
Friend, we learned that
_________________________________________________________________
_________________________________________________________________
2. From these activities, we also realized that
_________________________________________________________________
_________________________________________________________________
(The activity will first be done individually by the members of the
group. Then the leader will consolidate the answers to be reported
to the class.)
Group 2
A. Directions: The text Daedalus and Icarus uses sensory
images. Identify sentences that appeal to the different
senses. Use the following diagrams.
DAEDALUS
AND
ICARUS
Group 3
A. Analyze the sentences used in Daedalus and Icarus. Find
sentences that use reflexive and intensive pronouns. Write as
many sentences as you can.
Sentences that use Reflexive Sentences that use Intensive
Pronouns Pronouns
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
B. Answer the following:

1. In your own words how do you define a reflexive pronoun?
How does it function in the sentence?
2. In your own words how do you define a reflexive pronoun?
How does it function in the sentence?
Group 4
Make a puzzle similar to ―Help Mother Hen Find His Chicks‖. Use your
parents as the hen while you as the chicks. At the back of the
puzzle, complete the following:
1. I feel secure when I am with my parents because
____________________
____________________________________________________________________.
2. Sometimes, when I disobey my parents, I experience
_________________
____________________________________________________________________.
Group 5
Think of a song that can best define a parent-child relation. Your
group will perform the song.
Criteria 15 Points 10 Points 5 Points
Theme A clear theme was A clear theme was A clear theme was not
presented and established, however, illustrated throughout
followed throughout sometimes unclear or the song.
the entire song. not followed
throughout the entire
song.
Lyrics All lyrics were Most of the lyrics were None of the lyrics were
appropriate to the appropriate to the appropriate to the
theme, time period, theme, time period, theme, time period,
and current events. and current events. and/or current events.
Creativity The song is performed The performance had There was nothing
creatively and with touches of originality really original or
originality and creativity. creative about the
performance.
Effort Everyone in the group Most of the group The group presented
participated in the members were little effort in
task, always giving involved and showed completing the task.
100% effort. effort most of the time The group did not work
when completing the as a group.
task.
Audience The audience was The audience was The audience was
Appeal completely engaged entertained most of completely
the
in the group's song, time. The audience disengaged in the
i.e.,
they applauded, stood gave a nice applause group's song. A polite
up, clapped along, and seemed to be applause occurred but
would be able to hum listening to the entire most audience
the song later on, etc. song. members were not
paying attention the
performance.
Rubric adapted from:
http://ted.coe.wayne.edu/sse/wq/LoDuca/GroupRubric.html
ABSTRACTION
TASK 5. MY PRAYER
The teacher will make the students realize that negative
experiences can make us even better persons, only if we are able to
overcome them. The teacher will call on some students for them to share
what they do to overcome challenges.
She will also mention about the main characters of Daedalus and
Icarus who themselves experienced trials and difficulties in their lives.
Then, a hanging question will be left: How do you relate your experiences
with those of Daedalus and Icarus.
The students will have the same grouping for their abstraction.
They will write what they learned through a prayer.
Sample prayer:
Father in Heaven,
We do admit we sometimes disobey our parents,
and in doing so, we do offend you, too.
Help us be more docile to your promptings,
and in doing so, we may show our love for them,
too.
Amen.
(Original prayer by LES)
APPLICATION
TASK 5. CARD FOR YOU
Each members of the group will make a card for their parents
expressing their love and commitment for them.
TASK 7, ROLE PLAYING

The following rubrics will be used in the application as an
assessment of learning.
Good (33 pts.) Fair (25 pts) Poor (20 pts.)

Promises The student gives 3 The student gives 2 The student gives 1
promises to their promises to their promise to their
parents; Clear parents; Clear parents; Clear
plans how to keep plans how to keep plans how to keep
their promises their promises their promises
Use of Appropriate word Only a few words Most words are

Vocabulary choice in making are inappropriate inappropriate
promises or
expressing love
Spelling The card The card The card

and
grammar expressing love has expressing love has expressing love has
a few spelling and more than a few many spelling and
grammatical errors spelling and grammatical errors
grammatical errors
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Discovering Personal Challenges

pronouns.
 EN10VC-Ie25: Express insights based on the ideas presented
in the material viewed
 EN10VC-Ib1.4/2.4:Determine how connected events contribute
to the totality of a material viewed
Objectives:
1. Express insights based on the ideas presented in the material viewed
2. Write a persuasive letter
3. Realize the importance of challenges in one‘s life
Lesson: Republic Act No.10627 or the “Anti-bullying Act of 2013”
Materials:
• Laptop / TV (if not available, the teacher may use audio instead)
• Copy of the video clip
• Paper and Pen
References:
English Learner‘s Material for Grade 10 pp. 27 - 30
 Introduction:
―Personal challenges help one become a better person. Recognizing
these challenges would help one become better prepared for life.‖
 Preliminary Activity:
TASK 1. LET’S WATCH
Watch the music video of Gloc-9‘s song entitled Anting-anting. After
watching, share your idea regarding your understanding of its message.
https://www.youtube.com/watch?v=W3_v7Jey-dE
ACTIVITY
Read the following article.
Republic Act No. 10627 or the Anti-Bullying Act of 2013
a. ―Act‖ refers to Republic Act No. 10627, otherwise known as ―Anti-Bullying Act
of 2013‖,
b. ―Bullying‖ refers to any severe, or repeated use by one or more students of
a written, verbal, or electronic expression, or a physical act or
gesture, or any combination thereof, directed at another student
that has the effect of actually causing or placing the latter in
reasonable fear of physical or emotional harm or damage to his
property; creating a hostile environment at school for the other
student; infringing on the rights of another student at school; or
materially and substantially disrupting the education process or the
orderly operation of a school; such as, but not limited to, the
following:
1. Any unwanted physical contact between the bully and the
victim like punching, pushing, shoving, kicking, slapping, tickling,
headlocks, inflicting school pranks, teasing, fighting, and the use of
available objects as weapons;
2. Any act that causes damage to a victim‘s psyche and/or
emotional well-being;
3. Any slanderous statement or accusation that causes the
victim undue emotional distress like directing foul language or
profanity at the target, name-calling, tormenting, and commenting
negatively on the victim‘s looks, clothes, and body;
4. ―Cyberbullying‖ or any bullying done through the use of
technology or any electronic means. The term shall also include any
conduct resulting to harassment, intimidation, or humiliation,
through the use of other forms of technology, such as, but not
limited to texting, email, instant messaging, chatting, internet,
social media, online games, or other platforms or formats as
defined in DepEd Order No. 40, s. 2012; and
5. Any other form of bullying as may be provided in the school‘s child
protection or antibullying policy, consistent with the Act and this
IRR.
c. 1. The term ―bullying‖ shall also include

1. Social bullying – refers to any deliberate, repetitive, and
aggressive social behavior intended to hurt others or to belittle
another individual or group.
2. Gender-based bullying – refers to any act that humiliates
or excludes a person on the basis of perceived or actual sexual
orientation and gender identity (SOGI).
d. Bully – refers to any student who commits acts of bullying as defined by
the Act or this IRR.
e. Bullied or Victim – refers to any student who experiences the acts of
bullying or retaliation as defined by the Act or this IRR. Source: The
Official Gazette of the Republic of the Philippines
Source: www.gov.ph/2013/12/13/implementing-rules-and-regulatios-of-republic-act-no-10627/
ANALYSIS
TASK 3. BULL AND BULLY
The text above is lifted from Republic Act No. 10627 or the Anti-
Bullying Act of 2013. Study the text carefully and to accomplish the chart
below. What the law says...
What is in my mind...
What is in my heart...
What does the text tell...
ABSTRACTION
The teacher will make the students realize that negative experiences
can make us even better persons, only if we are able to overcome them.
The teacher will call on some students for them to share what
they do to overcome challenges.
The following template may be used for the abstraction of
the students:
When challenges and trials come to my life, I ________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
APPLICATION
TASK 4. A DAY IN A LIFE
What would you do to stop or at least minimize the cases of
bullying if you would be any of the following for a day?
Group 1: A Senator
Group 2: A School Janitor
Group 3: A Teacher Group
4: A Parent Group
5: A Priest/Nun
 Final Task
TASK 5. LETTER WRITING
Write a letter addressed to yourself. Express your thoughts and
feelings at the moment. Include an assurance to yourself that you will
not lose hope despite problems.
 Assessment
The following rubric will be used to assess your work.
RUBRIC FOR LETTER-WRITING
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Building Up
Defenses

pronouns.
 EN10VC-IIIb-23: Determine the effect of textual aids on
understanding a literary text
 EN10VC-IIIg-10: Explain how the elements specific to a
genre contribute to a theme of a particular literary
selection
Objectives:
1. Decipher the theme of the story
2. Use different kinds of graphic organizer in presenting details of
the selection
3. Report orally the details of the story based on the graphic
organizers they created
4. Determine the effect of textual aids on understanding a literary
text
Lesson: The Gorgon’s Head by Anne Terry White
Materials:
• Paper and Pen
References:
Curriculum Guide (May 2016) pp. 221 - 222
English Learner‘s Material for Grade 10 pp 37 -
42

 Introduction:
Greek mythology is the body of myths and teachings that belong to
the ancient Greeks, concerning their gods and heroes, the nature of the
world, and the origins and significance of their own cult and ritual
practices. It was a part of the religion in ancient Greece. Modern scholars
refer to and study the myths in an attempt to shed light on the religious
and political institutions of Ancient Greece and its civilization, and to gain
understanding of the nature of myth-making itself.
TASK 1. STORY ANTICIPATION GUIDE
1. Before reading, mark the checklist with (/) if you agree or (x) if
you disagree with the statement.
2. After reading, fill in the column with the page number of the text
where you found the correct answer for each statement.
3. Reflection: Are you correct? If not, what did you learn?
Statements Agree / Page No. Reflection
Disagree
A Gorgon is a monster.
Perseus is a hero.
Perseus could be successful in
killing Medusa without the help
of
the gods.
None may look upon the Gorgon

and live. The sight of them turns
men to stone.
Andromeda is killed by a
monster.
ACTIVITY
TASK 2. MYSTERY WORD
Study the definitions and word forms. Then, rearrange the letters in
bold to form the correct word for each item below. Write the word in the box.
EVEDA ERSIPULO VSMUONEO AEADHBS PEEAPSA VORLSAOU

to escape dangerous poisonous ashamed satisfy, brave
or avoid (adjective) gratify (adjective)

(adjective) (verb)
(verb) (verb)
? ? ? ? ? ?
ANALYSIS
Read the selection entitled ―The Gorgon‘s Head‖ by Anne Terry White.
Note down important details such as the names of the characters and
important events.
TASK 4. DISSECTING THE TEXT

Divide the class into nine groups. Each group will pick one
question, while the teacher will select which member shall answer the
question.
1. What is the ―dreadful oracle‖ that was delivered to King Acrisius?
2. What adventure does Polydectes suggest that Perseus undertake?
3. List three perilous encounters that Perseus experienced during
this adventure.
4. Explain how the oracle given to King Acrisius is fulfilled.
5. What is Polydectes‘ true motive in sending Perseus to kill Medusa?
6. Medusa was beheaded by Perseus, yet her head continued to
have power. Explain how the evil Gorgon‘s head is beneficial to Perseus.
7. What heroic characteristics does Perseus have?
8. What help does he get on his quest?
9. How does Perseus‘ quest enable him to prove himself a hero?
ABSTRACTION
TASK 5. TRIPLE THEME
Let the students work in trio and find three themes from the
selection. Make sure that each theme is supported with lines from the
text. You may use the graphic organizer below.
Idea 1 •Line
Idea 2 •Line
Idea 3 •Line
APPLICATION
TASK 6. VISUALIZING THE TEXT
Divide the class in to five groups. Ask them to assign two members
who will present their output in class.
Group 1 – Create a timeline of events in the story. Include
only 10 most significant events.
Group 2 – Create a Venn diagram that compares
the characteristics of Perseus and Medusa. Provide
evidence.
Group 3 – Create a diagram that shows the challenges
of Perseus in his quest to acquire the Gorgon‘s head.
Group 4 – Using the Gorgon‘s head as a diagram, point
out at least five utterances of Perseus that strike your group the
most. Make sure to explain each.
Group 5 – Create a diagram that shows the relationship of
all the characters in the myth. Cite the reasons for these
relationships and include an image for every character.
After the presentation, answer the following questions.

1. Did you find diagramming difficult? Why or why not?
2. Are there notable similarities or differences among the diagrams?
Explain.
3. How would these diagrams help you in understanding the text as a
whole?
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Building Up
Defenses

pronouns.
 EN10G-Ib-27: Use reflexive and intensive pronouns
 EN10G-Id-26: Using words and expressions that emphasize a point
Objectives:
1. Explain the difference between Intensive and Reflexive Pronouns.
2. Write a persuasive essay using words and expressions
that emphasize a point.
3. Employ intensive and reflexive pronouns in a sentence.
4. Participate actively in the activities.
Lesson: Pronouns (Intensive and Reflexive)
Materials:
• Paper and Pen
• Video clip (https://www.youtube.com/watch?v=XQKQk37_IIA)
References:
Curriculum Guide (May 2016) pp. 220 - 221
English Learner‘s Material for Grade 10, pp. 45 – 46
 Introduction:
Pronoun is a part of speech substituted to a noun in a sentence.
The
noun replaced by a pronoun is called antecedent.
TASK 1. LET US REVIEW!
What are the different parts of speech? Write them in the graphic
organizer below.
PARTS
OF
SPEECH
Form a sentence using the initials of the parts of speech (in any
order).
Share your work in class.
ACTIVITY
TASK 2. INVESTIGATING THE PROBLEM
Study the following notes about reflexive and intensive pronouns.
Write your findings on your notebook. Then, share your findings to your
classmates.
A reflexive pronoun ends with -self or -selves and refers to the
subject of a sentence. In a sentence with a reflexive pronoun, the action of
the verb returns to the subject. The words myself, yourself, himself,
herself, itself, ourselves, yourselves, and themselves are reflexive
pronouns.
We bought ourselves pretzels at the fair.
My brother made himself some dinner.
You can walk to school by yourself.
The words myself, yourself, himself, herself, itself, ourselves,
yourselves, and themselves can also be used as intensive pronouns. Use
an intensive pronoun to draw special attention to a noun or a pronoun
already named. Intensive pronouns usually appear right after the noun or
pronoun they are
emphasizing.
I myself am tired of doing homework.
The president himself appeared at the rally.
My sister made the bread herself.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
TASK 3. LET’S WATCH!

Watch the GRAMMAR BUFFALOES in YouTube. Follow the link below.
https://www.youtube.com/watch?v=XQKQk37_IIA
ANALYSIS
TASK 4. COMPARE AND CONTRAST
Using the previous examples of reflexive and intensive pronouns
and your findings, compare and contrast the two kinds of pronouns.
REFLEXIVE
VE
INTENSI
ABSTRACTION
TASK 5. LET ME EXPLAIN
Supply the needed information to complete the graphic organizer
below.
What is pronoun?
____________________________________________________________________
Reflexive Intensive
Pronoun Meaning Pronoun Meaning

Examples Examples
APPLICATION
TASK 6. FINDING PRONOUNS

Circle all the pronouns from the paragraph.
That was the last time Perseus ever used the horrible head. (1-2) He
gave it most willingly to Athene, who kept it ever after. (3) Now that
Polydectes was dead, Danae yearned to go home again and be reconciled
to her father. (4) So Perseus made the fisherman 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 which Acrisius had received at Delphi was
strangely fulfilled.
(9) For when it came to 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.
Paraphrase at least five sentences by transforming the circled
pronouns into reflexive or intensive pronouns IF APPLICABLE. Write R on
the blank before each item if the pronoun is Reflexive or I if intensive.
____ 1. _______________________________________________________
____ 2. _______________________________________________________
____ 3. _______________________________________________________
____ 4. _______________________________________________________
____ 5. _______________________________________________________
 Final Task
TASK 7. WRITING
Write a short persuasive essay about a simple act of heroism. Be
sure to employ words and expressions that emphasize a point
(scoordination and subordination, transitional phrases, and relative
clauses) and reflexive and intensive pronouns.
 Assessment:
Essay Rubric
Your essay will be graded based on this rubric. Consequently, use this rubric as a guide
when writing your essay and check it again before you submit your essay.
Traits 4 3 2 1
There is one There is one There is one The topic and
Details
clear, well clear, well topic. Main main ideas are

focused topic. focused topic. ideas are not clear.
&
Main ideas are Main ideas are somewhat clear.

clear and are clear but are
Focu
well supported not well

s
by detailed and supported by

accurate detailed
information. information.
The introduction The introduction The introduction There is no clear
is inviting, states states the main states the main introduction,
the main topic, topic and topic. A structure, or
Organizati
and provides an provides an conclusion is conclusion.

overview of the overview included.
on
paper. of the paper. A

information is conclusion is
relevant and included.
presented in a
logical order.
The conclusion is
strong.
The author‘s The author‘s The author‘s The author‘s
purpose purpose of purpose of purpose of
of writing is very writing is writing is writing is
clear, and there somewhat somewhat unclear.
is strong clear, and there clear, and there
evidence of is some is evidence of
Voice
attention to evidence of attention to

audience. The attention to audience. The
author‘s audience. The author‘s
extensive author‘s knowledge
knowledge knowledge and/or
and/or and/or experience with
experience with experience with the topic is/are
the topic is/are the topic is/are limited.
evident. evident.
The author uses The author uses The author uses The writer uses a
Choic
vivid words and vivid words and words that limited
e
phrases. The phrases. The communicate vocabulary.
choice and choice & clearly, but the Jargon or clichés
Wor
placement of placement writing lacks may
words seems of words is variety. be present and
d
natural, and not times and / or meaning.
accurate, inaccurate at detract from the

forced. seems
overdone.
&Spellin
All sentences Most sentences Most sentences Sentences

g
have varied have varied they have a repetit ive, or are
are well are well are well sound awkward,

SentenceGrammar,Mechan
constructed and constructed and constructed, but are distractingly

structure and structure and similar structure difficult to
ics,
length. The length. The and/or length. understand. The

author makes no author makes a The author author makes
errors in few errors in makes several numerous errors
grammar, grammar, errors in in grammar,
mechanics, mechanics, grammar, mechanics,
and/or spelling. and/or spelling, mechanics, and/or spelling
Structu
but they do not and/or spelling that interfere

re,
interfere with that interfere with

understanding. with understanding.
understanding.
COMMENTS
http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Capitalizing on Strengths and
Recognizing our Weaknesses

pronouns.
 EN10LT-If2.2.3: Determine tone, mood, technique, and purpose
of the author
 EN10RC-Ii-21: Compare new insights with previous learnings
Objectives:
1. Determine the tone, mood, technique and purpose of the author
in writing the text.
2. Use graphic organizer to further understand the reading text
3. Write a letter to yourself
4. Show appreciation of the theme by creating a TV Ad
Lesson: Orpheus by Alice Low
Materials:
• Audio file of the song Let It Go
References:
English Learner‘s Material for Grade 10 pp.54 – 66

 Introduction:
Myths are stories about gods, goddesses, and heroes passed from
one generation to another. Many Greek myths have a great deal of
influence on our culture. For ages, writers, artists, and musicians have
used
mythological characters as their inspiration. ―Orpheus,‖ whose story shall be
discussed today, is one of the mythological characters around the world.
 Preliminary
Activity: TASK 1. LET
IT GO!
Listen to the song entitled ―Let It Go‖ from the movie Frozen.
Determine implicit and explicit signals from the lyrics that are used by the
composer to highlight significant points.
Processing Questions:
1. What is the song all about?
2. What explicit and implicit signals were used by the singer to
highlight significant points?
3. How do these signals add value to the lyrics and overall meaning
of the song?
ACTIVITY
TASK 2. MYSTERY WORDS
Knowing the following words will help you as you read
Orpheus.
Remember how these words are defined.
1. Inspiration A. something that brings on creative activity

B. motivation
2. Lyre A. a small stringed musical instrument
B. similar to a harp
3. Entranced A. to put somebody into trance
B. charmed
4. Condemned A. to express an unfavorable or adverse
judgment
B. doomed
5. Summoned
A. sent for
B. called forth
Processing Questions:
1. What did you notice in the way these words are defined?
2. How do you differentiate definition A from B?
3. Which is a better way to define a word?

To what extent would you use your strengths to save the person
you love? Read the story and find out what Orpheus did to save his only
love. While reading, be guided by the questions below.
 What words can be used to describe Orpheus‘ gift?
 If you were Orpheus, would you have looked back to see if
Eurydice was following? Why or why not?
ANALYSIS
TASK 4. MY UNDERSTANDING OF THE TEXT

After reading the text, answer the following questions in your
notebook. Then, be ready to share your answer in class.
1. What was the greatest strength of Orpheus? What was his
weakness?
2. What effect did Orpheus‘ music have on people and gods? Cite two
examples of this.
3. Why did Orpheus decide to rescue his wife from the underworld? 4.
Why did Orpheus look back to see if Eurydice was following him?
5. What reasons might the gods have for allowing Orpheus and
Eurydice to be reunited?
6. Explain why the gods gave a condition to Orpheus and to his bride to
return to earth.
7. What main characteristic of this text makes it a myth?
8. To whom does Orpheus owe his talent? Why was he able to win the
sympathy of the gods?
9. In what situations were the gods willing to help humans?
10.Does the story reveal certain realities about Greeks? What are
these?
11. What does the story reveal about the concept of gods in Greek
Mythodology?
ABSTRACTION
TASK 5. ALICE LOW
Read the story Orpheus once again. Determine the tone, mood,
technique, and purpose of the author in writing the text. Use the graphic
organizer below to show your answer.
Mood Technique
ALICE
Tone LOW Purpose
APPLICATION
TASK 6. A LETTER LATER
Write a letter to yourself which you will only open 20 years from
now. Highlight in your letter how you were able to capitalize on your
strengths and recognize your weaknesses to become a better person. Use
statements expressing opinions or strong assertions in your letter.
The following rubric will be used to assess your work.
RUBRIC FOR LETTER-WRITING
 Final Task
TASK 7. THANKS FOR THE AD!
Draw inspiration from the theme of the story. Make your own
Information Ad (TV, radio, or print) that would campaign on capitalizing on
strengths and recognizing your weaknesses. The rubric shall be used for
evaluating your work.
Acceptable/Unacceptable
Concept Concept surprises and delights Yes / No Concept is predictable or
the audience. Concept is obvious. Informatio in the
n
aligned with the creative brief creative brief (target market,
(i.e., fits the target market, product, etc.) does not
product, positioning) appear to have been taken
into consideration in
developing the concept.
Audience may not understand
the concept, or concept
seems unrelated to the
product.
Design & Design and choice of visual Yes / No Brand logo may be missing,
Visuals components (including type) obscured, or altered. Viewer
all support and convey the may be confused about the
concept. Principles of design message due to unclear
(balance, contrast, hierarchy or inappropriate
,
dominance, etc.) are all used choices of visuals, color, type,
to convey a clear message to or other elements.
the audience. All three ads in
the series are clearly different,
yet visually unified.
Copy Words are imaginative well- Yes / No Tone may be inappropriate to
,
crafted and tailored to the audience. Copy may sound
product. Each word is like it is trying to sell
something
necessary. Headline, subhead, or trying to explain the visuals.
and body copy all work Copy may be too verbose, or
together to convey a message too cryptic to convey the
that complements the visuals. message. Copy may try to
convey too many ideas at
once. Proofreading errors,
awkward wording, incorrect
uses of idiomatic, language
interfere with the impact of
the
ads.
Risk- Author clearly and judiciously Yes / No Minimal evidence that writer
taking & incorporates feedback into considered feedback in
response drafts. Substantial development revisions, or minimal
risktaking.
to of project from week to week Adjstments and revisions may
feedback shows evidence of risk-taking, be mechanical (―I did exactly
while maintaining an what the teacher told me to
awareness of the assignment do.‖)
parameters
.
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Capitalizing on Strengths and
Recognizing our Weaknesses

pronouns.
 E10G-If-3.6: Use modals
Objectives:
1. Use modals correctly based on the context of a sentence
2. Employ modals in the dialogues of a role play about
Filipino superstitious beliefs
3. Participate actively in the activities
Lesson: Modals
Materials:
• Paper and Pen
References:
Curriculum Guide ((may 2016) pp. 221
English Learner‘s Material for Grade 10 pp. 61 - 63
From Grammar to Fluency in 30 Days pp. 74-90
 Introduction:
In English grammar, a modal is a verb that combines with
another verb to indicate mood or tense. A modal (also known as a
modal auxiliary or modal verb) expresses necessity, uncertainty,
ability, or permission.
Most linguists agree that there are 10 core or central modals in

English: can, could, may, might, must, ought, shall, should, will,
and would.
Other verbs—including need, had better and invariant be—may
also
function as modals (or semi-modals).
Unlike other auxiliaries, modals have no -s, -ing,
-en,
or infinitive forms. (Because ought requires a to-infinitive complement,
some linguists regard it as a marginal modal.)
http://grammar.about.com/od/mo/g/modalterm.htm l
TASK 1. WATCH AND LEARN
Watch a video clip on how modals are categorized. While watching, take
down notes so that they would remember the list of modals. The clip can be
downloaded from https://www.youtube.com/watch?v=XpA_McVjorM
ACTIVITY
TASK 2. GAME KNB?
Form a team composed of 6 members. Every member must take his
turn to answer a set of questions. Note: Each member is only allowed to
take his turn twice, otherwise, his team would be disqualified.
Assign three students who will act as watchers. They will be the one
to monitor who will answer the question first by identifying the fastest
students who could raise their hands.
The team who could get the highest points would be declared
winner.
The game can be retrieved from
http://www.eslgamesplus.com/modal-verbs-can-could-might-must-should-
would-catapult/
ANALYSIS
TASK 3. ANSWER ME
 How did you arrive with your answers on the game?
 What kind of verb was included on the choices?
 Based on the video clip, how are modals categorized? What
acronym was used for you to easily remember the category?
(modal acronym = APO [advisability, ability, permission,
possibility, obligation, offer])
 Give the list of the modals under each category.
ABSTRACTION
TASK 4. YOUR IDEA
How do modals help convey your message in terms of asking for

permission, giving an advice, and predicting probability? Write your
answer on the notepad below.
MY IDEA
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
APPLICATION
TASK 5. PAPER AND PENCIL TEST
Directions: Choose the most appropriate modal to complete the meaning
of
each sentence. Write only the letter on your answer
sheet.
1. How ______ you have left the bathroom in such a
mess?
(A) should (B)might (C)could (D)will
2. Mat ______ be lazy but he is certainly not stupid.
(A)would (B)must (C)should (D)may

3. I ______ speak Swedish, Dutch and Japanese.
(A)can (B)may (C)should (D)would
4. I think we are lost. The man ______ have given us the wrong directions.
(A)might (B)should (C)would (D)can
5. You ______ not be serious about swimming outdoors in winter.

(A)would (B)should (C)could (D)must
6. Plants ______ have sunlight in order to make food.
(A)can (B)may (C)must (D)will
7. Since our bags are identical you ______ have taken mine by mistake.
(A)must (B)will (C)shall (D)could

8. Parents ______ take care of their children.
(A)may (B)could (C)would (D)should

9. ______ you excuse me for a
moment?
(A)Would (B)Should (C)Must (D)might

10. She ______ stay up late if she takes a nap now.
(A)must (B)should (C)shall (D)would

11. She looks pretty sick. I think she ________ go to a
doctor.
(A)can (B)should (C)will (D)could

12. You've been driving all day. You ________ be
exhausted!
(A)must (B)should (C)might (D)would

13. You ________ smoke so much. It's bad for your health.
(A)can‘t (B)shouldn‘t (C)might not (D)wouldn‘t

14. Hey I'm lost. ________ you help me? (talking to
stranger)
(A)should (B)can (C)could (D)may

15. You have such a beautiful voice. You ________ sing for
us!
(A)should (B)can (C)might (D)will

16. I know he speaks five languages, but ________ he speak Arabic?
(A)should (B)can (C)will (D)might

17. ___________ you believe I lost ten pounds in one week?
(A). Should (B). Would (C). May (D). Must

18. I ________ believe that you failed your test!
(A). couldn‘t (B). shouldn‘t (C). wouldn‘t (D). may not
19. __________ I help you bring the LED TV. (talking to a teacher)
(A). can (B). should (C). may (D). might
20. I ________ afford that Iphone 6s.

(A). shouldn‘t (B). couldn‘t (C). wouldn‘t (D).
mustn‘t
TASK 6: Lights, Camera, Action!

Role Play: Filipino Superstitious Beliefs
Form ten groups. Each group corresponds to a superstitious belief
and you must use the different modals in you dialogue. Be guided by the
rubric below.
G1- Marriage G6-

Burial
G2- Pregnancy G7- First Menstrual
Cycle
G3- Money G8- New Year
G4- Building Houses G9- Night Time
G5- Taking Care of Infants G10-
Circumcision
Role Play Rubric 10 8 6 4 2

Script
Application of modals
Acting
TOTAL
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Dealing With Personal Challenges

pronouns.
 EN10LC-Ig-8.7: Make generalizations
 EN10LT-Ih-2.3: Draw similarities and differences of the
featured selections in relation to the theme
Objectives:
1. Explain the main idea of the story.
2. Use graphic organizers for better understanding of the text.
3. Summarize important details from the reading selection
4. Show understanding of the theme through a photo essay
Lesson: Arachne translated by Olivia Coolidge
Materials:
• Camera
• Paper and Pen
References:
English Learner‘s Material for Grade 10 pp. 68-77

 Introduction:
“It’s our ability to deal with the

challenges and not their absence that gives us
true glory, comfort, and happiness in life.”
– Anonymous
o Read the quotation and try answering these questions:

 Whose face flashed at the back of your mind?
 How do you feel as you read it?
 What are its aspects / details that relate to, or show
the importance of dealing with personal challenges in life?
TASK 1. A PUZZLING TRIAL
 Think about a puzzling problem, a trial, or a challenge you
have experienced.
 Find a partner, and take turns in explaining what happened.
 Tell what you like / dislike about it. Use these guide
questions:
 How did you feel about it?
 How did you deal with it?
 What are the things about it that you‘d like to change /
improve?
 What‘s your next move?
 Share your experiences with others.
ACTIVITY
Read ―Arachne,‖ a myth from Ancient Greece, translated by Olivia
Coolidge. Find out how human desires, intuitions, and motives lead to
dealing with personal challenges. Use the graphic organizer below to note
important details from the story.
Protagonist
Author Antagonist
Origin Setting
ARACHNE
Classification Conflict
Moral Lesson Main Idea of the
story
ANALYSIS
TASK 3. SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) - THE

GOLDEN DOOR
Form four groups, and work on your assigned task. Remember to

share your ideas, thoughts, and experiences with the class.
Group 1 Word Finder

Find difficult/unfamiliar words in the selection, and look up the
meaning of each through the use of a dictionary or context clues.
Group 2 Image Makers
Discuss the answers to these questions:
1. What caused Arachne‘s fears and failures?
2. How did Arachne try to fight her fear and carry out the
conditions of the challenge?
3. How does she feel about her weaving skill?
4. What prevailing mood is conveyed in ―Arachne‖? Find
words/phrases in the selection that convey that mood clearly.
5. What tone is used in the selection? Cite paragraph/s that
support your contention?
6. Describe how the mood and the tone contribute to the
total effect of the story.
Group 3 Justifiers
Discuss the answers to these questions:
1. What is the nature of the conflict in Arachne?
2. What does Arachne do that makes it difficult for her to
solve her problem?
3. What happens to her as she lives through her experience?
4. What character trait is clearly shown by Arachne?
5. What are some details in the story that will prove that
Arachne‘s pride is the reason for her downfall?
6. What is your opinion on the characteristics of the following
based on their words and actions, especially in dealing with

challenges?
a. Arachne
b. the old woman (Athene)
Group 4 Theme Builders

Discuss your answers to these questions:
1. Is the use of poetic justice (a happy ending where a virtue
is rewarded and the vice/wrong doing is punished) as a literary
device effective in ―Arachne‖? Explain.
2. Had Arachne changed her attitude, do you think the old
woman would have punished her? Explain.
3. Does the story help you understand the value of dealing
with challenges? Explain.
4. What generalization or statement about human experience
(theme) does the story make?
5. Ponder on the title ―Arachne.‖ In what way does it relate to
the theme (general truth or observation about human
experience/message) of the selection?
6. Is it used as a symbol to clarify the theme? Explain.
ABSTRACTION
TASK 4. SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA)
BEYOND TEXT-REAL-LIFE EXTENSION
Form four groups and draw lots for a task to work on. Share your
ideas, thoughts, and experiences with the class. After the sharing, make
your own summary in your notebook.
Group 1 Thematic Funny Home Videos

• Recall examples of funny movies or videos you have watched or viewed.
• Relate ―Arachne‖ to the movies or videos.

• Discuss how these movies and selection influence your views on life‘s
challenging events and circumstances.
• Report back to class and share your thoughts with other groups.
Group 2 The Best Advice

• Retain your groupings and list problems that young people like you
encounter in dealing with challenges.
• Pose as guidance counsellors, and think of the advice you would give
students on how to manage the problems.
• Write a short script to illustrate your conversation with your advisees.
• Use a dialog format and include stage direction.
• Enact the script. Choose one member to play the role of a guidance
counsellor and the rest as troubled young people.
Group 3 Power Play

• Identify a controversial issue (subject in the news or in personal life) that
is related to a personal challenge that you and your groupmates
feel strongly about.
• Discuss how this can be dealt with.
• Talk about how people might argue against your ideas or how you would
defend your point of view.
• Share and consolidate your ideas.
Group 4 Fact + Opinion = The Best Way to Deal with Challenges
• Imagine you are living in a world where there are lots of
challenges that you‘re constantly learning to cope with.
• Write a reflective journal about the challenges you are facing now
and clarify the effects.
• Present them with factual recounts of incidents to support your
ideas.
• Explain what challenges you will expect to find and will try to
resolve successfully.
• Share and consolidate your ideas.
APPLICATION
Obviously, you are now ready for the major task for this lesson.
With your classmates, you will create an impressive photo essay.
Remember, you have everything you need to come up with a very
impressive photo essay where you‘ll use graphics or visuals and text
representation / captions. This is another concept that uses comic book
format to present information in new ways to make learning fun. For you
to make it as the best, you must follow some steps. Here are some ideas
for the production of your photo essay. Study the tips before you plunge
into it. Keep these points in mind as you go through the process of
creating your photo essay.
TASK 5 FOR A VIP (VERY IMPRESSIVE PHOTO) ESSAY

Form small groups of five (5) and do the following tasks.
A. Connect and Decide
• Think about the five top strategies you would do when dealing
with personal challenges.
• Make a ranked list of these ideas, and the reasons for your
ranking.
• Discuss the choices and decide on the top three.
• Choose one literary selection (from those you have explored in
class) that interests the majority of the group members.
 Which is most liked?
 Which do you feel a close connection with?
 Which do you want to read more and enjoy reading in
public?
• Decide which selection is the best for the core or main idea of
your photo essay.
• Make a stand on which of the ways of dealing with these
challenges you will use as your photo essay‘s main or controlling
idea.
• Choose a surprising incident, interesting question, or character
from your chosen literary selections.
• Use this for your introduction.
B. Scout for Remarkable/Influential Figures
• From the literary selections you have explored in class, choose at
least three characters (e.g., in mythology, classics, or oral tradition)
who have made a great impression on you about resolving personal
conflicts or who have influenced your outlook in life.
• Rank them according to your preference.
• Do a character inventory of the qualities, attitude, or traits of your
chosen characters.
• Highlight three (3) outstanding or dominant traits of these
characters that helped them resolve personal conflict.
• Consider what they have in common and how they differ.
• Use these to support your ideas.
C. Unlimited
• Take a closer look at these samples of photo essay (to be provided
by your teacher) and find out how each establishes the tone, mood,
and theme of the essay through visuals and text.
• Since visuals are keys to the meaning of your work, collect
photos,
pictures (from magazines, newspapers, print ads, commercial ads,
journals, etc.), drawings, video segment (if possible), or illustrations
that show and relate to the theme or the message of your chosen
literary selections.
• Display these pictures, drawings, illustrations, or video segments.
Use the visuals / graphics to highlight the incidents and examples
which are used as support and evidences for impact. Remember to
explain the significance of each illustration or drawing. The text
should be serious and straightforward. Your opinion (personal
feelings or beliefs) about the characters and the incidents must
support the drawing or illustration.
• Organize these visuals and text according to your preference, and
establish the connection between and among your visuals, texts,
and main idea. Do not forget to show how the visuals and text
convey your main idea, then use them to prove your stand about
how one can deal with personal challenges.
• Summarize the ideas you have presented, restate your position or
stand, and invite your audience to deal with personal challenges
positively. Provide a catchy and meaningful title of your photo
essay.
• Edit, refine, and polish your work.
• Use the following rubric as your guide.
Criteria 5 4 3 2 1
TOTAL
Creativity (presents original or unique style to
make it interesting)
Visual Graphics (uses sound, color, content of
photos and graphics that represent the argument
and convey persuasive messages)
Text Representation Captions (uses words and
phrases that call up strong feeling; uses logical
and emotional appeal; examples, statistics to
prove one‘s stand; has convincing tone)
Organization (has logically organized arguments,
facts, and reasons around a particular point)
Impact (convinces the audience to accept the
ideas and moves them to action)
TOTAL
Legend:
Rating – Description
5 - Excellent
4 - Very
Impressive
3 - Impressive
2 - Needs
Revision
1 - Inadequate
• Be open to comments and suggestions.
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Dealing With Personal Challenges

pronouns.
 EN10V-Ia-13.9:Differentiate formal from informal definitions of words
Objectives:
1. Differentiate formal and informal definition of words
2. Give the formal and informal definitions of words
3. Participate actively in the discussion
Lesson: Formal and Informal Definition of Words
Materials:
• Paper and Pen
• Fishbowl
References:
Dictionary
Websites
 Introduction:
Words have scientific definitions. There are times that words
are defined according to how they were perceived by an individual.
TASK 1. WHAT’S THE WORD? THAT’S THE WORD!
You will play a game. In this game, you will be divided into four
groups. One member of the group will pick a word from the bowl. He will
write the words that can be associated with it. The rest of the group will
write their guess on the board provided to them for 90 seconds. For every
correct answer, they will receive 2 points. For every violation, they will be
given 1 point deduction. The groups shall observe silence during the
game. They will be given deduction for any unnecessary noise. The
number of letters can be given as clue. There will be 3 rounds. The group
with the highest score will win the contest.
The following words can be used by for the game.
BOOK BICYCLE CHAIR BAG

UMBRELLA TELEVISION TELEPHO SPIDER
NE
NOTEBOOK SHOES ROSE CLOCK
COMPUTER WATER BALLPEN PAPER
SHIRT DOG BOTTLE PLASTIC
Example:
HAIR black long short head

scalp shampoo braid coiffure
shiny curly straight barber
ACTIVITY
TASK 2. SELF-
STUDY
Study the following words and their definition.
WORD FORMAL DEFINITION INFORMAL DEFINITION
A small animal that is related
CAT to lions and tigers and that is The favorite pet of Cleopatra
often kept by people as pet
BAMBOO A tall plant with hard hallow The plant that grows near
stems our house
OFFICE A room with a desk where a It is air-conditioned
particular person works
A juicy topical fruit that has The favorite fruit of my sister
a
MANGO firm yellow and red skin and
especially when it is ripe
a hard seed at its center
A sour liquid that is used to
VINEGAR flavor or preserve foods or to A condiment
clean things
ANALYSIS
TASK 3. I KNEW IT!
After studying the examples given, write your observation of
the characteristics of formal and informal definition. Share your work
in class.
FORMAL INFORMAL
ABSTRACTION
TASK 4. SENTENCE COMPLETION
Complete the following statements.
Formal definition is characterized by __________________________________

_____________________________________________________________________
Informal definition is characterized by ________________________________

_____________________________________________________________________
APPLICATION
TASK 5. PAPER AND PENCIL TEST
Identify the following statements as to FORMAL or INFORMAL.
_______________ 1. Spiders are small creatures with eight legs.
_______________ 2. Spiders are scary.
_______________ 3. Spiders are insects that create sticky web.
_______________ 4. Spiders are from the order of Arachnids.
_______________ 5. Grass is a plant that has a narrow green leaves.
_______________ 6. Mirror is a symbol for self-reflection.
_______________ 7. Mirror is a piece of glass that reflects images.
_______________ 8. Rubber is an elastic substance.
_______________ 9. Rubber is combustible.
_______________ 10. Rubber comes in different colors.
 Final Task:
TASK 6. ON THE BOARD
Collect ten words with picture and provide the formal and informal
definition of each. Use 3x5 cardboard for each word. Write the meaning of
the word bellow the picture. Punch a hole at the upper left hand corner then
use a ribbon to bind them. Refer to the rubrics below for your guidance.
 Assessment:
The output will be assessed using the following rubrics:
 Accuracy of the 5 4 3 2 1
definition
 Presence of the required elements 5 4 3 2 1
 Presentation 5 4 3 2 1
 Timeliness 5 4 3 2 1
SCORE ___________
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Winning Over Individual
Challenges

pronouns.
 EN10RC-Ib-2.15.2: Determine the effect of textual aids like
advance organizers, titles, non-linear illustrations, etc. on the
understanding of a text
 EN10LT-Ib-2.2: Explain how the elements specific to a genre
contribute to the theme of a particular literary selection
Objectives:
1. Understand the reading text using graphic organizer
2. Analyze the elements of the story to get the theme
3. Express ideas in a panel discussion
4. Relate oneself to the theme of the story
Lesson: How Odin Lost His Eyes Retold by Catherine F. Sellew
Materials:
• Paper and Pen
References:
English Learner‘s Material for Grade 10 (pp. 80-91)

 Introduction:
Just like the heroes in classic myths and tales, you want to achieve
your goal. In doing so, you can‘t avoid meeting challenges or tests which
you must surpass or hurdle. Have you ever found yourself facing a
problem which seemed to have no solution? That‘s a challenge, of course!
One thing is certain; you were able to learn from it. Did you learn the
lesson the hard way?
Sometimes you feel that the stakes you have to pay are too high,
but what matters most is, win or lose, you‘ve got to face these challenges
head on. You can change the course of your life for the best. At this point,
you know that these challenges affect your decisions in life, therefore you
need to have control over the decision you make. How important is
winning over your challenges? In what ways can winning over these
challenges prepare you for a more fulfilling life?
TASK 1. CONNECT TO THE CAP
Form groups of five. For three minutes, think back and list down the
personal challenges you‘ve experienced or encountered in your readings.
Check them against the entries in the box.
Challenges Affecting Me Yes No
Having internal conflict against my
(grappling/struggling
opposing feelings, beliefs, needs and desires, envy, anxiety,
fears, oversensitivity to criticism; idealized image or what I
prefer to be or feel ought to be)
Comparing self to someone more powerful
Deciding where true integrity and loyalty lies
Accepting adult responsibilities
Overcoming great odds

Being caught off guard
Being treated unfairly
Becoming a victim of prejudice
Feeling inadequate/insecure/incapacitated (physical,
mental, and emotional attributes)
Being overwhelmed by a difficult task
Choose a specific example that interests your group, and talk about
it.
Answer the following questions:
 Why is it bad for you?
 How does it affect your life?
 What are its advantages and disadvantages?
 Which challenge would you like to happen or not to happen
again?
 Consider the positive attitudes listed in the following figure.
Consider the positive attitudes listed in the following figure.

Decide which of these positive attitudes are important for young
people like you to win over a difficult challenge.
1 1 1
Enthusiasm Perseverance Strong Will

Power
Share your thoughts with the rest of the class.
ACTIVITY
Read the story ―How Odin Lost His Eye‖ Retold by Catherine F. Sellew.
While reading, take note of the important details in the story. You may use
the graphic organizer below.
CHARACTERS PLOT
SETTING CONFLICT
ANALYSIS
TASK 3. SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA)

UNDERSTANDING THE TEXT
Form small groups of six, and work on your assigned task.
Remember to share your ideas, thoughts, and experiences with the class.
Group 1 Vocabulary Hunt

• Look for difficult words found in the selection ―How Odin Lost His Eyes.‖
• Use a dictionary to find their denotative meaning, and then share how you
understand each word (connotative meaning).
• Describe each word to other groups by using words and gestures.
• Ask members of other groups to identify the word you‘re describing.
• Repeat the process until the last difficult word is clear to all.
Group 2 The Power of C2 (Conflict and Character)

• Discuss the answer to the following questions.
1. What internal conflict has Odin experienced as he faced Mimir? Look
for phrases and sentences that express his duty to his family particularly
to his son) and duty to his people. Write this conflict in the chart below.
Conflict in “How Odin Lost His Eye”

Duty to his family (son) Duty to his people
• Focus on character change and use the dialogue or the character‘s experiences
with the supporting character/s to support your answers.
1. Do you consider Odin as a hero? Why or why not?
2. Does he only think of himself or other people? Why does he think
that way?
3. Consider Odin‘s desire. Does it serve as an opportunity to prove he can
face the challenges?
4. How did the character succeed over his challenges? What did he
learn from the experience?
5. Was there a change in his actions, thoughts, feelings, and
attitude, or did he remain the same till the end?
Group 3 Lasting Virtue
1. What do Odin‘s actions and traits reveal about human nature?
2. What behavior (admired or condemned by gods) has been
illustrated or featured in ―How Odin Lost His Eye‖?
3. Are the virtues highlighted still observed these days? Prove your
point.
4. Which of the characters do you like best? Did he promote an
enduring virtue that can be applicable even today? In what way?
5. Do you think Odin‘s attitude would be helpful to win over our personal
challenges? Explain.
6. From which of the characters do you think you learn the most
valuable lesson? Why?
7. Which of the characters consistently portrayed a positive attitude
of winning over challenges? 8. How did the last part surprise you? Explain.
Group 4 Thinking It Through

1. What details from the story made a powerful or lasting
impression on you about winning over challenges? Explain how they can
make you a better person.
2. What lessons did you learn about overcoming challenges?
3. How does ―How Odin Lost His Eyes‖ help you understand your world?
Will your life change from what you learned? How?
4. Explain how your perception has changed and what you plan to
do from now on.
5. Which of the following ways will you adopt to win over your
challenges? Why?
Having strong Doing Hard work Defending your

beliefs
determination
Jumping over Using struggles as
limitations opportunities
Using temporary Being strong bear up
the
solution colds
Group 5 Theme Connection

Point out which of the ways above are easy, difficult, or not very
important choices to make in order to win over a difficult challenge.
Explain why it is important to read and discuss myths, tales, legends,
or other stories.
How will you convince or persuade others to agree with you that it is
important to read and discuss traditional literatures? Explain why it is
important to practice and to uphold these ways.
ABSTRACTION
TASK 4. I SAW IT!
In the eye figure below, write your explanation of the theme. You
should be able to answer the following questions:
 What is the theme of the story?
 How did you come up with that idea?
 What clues from the story helped you in identifying the theme?
https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQfhwDiaC07nZiNvC1jhh9VIw3976RXg0C6zm8xCqKFBseFNXLczw
APPLICATION
Task 5. SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) 2
 Form six groups, and work on your assigned task.
 Remember to share your ideas, thoughts, and experiences with the
class.
Group 1 Striking Lines
 Re read ―How Odin Lost His Eye,‖ and choose memorable lines.
 Explain how these lines can help you win over your challenges in
life.
 Be open to comments and suggestions.
Group 2 Follow Up
• Think of another story, television program, movie, or real-life
experience which portrayed a lesson about winning over challenges.
 Explain how it is similar to ―How Odin Lost His Eye.‖ • Be open to
comments and suggestions.
Group 3 The Gift
 Imagine that your best friend or your loved one will celebrate
his/her birthday.
 Think of a gift you can give him/her in the form of an advice on how
to win over a challenge.
 Revisit the box entries in Ways to Win over Challenges, (Task 5
Group 4) and choose one or two which you believe would be
appropriate for your friend‘s or relative‘s need.
 Design a gift box following the illustration and the instructions.
Reasons Why You

Give the Gif
Effect of the Gif The Gif Your Wish for the The Recipient of
Recipient the Gif
Ways to Use the
Gif Positively
Group 4 The Power of a Song

 Think of a simple tune (rap song) or a folk song ( sung to
highlight the important experience of common people. It is a part
of folk traditions of most countries).
 Share any folk song you know that highlights the value of
winning over challenges.
 Does it persuade you to win over challenges? • How does it give
inspiration to people? Sing it before the class.
Group 5 What Always Worked

• Find ads/commercials that use fair or unfair persuasive
techniques.
• Present them to the class.
• Point out parts/elements of the ads/commercial that use fair or
unfair persuasive techniques.
• Explain the effect of these persuasive techniques.
Group 6 Thoughts for Today

• Write whatever is in your wildest imagination about the
following:
 kind of challenge you don‘t want to meet or do when you
leave this room
 the challenge you (more than anything else in the world)
prefer to meet, when you walk out of this room
• Give reasons to support your responses.
• Remember to use modals in sharing ideas, thoughts, and
experiences about winning over individual challenges.
 Final Task:
TASK 6. PANEL DISCUSSION
This time you will participate actively in a panel discussion.
Remember to use the skills you‘ve learned for you to give your best. Here
are some ideas for your panel discussion. Do the following:
o Form a panel of 5 to 6 members (1 chairman and 5 panelists or
discussants)
 The chairman serves as the facilitator who sees to it that the
discussion proceeds smoothly; as an initiator who starts the
discussion through a question or asks one in the group to start
the discussion; or a clarifier who makes clear any vague
responses during the exchange.
 The summarizer is the one who gives the summary during the
discussion or at the end of the discussion.
 Prepare for a panel discussion by choosing the best way to win over
challenges.
 What is the best way to adopt in order to win over
challenges?
 Do you think this will help you in persuading others?
o Develop set of questions to be asked during the discussion.
 Decide which question your group will tackle, how you‘ll
assign the questions among the group members, and how
long should each panel discuss and talk.
 Conduct research (if possible), and take notes of the
possible answers to the questions.
 Focus on its impact, effects, and solutions.
o Elect a leader and assign roles to the chairman and the panelists or
the discussants, the moderator then establish rules for the panel.
o Plan on the points to be covered during the discussion by preparing
an outline.
o Revisit the features of and the required format for a panel
discussion
 Have opening remarks by a chairperson to set the
purpose.
 Introduce the issue in the form of a question, a statement,
or a situation and supply some background.
 Introduce the speakers or panel members (pose as
experts on the subject being discussed).
 Present the panel members‘ different points of view on
the aspects of the issue.
 Have informal exchange of comments, additional details,
and rebuttals to reinforce meaning of the issue.
 Allow the audience to ask questions and to give
comments. o Remember to apply the following conventions and
strategies in group
speaking.
 Sharing points or information from observations and
interview. (if possible)
 Adding extra details to what others shared (use graphs or
charts)
 Asking questions and clarifications of a designated
discussant or speaker
 Challenging a statement
 Giving an opinion
 Supporting personal opinion with evidence
 Respecting all opinions and consider them justified.
o End the discussion by summarizing the panels‘ views and have an
evaluation of the participants‘ performance.
 Assessment:
Use the following rubric as your guide.

Criteria 5 4 3 2 1 TOTAL
Focus (concentrates on a specific topic that is clear,
significant, and supportable)
Teamwork (manifests coordination and

collaboration among the panelists to clarify the
topic at hand)
Persuasive Techniques (uses logical and emotional

appeals; avoids fallacies)
Clarity of ideas (clearly presents reasons, facts, and

opinion as supports)
Response to questions asked (thinks before

speaking;
presents relevant ideas; clearly uses evidences;
gives
reasons)
Language Convention (uses simple, direct, concise,
and clear expressions free from errors; articulate
responses clearly)
Total
Legend: Rating – Description
5 – Excellent
4 - Very Impressive
3 – Impressive
2 – Convincing
1 – Beginning
Formula = F + T + P T + C + R + L = Total / 6 =
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Winning Over Individual
Challenges

pronouns.
 EN10WC-Ig-12.3: Compose a persuasive texts of three
paragraphs expressing one‘s stand on an issue
Objectives:
1. Explain how the parts of persuasive essay are organized
2. Critique an essay through EQS (Encourage, Question and Suggest)
3. Compose a persuasive text of three paragraphs expressing
one‘s stand on an issue
II- LEARNING CONTENT

Lesson: Writing Persuasive Essay
Materials:
• Paper and Pen
References:
English Learners‘ Material 10, pp. 103-107
 Introduction:
A persuasive essay is a piece of writing that attempts to convince
the readers to agree with author‘s ideas. In this type of essay, the writer
can use his own ideas, opinions and evoke the emotions in the reader
in order to convince them to agree to his opinion. A writer of a
persuasive essay needs to do research, gather evidence, but a clever
writer can create a successful essay without knowing much. This is
because; a persuasive writing appeals more to reader‘s emotions rather
than minds. In persuasive writing, the writer should have certain
awareness about the audience. For example, opinions and ideas that
could appeal to teenagers may not have the same effect on adults. First
person narration and Second person narration (Ex: In my opinion, I
believe, etc.,) are commonly used as the writer is addressing the audience
directly.
TASK 1. COPY PASTE
The teacher will discuss the parts of persuasive essay using
powerpoint presentation.
Persuasive Essay Outline

Introduction:
A. Get the readers‘ attention by using a "hook."
B. Give some background information if necessary.
C. Thesis or focus statement.
Body (reasons to support your position)
A. Topic sentence explaining your point and reason
B. Possible concession toward opposing argument
C. Elaboration to back your point.
D. Clincher
Conclusio
n:
A. Summary of main points or
reasons B. Restate thesis
statement.
C. Personal comment or a call to action.
ACTIVITY
TASK 2. LINE BY LINE
Read the following essay, and answer the questions that follow. (LM, pp.
103-104)
Practice and Uphold the Positive Attitude

by Lee Em
I strongly believe that we must come together to practice and

uphold positive attitudes toward work, life, and challenges. This
should be done from initial impulse to completion like what we
observe in a myth. From the presentation of the target, problem, test,
and stakes up to conclusion, the character in a myth displays and
exemplifies these
positive attitudes. Remember the saying, ―The best measure of a man is not
what he says he can do but what he does.‖ This is absolutely true.
Let us recall what happened between the Master and the thief in
―Zen Parables.‖ The thief who was then a man who followed a crooked
path in life turned otherwise because he learned from the Master
what it takes to be a man. He was treated with respect and trust by
the Master so he opted to follow the Master‘s path. Again, this exemplifies
the maxim, ―Respect bets respect.‖
He decided to be Shichiri‘s disciple. He was inspired by Shichiri
who lived a life a truth and a life full of positivism. He had practiced it
in dealing with other people without discrimination. The Master was
able to model what it takes to respect, trust, and show love to other
people. This is a positive attitude that we must put into action
whoever we are, wherever we are, and whenever necessary.
Doubtlessly, this will make our lives better. There is a strong
possibility that this can make this world a better place to live in after
all.
This is an opportune time for us to practice it. Don‘t think otherwise, come on!
So what are we waiting for? Let‘s give it a try!
ANALYSIS
TASK 3. PAPER AND PEN
Divide the class into six groups. Using a marker and a manila
paper, answer the following questions. Then, assign two
representatives from your group to discuss your answers in class.
Group 1 – Questions 1 & 2 Group 4 – Questions & 8
7
Group 2 – Questions 3 & 4 Group 5 – Questions &
9 10
Group 3 – Questions 5 & 6 Group 6 – Questions 11 -
13
1. What three basic parts are clearly presented in the essay?
2. How are these parts organized?
3. What does each part contain?
4. Does the essay try to influence you to accept an idea, adopt a
point of view, or perform an action?
5. What is the writer trying to persuade you to think or do?
6. Does the writer use strong and relevant evidence to support
claim? Prove your point.
7. Is the purpose stated clearly? Defend your insights.
8. Is persuasive language used? Cite parts to support your contention.
9. Which kind of appeal (emotion, reason, morale) does the writer
use? Prove your point.
10.Is her argument logical? Explain.
11.Does she convince you to accept her position?
12.What evidence does the writer use to support her opinion?
13.What kind of essay is this?
ABSTRACTION
TASK 4. LET ME EXPLAIN
Study and explain the following.
Attempts to convince the readers to agree with

the writer, by using emotions, personal ideas, etc.
Based on emotions, personal opinions.
May not acknowledge opposing views

PERSUASI ESSA
Y
Appeals to the hearts of the readers

VE
Writers can write without doing much research
Writer should have certain knowledge about the

audience
http://pediaa.com/difference-between-argumentative-and-persuasive-essay/
APPLICATION
TASK 5. PEN’S POWER

Write a persuasive essay of three paragraphs about any f the
topics below. Use the rubric as your guide.
1. Oplan Tokhang (drug campaign of our government)
2. Revival of Death Penalty
3. Condom Distribution of DOH
4. Additional Coal Plant in the Philippines
5. Marcos‘ Heroic Burial
6. MMFF 2016
7. Full Implementation of RH Law
TASK 6. CONSTRUCTIVE CRITICISM

Find a partner and criticize your work. Use the following rubric as your
guide.
Criteria 5 4 3 2 1 Total
Focus/Content (states clear position at the
beginning
until the end of the work; topic captures the readers‘
attention)
Persuasive Techniques Used (uses strong and

effective persuasive techniques; details support the
thesis and the stand of the writer)
Development/Organization (has strong

organizational
plan; has logically arranged statements from the
most
important to the least important or vice versa;
develops the topic thoroughly with examples and
supports)
Clarity of Ideas (presents clear and sound

arguments,
and evidences are authentic)
Emphasis (has interesting and attention grabbing

introduction; has strong conclusion that includes a
call to action)
Language Mechanics and Convention (displays

minor
spelling, punctuation, and grammatical errors)
Tayabas City
LESSON
EXEMPLAR
Grade 10-
English
Quarter: First
Sub-Theme: Turning Challenges to
Oportunities

pronouns.
 EN10LT-Ig-3: Explain how a selection may be influenced by
culture, history, environment, or other factors
 EN10LT-Ii-18: Evaluate literature as a way of expressing and
resolving one‘s personal conflicts
Objectives:
1. Interpret the meanings of several Confucian teachings
2. Identify biographical information about Confucius.
3. Discuss the importance of filial piety in Chinese culture and
how traditional Chinese family life is being challenged by the
circumstances of migrant workers.
II- LEARNING CONTENT

Lesson: From the Analects by Confucius translated by Arthur Waley
Materials:
 Map of the spread of Confucianism by 200 B.C.E.
 Copy of the reading text
References:
Curriculum Guide (May 2016) pp.
English Learner‘s Material for Grade 10 pp.92-108

 Introduction:
Korean Confucianism is the form of Confucianism that emerged and
developed in Korea. One of the most substantial influences in Korean
intellectual history was the introduction of Confucian thought as part of
the cultural influence from China. Today the legacy of Confucianism
remains a fundamental part of Korean society, shaping the moral system,
the way of life, social relations between old and young, high culture, and is
the basis for much of the legal system. Confucianism in Korea is
sometimes considered a pragmatic way of holding a nation together
without the civil wars and internal dissent that were inherited from the
Goryeo dynasty, and before.
TASK 1. PROVING PROVERBS
If you ever had someone say to you, ‗‘ Don‘t cry over spilled milk,‘‘
or comment , ‗‘ Easy come, easy go,‘‘ then you have received advice in
the form of a proverb. Proverbs are simply short bits of wisdom that
people all over the world have used for thousands of years. Proverbs offer
advice and explanations on how we ought to feel about the things that
happen to us.
They don‘t lecture or preach sermons; they sum up in a few well-chosen
words what experience has taught. People of different cultures, living
thousands of miles apart, often have similar proverbs, because each
proverb is about a proverb that occurs frequently in the lives of all human
beings. Proverbs are a form of folklore that is essentially universal. Think
about these proverbs and relate them with your own experience.
 He who rides the tiger find it difficult to dismount.
 He who stands with his feet on two ships will be drowned.
 If you want to go fast, go the old road.
 Little by little grow the bananas.
 Two captains sink the ship.
 Ice three feet thick isn’t frozen in the day.
 If you climb up a tree, you must climb down the same tree.
 Eggs must not with stones.
 By trying often, the monkey learns to jump from the tree.
 Palm nuts do not ripen while you stand under the tree.
 Many a good man I found under a shabby hat.
 A stone in the water doesn’t comprehend how parched the hill is.
 Young gambler, old beggar.
 The man who is carried on another’s back does not appreciate
how
far the town is.
 A horse that arrives early gets good drinking water.
ACTIVITY
TASK 2. PROVERBIAL WISDOM
Use the page PROVERBS FROM AROUND THE WORLD for this
activity. Complete six or more of the options below. As you finish the task,
check it off and put your answer in a folder with the rest of this work.
Highlight five of the proverbs that make the most sense to you.
Explain each one.
Circle five of the proverbs that don‘t make any sense to you. Discuss
them with a friend and write down what you think each one
means.
Which proverb do you think best gives the best advice?
Write a paragraph explaining why it is useful.
Find six in the list of the proverbs that tell where they might
have originated. Name the countries that might be
possibilities.
Write an imaginative story to explain the origin of one of the

proverbs.
Describe an event in your life when one of the proverbs would

have been appropriate.
Choose a proverb that might have been important to an explorer.
Choose a proverb that you think would be valuable to someone

you know. Explain how.
Create a one page-readers theater script using two or three of
the proverbs.
Which proverb is you mom or dad most likely to say? Would you
agree.
What proverb would you be most likely to say to your mom or dad ?
What would their response be?
Do you know any other proverbs? Write five more proverbs and
write the down.
ANALYSIS
TASK 3. CONFUCIANISM AND FILIAL PIETY
Give students a few minutes to respond in writing to the prompt ―What do
you think it means to respect one‘s parents?‖ Ask students to discuss their
ideas with partners and then invite a few pairs to share their thinking with
the class. Student responses will vary, but might include listening to and
obeying
one‘s parents, talking politely to one‘s parents, supporting family traditions,
caring for elderly family members and living in a way that brings honor to
the family name.
Tell the class that respect for parents — also called ―filial piety‖ — is a
cherished virtue in Confucianism, a philosophy in China that has been a
chief cultural influence for centuries. In Confucian teaching, filial piety
should guide the thoughts and actions of children toward their parents
throughout their lives and help individuals to understand their place in
society as they demonstrate respect to all elders.
Display the chart ―Confucianism and Filial Piety.‖ Explain that it quotes a
few examples of Confucian teachings related to filial piety. Read through
the quotes one by one and ask students to interpret their meanings.
Record student ideas to the right of each quote. Then discuss:
1. How might defining family roles and responsibilities contribute to
the Confucian goal of social harmony?
2. Why do students think the belief in filial piety has been so
important in Chinese culture over time?
3. How do Confucian teachings compare with student ideas about filial
piety.
ABSTRACTION
TASK 4. MY UNDERSTANDING
A.
Explain the influences of culture, history, environment and other
factors to a literary piece. Use the graphic organizer below.
CULTURE
HISTORY
ENVIRONMENT
THE ANALECTS by CONFUCIUS
B.
How can literature resolve personal conflicts? Cite some instances
when it was observed by you or someone you know. Use the graphic
organizer below.
APPLICATION
TASK 5. CLIPPINGS
Use a world map to point out where China is located. Explain that
the traditional family in China is changing with the country‘s rapid
industrialization. Today, China has more than 130 million workers who
migrate to jobs in urban areas so they can support their families back
home. Tell students that they are going to watch a series of video clips
that show the circumstances of the Zhang family, whose story is
representative of millions of others.
Set up the clips by explaining that the Zhangs have two children,
who have been raised in the family‘s home village in Sichuan province
while the parents work together in a garment factory in Guangzhou, a city
in Guangdong province. Use a political map of China to show the class
where these areas are located. Point out that there are about 1,300 miles
between where the parents live and where the children live. Explain that
children are unable to migrate with their parents because in China access
to public benefits, such as education and health care, is tied to one‘s place
of birth. Then, show Clip 1.
1. What roles do poverty and family relationships play in the
willingness of workers to endure long separations from family?
2. How do you think traditional Chinese culture will be affected over
time by the circumstances of China‘s migrant workers?
How can China better balance economic development with the needs of
its people?
3. Show Clips 3 and 4 to explain further how living apart has
affected the Zhang family. In Clip 3, Suqin explains why she left her one-
year-old daughter Qin at home 16 years earlier. Clip 4 shows how Qin has
resented her parents‘ absence.
After watching the clips, point out that Qin feels that her parents
abandoned her and that they only care about money, but her mother
believes that her sacrifice demonstrates her love for her children because
she is working to give them a more economically secure life. Ask students
to describe how these divergent perspectives have affected the family
bond between mother and daughter.

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CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

III - LEARNING TASKS

belittled troubled frustrated

confused forgotten lost

TASK 3. READ TO ACHIEVE

1. Why did Minos imprison Daedalus in the Labyrinth?

B. Answer the following:

Criteria 15 Points 10 Points 5 Points

TASK 7, ROLE PLAYING

Good (33 pts.) Fair (25 pts) Poor (20 pts.)

Use of Appropriate word Only a few words Most words are

Spelling The card The card The card

Content Standard: Performance Standard:

c. 1. The term ―bullying‖ shall also include

What does the text tell...

When challenges and trials come to my life, I ________________

Content Standard: Performance Standard:

III - LEARNING TASKS

None may look upon the Gorgon

EVEDA ERSIPULO VSMUONEO AEADHBS PEEAPSA VORLSAOU

or avoid (adjective) gratify (adjective)

TASK 4. DISSECTING THE TEXT

After the presentation, answer the following questions.

Content Standard: Performance Standard:

TASK 3. LET’S WATCH!

Pronoun Meaning Pronoun Meaning

TASK 6. FINDING PRONOUNS

clear, well clear, well topic. Main main ideas are

Main ideas are Main ideas are somewhat clear.

well supported not well

by detailed and supported by

and provides an provides an conclusion is conclusion.

paper. of the paper. A

attention to evidence of attention to

accurate, inaccurate at detract from the

All sentences Most sentences Most sentences Sentences

have varied have varied they have a repetit ive, or are

are well are well are well sound awkward,

constructed and constructed and constructed, but are distractingly

length. The length. The and/or length. understand. The

but they do not and/or spelling that interfere

interfere with that interfere with

Content Standard: Performance Standard:

III - LEARNING TASKS

1. Inspiration A. something that brings on creative activity

TASK 3. READ TO ACHIEVE

TASK 4. MY UNDERSTANDING OF THE TEXT

Content Standard: Performance Standard:

Most linguists agree that there are 10 core or central modals in

How do modals help convey your message in terms of asking for

(A)would (B)must (C)should (D)may

(A)can (B)may (C)should (D)would

5. You ______ not be serious about swimming outdoors in winter.

(A)must (B)will (C)shall (D)could

(A)may (B)could (C)would (D)should

(A)Would (B)Should (C)Must (D)might

(A)must (B)should (C)shall (D)would

(A)can (B)should (C)will (D)could