G10 English Lesson Exemplar 2nd Quarter

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2nd Quarter
CITY SCHOOLS DIVISION OF TAYABAS

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Theme: Overcoming Challenges
Sub-Theme: Finding Common Ground
Content Standard: Performance Standard:

The learner demonstrates The learner composes a short
understanding of how world but powerful persuasive text using a
literature and other text types serve variety of persuasive techniques and
as ways of expressing and resolving devices.
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
 EN10LT-IIa- 14.2: Explain how the elements specific to a selection build
its theme
 EN10LT-IIc- 2.2: Explain how the elements specific to a genre contribute
to the theme of a particular literary selection
Objectives:
1. Take note of the important details in the poem.
2. Discover the theme of the poem through its elements.
3. Show understanding of the theme through a poster.
II - LEARNING CONTENT
Lesson: Inferno by Dante Alieghiere
Materials:
• Copy of the reading text
• Paper and Pen
References:
Curriculum Guide (May 2016) pp. 223
English Learner’s Material for Grade 10 pp 123-128
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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2nd Quarter
III - LEARNING TASKS

 Introduction:
For if you suffer your people to be ill-educated, and their manners to be
corrupted from their infancy, and then punish them for those crimes to which
their first education disposed them, what else is to be concluded from this, but
that you first make thieves and then punish them.”
― Thomas More, Utopia
 Preliminary Activity:
TASK 1. WHAT’S ON YOUR MIND?
Do you believe that there is hell? What is your understanding of hell?
http://churchandstate.org.uk/wordpressRM/wp-content/uploads/2015/12/hell.jpg
ACTIVITY
TASK 2. READ TO ACHIEVE
Read the poem “Inferno’ by Dante Alighiere on pages 123-128
Guide Questions:
1. Who is speaking in the poem?
2. Why was Dante disallowed to cross the river?
3. Who are the souls tortured in this canto?
4. Describe the punishment given to the “tormented souls”.
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2nd Quarter
ANALYSIS
TASK 3. DANTE’S DESCRIPTION OF HELL
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.
Canto II
The Vestibule of Hell
Eye Ear Hand Lip Nose
TASK 4. USE YOUR SENSES

Form 4 groups. Perform the task assigned to your group.
Group 1. EYE GROUP

Make a poster of what the hell looks like based on the text.
Group 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.
Group 3. HAND GROUP

Show an interpretative dance to reflect the movements of
tormented souls.
Group 4. LIP GROUP

Present a speech choir about doing good to avoid being
in hell. (based on the text)
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2nd Quarter
ABSTRACTION
TASK 5. POSTERRIFIC
Explain how hell looks like based on your understanding of its
description. You may refer to the rubric below as your guide.
Score
Criteria Rating Weight (Rating x
Weight)
Materials used are inexpensive,
5 4 3 3
recycled, and/or easily available.
The idea is artistically presented. 5 4 3 2
The technique used in the
illustration/drawing clearly imparts the 5 4 3 2
intended meaning.
The combination of lines, colors and
5 4 3 2
pattern is observed.
The overall look of the output is
5 4 3 5
appealing.
The work submitted is neat and
5 4 3 3
presentable.
The work is submitted on time. 5 4 3 3
TOTAL
APPLICATION
TASK 6. PAPER AND PENCIL TEST
Answer the following questions.
1. Compare and contrast the author’s background and the theme of
the text. Use a Venn Diagram for your answer.
2. Who are the opportunists? Describe them.
3. What is the role of Charon in the poem?
4. Explain the following lines:
a. abandon all hope ye who enter here
b. no hope of death
5. Give a brief description of the following
a. Dante
b. Virgil
c. Pope Celestine V
d. Charon
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2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Theme: Establishing Solidarity

 EN10RC-IIa-11: Transcode information from linear to non-linear texts
and vice-versa
 EN10RC-IIb-11.2: Explain illustrations from linear to non-linear texts and
vice versa
 EN10RC-IIe-7.3: Read closely to get the author’s purpose
Objectives:
1. Transcode information from linear to non-linear texts and vice-versa
2. Explain illustrations from linear to non-linear texts and vice versa
3. Get the purpose of the author in writing the text
4. Participate in the activity
Lesson: 4 Causes of Family Conflict by K. Lee Banks
Materials:
• Paper and Pen
• Manila Paper/Cartona
• Marker
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2nd Quarter
References:
Curriculum Guide (May 2016) pp.223-225
English Learner’s Material for Grad e 10 p. 120-122

 Introduction:
The family is the smallest unit of society and it is everything. Yet, there is
no such thing as “perfect family”.
TASK 1. LET’S SING
Listen to the song “Common Ground” by Kodaline.
https://www.youtube.com/watch?v=IGKrfIa9eQI
Common Ground
By Kodaline
It's easy to win,
It's harder to lose So get busy learning
To admit tha you're wrong when Or you're already gone.
you've got something to prove.
Sure we all will be forgotten
You said it was easy, And we all grow bored
I tell you they're wrong. Yeah we all will be forgotten
So get busy learning, But a common ground
What you already gone? Is a good place to start.
And people will tell you Sure we all will be forgotten

What you want to hear, And we all grow bored,
But the people who know you well and Sure we all will be forgotten
make it all clear. But a common ground
Is a good place to start,
Life isn't easy, A common ground
You got to be strong Is a good place to start.
After listening to the song, sketch in a piece of paper an object you

visualize in the song. Explain and discuss it with a partner afterward.
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2nd Quarter
TASK 2. COMMON DENOMINATOR

What are the things common to you and your family members?
Use the Venn Diagram below to show it. You may add more circles
depending in the number of your family members.
Mother
Father YOU Sibling
Sibling
ACTIVITY
TASK 3. FINDING THE AUTHOR’S PURPOSE
Read 4 Causes of Family Conflict by K Lee Banks on pages 120-122 of
your LM. What do you think is the purpose of the author in writing the text?
The Author’s Purpose
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2nd Quarter
ANALYSIS
TASK 4. ANALYZING THE CAUSE
After reading it, fill in the diagram with causes of family conflicts. Write a
short description of each conflict.
Cause: ___________________ Cause: ___________________

Description_________________ Description_________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
Cause: ___________________ Cause: ___________________

Description_________________ Description_________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
Family
__________________________ __________________________
__________________________ __________________________
Conflict
ABSTRACTION
TASK 5. S-W-S (SURVEY WITH SENSE)
Divide the class into 5 – 6 groups. Conduct a survey within your group
about the common conflict situations. Put the consolidated answers in a
graph. Choose the most appropriate graph to show your answer. Post your
work on the board. Ask someone from your group to interpret your work.
APPLICATION
TASK 6. TIPS TO AVOID CONFLICTS
As a group, formulate at least 5 tips/advice on how to avoid conflicts.
You may choose among:
Conflict at home Conflict in school Conflict in the community
http://www.teachersofindia.org/en/i https://www.tamilnet.com/ https://www.123rf.com/photo_3410317_a-group-of-

symbol-people-hold-up-arms-to-form-a-circle-ring-
mage/symbols-map-school art.html?catid=13&artid=11 chain-of-teamwork-cooperation-community-.html
340
Write your answers in a ¼ cartolina. Make your output visually creative

and appealing.
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2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second

 EN10WC-IIi-13: Compose an argumentative essay
 EN10SS-IIg-1.6.5: Use in-text citations
Objectives:
1. Identify the characteristics of an argumentative essay by analyzing
examples.
2. Write an argumentative essay observing the correct parts and
format.
3. Participate in the activity.
Lesson: Characteristics of an Argumentative Essay
Materials:
• Paper and Pen
References:
Curriculum Guide (May 2016) pp. 223-225
English Learner’s Material for Grade 10
http://learnenglishessay.blogspot.com/2011/12/argumentative-
essay.html
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2nd Quarter

 Introduction:
An argumentative essay tries to change the reader’s mind by
convincing the reader to agree with the writer’s point of view. It attempts to
be highly persuasive and logical. It usually assumes that the reader disagrees
with the writer, but it should be noted that the reader is no less intelligent than
the writer. Hence an argumentative essay should be written objectively,
logically and respectfully.
When planning an argumentative essay, be aware that the essay
should contain the following characteristics:
 The argumentative essay introduces and explains the issue or
case. The reader needs to know what the issue is going to be.
 The essay offers reasons, and supports these reasons. The essay
should prove its point.
 The essay, at times, refutes (proves wrong) opposing arguments.
TASK 1. SIMPLE RECALL
Recall the difference among Persuasive, Argumentative and
Informative essays. Write their characteristics in the provided table.
Types Characteristics
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Persuasive _________________________________________________
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Argumentative _________________________________________________
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Informative _________________________________________________
_________________________________________________
_________________________________________________
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2nd Quarter
ACTIVITY
Read and analyze the sample argumentative essay entitled Aggressive
Driving Should Be Avoided in your learners’ material (pp. 131-132).
ANALYSIS
TASK 3. BREAKING DOWN THE IDEAS

After reading the essay, complete the following table with the information
presented in it. Be guided by the questions below.
Questions Information presented in the essay
What is the issue or
case?
What are the

statements
(reasons) that
support the issue?
Which among the
statements refute /
oppose other
issues?
ABSTRACTION
TASK 4. WHAT DID YOU LEARN?
Base on your understanding, what are the characteristics of an
argumentative essay? Share what you learned in class.
An Argumentative Essay is:
 ______________________________________________________________
______________________________________________________________
 ______________________________________________________________
______________________________________________________________
 ______________________________________________________________
______________________________________________________________
 ______________________________________________________________
______________________________________________________________
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2nd Quarter
APPLICATION
TASK 5. PREPARING TO WRITE
Write an argumentative essay regarding any issue in your school or
community. Prepare a draft for your essay using the diagram below.
Issue / Topic Reason Justification
Point 1
Reason 1 Point 2
Point 3
Point 1
Title Reason 2 Point 2
Point 3
Point 1
Reason 3 Point 2
Point 3
TASK 6. WRITE IT, ALRIGHT!

Using the draft you prepared, write an argumentative essay about a
certain topic in your school. Be guided by the rubrics below.
Argumentative Essay Rubrics

(maximum of 15 points for each essay)
REQUIREMENTS
4 3 2 1
INTRODUCTION Well-developed Introductory Introduction Thesis and / or
Background / introductory paragraph states the thesis problem is
History paragraph contains some but does not vague or
Define the contains background adequately unclear.
Problem detailed information and explain the Background
Thesis background states the background of details are a
Statement information, a problem, but the problem. seemingly
clear does not explain The problem is random
explanation or using details. stated, but lacks collection of
definition of the States the thesis detail. information,
problem, and a of the paper. unclear, or not
thesis statement. related to the
topic.
CONCLUSION Conclusion Conclusion Conclusion Conclusion does
summarizes the summarizes summarizes not adequately
main topics main topics. main topics, but summarize the
without Some is repetitive. No main points. No
repeating suggestions for suggestions for suggestions for
previous change are change and/or change or
sentences; evident. opinions are opinions are
writer's opinions included. included.
and suggestions
for change are
logical and well
thought out.
MAIN POINTS Three or more Three or more Three or more Less than three
Body main points are main points are main points, but main points, with
Paragraphs well developed present but may all lack poor
Refutation with supporting lack detail and development. development of
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2nd Quarter
details. development in Refutation ideas. Refutatio

Refutation one or two. paragraph n missing or
paragraph Refutation missing and/or vague.
acknowledges paragraph vague.
the opposing acknowledges
view, and the opposing
summarizes their view, but
main points. doesn't
summarize
points.
USE OF All source All source All sources are Lacks sources
SOURCES material is used material is used. accurately and/or sources
Documentation and smoothly All sources are documented, are not
integrated into accurately but many are accurately
the text. All documented, not in the documented.
sources are but a few are desired format Incorrect format
accurately not in the on the Works is used. Sources
documented desired format Cited page. are not relevant
and in the on the Works Some sources nor reliable.
desired format Cited page. are relevant and
on the Works Most sources are reliable.
Cited page. relevant and
All sources are reliable.
relevant and
reliable.
SENTENCE The writer treats The writer uses Some unclear or Many unclear or
PRECISION the subject some informal confused incomplete
Sentence seriously using language and sentences; the sentences.
Clarity formal slang. Most writer shifts
language. All sentences are person
sentences are complete, throughout the
complete, accurate and essay or uses
accurate, and clear; there is an "you" and "I"
clear; the writer occasional use frequently.
controls the of "you" in the
point of view essay, indicating
appropriately. a lack of revision
or control.
MECHANICS Punctuation and Sentence Work contains Work contains
Punctuation & capitalization structure is structural multiple
Capitalization are correct. generally weaknesses and incorrect
correct. Some grammatical sentence
awkward errors. There are structures. There
sentences do three or four are four or more
appear. There errors in errors in
are one or two punctuation punctuation
errors in and/or and/or
punctuation capitalization. capitalization.
and/or
capitalization.
Introduction/Conclusion_______ Grade Equivalent (15 points

Main Points _______ maximum):
Organization _______ A = 13 - 15 points
Style _______ B = 10 - 12 points
Mechanics _______ C = 7 - 9 points
D = 4 - 6 points
Total Points ______ F= 0-3
https://www.mesacc.edu/~paoih30491/RubricArgumentEssay.html
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2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second

 EN10SS-IId-1.5.2: Scan for needed information
 EN10RC-IIh-2.22: Evaluate text content, elements, features, and
properties using a set of criteria
Objectives:
1. Locate important information from a news article.
2. Identify the elements of a good news story.
3. Evaluate the content of a given news story.
4. Perform the task diligently.
Lesson: Key Components of a Good News Story
Materials:
• Newspaper
• Paper and Pen
References:
English Learner’s Material for Grade 10 pp. 139-141
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2nd Quarter

 Introduction:
What makes a good news story? With your groupmates, discuss the
characteristics of a good news story. Use the graphic organizer below.
A good
news
story is...
TASK 1. WHAT DO YOU THINK?
Give your idea regarding the
following statements:
 NEWS is North, East, West and South.
 NEWs should be new.
 neWs has 5W’s.
http://anzals.org.au/news
ACTIVITY
TASK 2. STUDY THIS
News Elements
What makes a story newsworthy? Pay close attention to these 10 elements
of newsworthiness to see which apply to your particular announcement.
Good news stories have more than one of these elements.
Proximity: Location, location, location. If an event is happening nearby, it will

impact readers more than if it were happening somewhere else that doesn't
affect them as much – in another state or in another country. Depending on
the story, it may as well be the same thing.
Prominence: A well-known person, place or event has a stronger news angle

than something that the audience isn’t familiar with. A guest speaker visiting
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2nd Quarter
your local elementary school to take over story time doesn't resonate with
many people ... unless that speaker is Johnny Depp.
Timeliness: Current news has more impact than something that happened
yesterday or last week. The news media loses interest in past events because
there is always fresh news somewhere.
Oddity: If something is unusual, shocking or bizarre, the strangeness alone

could make it newsworthy. Think Octo-Mom.
Consequence: If the impact of an event may directly affect readers, they

will want to know about it. A run-of-the-mill burglary at the Watergate Hotel
was white noise on the airwaves until it became clear what the identities of
the key players meant for the nation. That bit of news cost a U.S. President his
seat.
Conflict: Readers are always interested in disagreements, arguments and

rivalries. If an event has a conflict attached to it, many readers will be
interested on that basis alone. Let's not forget that it's human nature to
choose sides and stand up for that choice. Stories that involve conflict
include those about religion, sports, business, trials, wars, human rights
violations, politics or even struggles against nature, animals or outer space.
Human interest: If a situation draws any sort of emotional reaction, then it

might contain the news element of a human-interest story. These stories can
be "soft" kid-at-the-petting-zoo snapshots, inspiring comeback accounts or
infuriating reports of incompetence on the part of a public figure.
Extremes/superlatives: Reporters and audiences alike love to hear about the

first, the best, the longest, the smallest, the highest. If you can claim one for
yourself, do it.
Scandal: Everyone loves to hate on the philandering congressman who

sends inappropriate pictures under an absurd virtual handle. If you've got
info on an honest-to-goodness scandal, reporters everywhere are frothing at
the mouth to get the scoop on it.
Impact: Whether it's a peaceful protest that encompasses five city blocks or
a 23-car pileup on the pike, the more people involved in the event, the more
newsworthy it is. Similarly, the number of people affected by the event will
affect its newsworthiness, whether it's an adjustment of minimum wage or an
alleged outbreak of ebola.
Just the facts.

*Who? *What? *When? *Where? *Why? *How?
Source: http://www.axiapr.com/blog/elements-of-news
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2nd Quarter
ANALYSIS
In your own words, explain the following elements of a good news story.
Give an example for each.
ELEMENT EXPLANATION EXAMPLE
 Prominence
 Oddity
 Timeliness
 Scandal
 Human
interest
 Extremes /
superlatives
 Impact
 Proximity
 Consequence
 Conflict
ABSTRACTION
TASK 4. ACROSTIC
Why is it important to consider the newsworthiness of a news story?
Create an acrostic to show your answer.
N–
E–
W–
S-
Picture from: http://www.feedsapi.com/blog/is-googles-boolean-search-capabilities-enough-for-your-online-news-

monitoring-needs/
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2nd Quarter
APPLICATION
TASK 5. IS IT NEWSWORTHY?
Bring a newspaper. With your partner, evaluate at least two articles from
your local newspaper (The Paladian) if they contain the key components of a
good story. Then, copy the lines or phrases to support your answer.
Title:
Article 1
Newspaper:
Yes No Proof
Proximity
Prominence
Timeliness
Oddity
Consequence
Conflict
Human interest
Extremes /
superlatives
Scandal
Impact
Title:
Article 2
Newspaper:
Yes No Proof
Proximity
Prominence
Timeliness
Oddity
Consequence
Conflict
Human interest
Extremes /
superlatives
Scandal
Impact
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2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Sub-Theme: Building Ties

 EN10LT-IIb- 14.2: Explain how the elements specific to a selection build
its theme
Objectives:
1. Note down important details from the story.
2. Identify the theme of the story.
3. Compare the characteristics of a knight and the today’s
generation.
4. Show diligence in performing the task.
Lesson: The Song of Roland
Materials:
• Paper and Pen
References:
Curriculum Guide (May 2016) pp.
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2nd Quarter

 Introduction:
The song of Roland is an epic poem and, as such, deals with the heroic
deeds of great men. It was written in the Medieval Period AD 450-1300.
TASK 1. A PIECE OF YOU
Was there a time in your life when you
have experienced betrayal? Was it you who
betrayed someone or it was someone who
betrayed you?
Share a piece of your story to the
class and tell them how you coped up with
that situation.
(Image from https://www.wattpad.com/177668570-the-
monsters-inside-a-piece-of-you)
ACTIVITY
Read the story The Song of Roland on pages 153-156 of your LM.
http://www.chrissyvale.com/the-song-of-roland/
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2nd Quarter
ANALYSIS
TASK 3. CHARACTER ANALYSIS

Describe the following characters:
Roland
Charlemagne
Ganelon

Who among them do you Who among them do you
like most? Why? like least? Why?
ABSTRACTION
TASK 4. RETELLING
Retell the story in three to six
short sentences. Employ the proper
intonation, phrasing, pronunciation
and enunciation. Make sure to
emphasize the theme of the story.
(Image from http://gazette.teachers.net/gazette/wordpress/teachers-net-

community/story-retelling-skills/)
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2nd Quarter
APPLICATION
TASK 5. CHIVALRY IS NOT DEAD!
Based on the story, what are the characteristics of a knight? Do you
think these characteristics are still possessed by today’s men? Defend your
answer by showing a picture taken in the community or in school.
https://fortiteretrecte.wordpress.com/2014/03/03/a-meme-from-mom-chivalry-is-not-dead/
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2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Sub-Theme: Building Ties

 EN10OL-IIa5: Employ appropriate pitch, stress, juncture, intonation, etc.
 EN10OL-IId- 3.11: Use the correct sound of English when delivering
impromptu and extemporaneous speech
 EN10F-IIi-1.15: Make and deliver impromptu and extemporaneous
speeches with ease and confidence
Objectives:
1. Employ appropriate pitch, stress, juncture, intonation, etc. in
delivering a speech.
2. Deliver a speech in class.
3. Participate actively in the activity.
Lesson: Extemporaneous Speaking
Materials:
• Paper and Pen
References:
www.en.m.wikipedia.org/wiki/Theophilus_Thistle
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2nd Quarter

 Introduction:
Public speaking (also called oratory or oration) is the process or act of
performing a speech to a live audience. This type of speech is deliberately
structured with three general purposes: to inform, to persuade, and to
entertain. Public speaking is commonly understood as formal, face-to-face
speaking of a single person to a group of listeners. It is closely related to
“presenting” but presenting is more associated with commercial activity.
https://en.wikipedia.org/wiki/Public_speaking
Are you familiar with “stage fright”? What should you do to conquer your
fear? Write your concept of stage fright and you deal with it.
Fight Stage Fright
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TASK 1. TONGUE TWISTER

Theofilus thistle
Theophilus Thistle, the thistle sifter
Sifted a sieve of unsifted thistles.
Theophilus Thistle, the Thistle Sifter sifted.
If Theophilus Thistle, the thistle sifter,
Sifted a sieve of un-sifted thistles
Theophilus Thistle, the Thistle Sifter sifted?
Tongue twister from: www.en.m.wikipedia.org/wiki/Theophilus_Thistle

Image from: http://cartoonsmix.com/cartoons/tongue-twister-cartoon.html
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2nd Quarter
ACTIVITY
TASK 2. PROCESS OF DEVELOPING
Before you deliver your speech and to conquer your stage fright, you
will perform any of the tasks listed below. (Activities were from
http://publicspeakingpower.com/fun-public-speaking-activities/)
A. My Friend’s Fictional Life
In this activity, what you do is you get up in front of people (you can
do it home by yourself as well) and you take one of your friends and you
introduce them. However, instead of introducing them in the normal way
you make up a fictional life for them.
So you say, hi this is Jane Smith, and she actually moonlights as a jazz
pianist for the underground mafia. And you talk about her life, whatever it
may be.
So this is fun because it makes you been creative, it’s very easy to think of
these things on the spot and just roll with it. It’s generally pretty funny as well.
B. Continuous Story
This is best done with a group of people. Each person gets up and
might speak for anywhere from 20 seconds to a minute and they start telling
a story.
And when their time is up, the next person has to get up and they
have to continue the story.
So, obviously each person doesn’t know what the person before them
is going to say and so they have to continue the story.
The goal of this is to make the story make sense. This game helps people
engage in listening and learn to be creative enough to make the story
continue on and make sense.
C. Oink Substitution
When you are giving a speech you must allocate one word that you
have to replace with word ‘oink’. Or you can use ‘moo’ or you use ‘woof’ or
whatever it is that you want.
So you can use the word ‘I’ and replace it with ‘oink’.
So you would say: “Oink went to the movies and oink bought some
popcorn.” And so you replace that word ‘I’ with ‘oink’.
This challenges your mind, and it makes that little bit harder to deliver
a presentation. And it’s pretty funny for the audience, as well.
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2nd Quarter
7. Make A Commercial
Get a bunch of things from your room or from your house, bring them
in and you need to make a commercial about these items.
Someone is giving a random product. It might be a deodorant, might

be an iphone, it could be anything. And then they are required to give a 30
second to 1 minute commercial on this product and talk about why this is so
awesome and why people should buy it. So that’s a really fun one as well.
ANALYSIS
What did you learn after the activity? Write your insights inside the box
below.
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ABSTRACTION
TASK 4. DO IT LIKE A PRO!
What should a speaker consider in order to effectively deliver his
speech? Write some points that a speaker should keep in his mind. It would be
better if you try to connect it to your weaknesses.
Things to remember!





27
2nd Quarter
APPLICATION
TASK 5. P-R-E-P STAGE
Here is a situation that will serve as the basis of your speech. For this
activity, you will be given five 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.
our diction and use of the English language will make you get the job.
As soon as you are ready, deliver your speech in front of your

groupmates. Be ready to gather comments from them and don’t forget to give
your written output to your teacher.
Discussion Points:
1. Do you think you will get accepted for the job? Why?
2. What do you suggest/plan to do to improve your speaking skills?
TASK 6. IMPROMPTU
Prepare for the impromptu speaking activity. Your teacher will give you
the scenario which will be acted out in class. You will be given two minutes to
prepare and two minutes to present. While the first speaker is presenting, the
next shall pick his/her topic. You will be graded using the rubric below
(Adapted from www.marquette.edu/library/services/ oral.doc.)
Speech and Presentation Grading Rubric
Public Speaking and Oral Presentation Component
Emerging 0-1 points Developing 1-16 points Advanced 1-0 points SCORE
Organization Ideas may not Main idea is evident, but ideas are clearly
(20 points) be focused or the organizational organized, developed,
developed; the main structure may need to and supported to
purpose is not clear. The be strengthened; ideas achieve a purpose; the
introduction is may not be clearly purpose is clear. The
undeveloped. Main developed or always ow introduction gets the
points are difficult to smoothly and the attention of the
identify. Transitions may purpose is not clearly audience and clearly
be needed. There is no stated. The introduction states the specific
conclusion or the may not be well purpose of the speech.
conclusion may not be developed. Main points Main points are clear
clear. Conclusion does are not clear. Transitions and organized
not tie back to the may be awkward. effectively. The
introduction. Audience Supporting material may conclusion is satisfying
cannot understand need additional and relates back to
presentation because development. The introduction. f the
there is no sequence of conclusion may need purpose of the
information. additional development. presentation is to
Audience persuade, there is a
has difficulty clear action step
understanding the identified and an overt
presentation because call to action.
28
2nd Quarter
the sequence of
information is unclear.
Topic Student does not have Student has a partial Student has
Knowledge grasp of information; grasp of the information. a clear grasp of
(20 points) student cannot answer Supporting material may information. Citations
questions about the lack originality. Citations are introduced and
subject. Few, if any, are generally introduced attributed appropriately
sources are cited. and attributed and accurately.
Citations are attributed appropriately. Student is Supporting material is
incorrectly. inaccurate, at ease with expected original, logical, and
generalized, or answers to all questions relevant. Student
inappropriate supporting but fails to elaborate. demonstrates full
material may be used. Overdependence on knowledge more than
dependence notes may notes may be observed. required by answering all
be observed. class questions with
explanations and
elaboration. Speaking
outline or note cards are
used for reference only.
Audience The presenter is not able The presenter is able to The presenter is able to
Adaptation to keep the audience keep the audience effectively keep the
(20 points) engaged. The verbal or engaged most of the audience engaged.
nonverbal feedback time. When feedback Material is modified or
from the audience may indicates a need for clarified as needed
suggest a lack of interest idea clarification, the given audience verbal
or confusion. Topic speaker makes an and nonverbal
selection does not relate attempt to clarify or feedback. Nonverbal
to audience needs and restate ideas. Generally, behaviors are
interests. the speaker used to keep the
demonstrates audience audience engaged.
awareness through Delivery style is modified
nonverbal and verbal as needed. Topic
behaviors. Topic selection and examples
selection and examples are interesting and
are somewhat relevant for the
appropriate for the audience and occasion.
audience, occasion, or
setting. Some effort to
make the material
relevant to audience
needs and interests.
Language Language choices may Language used is mostly Language
Use (Verbal be limited, peppered respectful or inoffensive. is familiar to
Effectiveness) with slang or jargon, too Language is the audience,
(20 points) complex, or too dull. appropriate, but word appropriate for the
Language is choices are not setting, and free of bias;
questionable or particularly vivid or the presenter may
inappropriate for a precise. “code-switch” use a
particular audience, different language form
occasion, or setting. when appropriate.
Some biased or unclear Language choices are
language may be used. vivid and precise.
Delivery The delivery detracts The delivery generally The delivery is
Nonverbal from the message; eye seems effective extemporaneous
Effectiveness) contact may be very however, effective use natural, confident, and
(20 points) limited; the presenter of volume, eye contact, enhances the message
may tend to look at the vocal control, etc. may posture, eye contact,
poor, mumble, speak not be observed. Vocal smooth gestures, facial
inaudibly, fidget, or read tone, facial expressions, expressions, volume,
most of the speech; clothing and other pace, etc. indicate
gestures and nonverbal expressions confidence, a
movements may be do not detract commitment to the
jerky or excessive. The significantly from the topic, and willingness to
delivery may appear message. The delivery communicate. The vocal
inconsistent with the style, tone of voice, and tone, delivery style, and
message. Non-fluencies clothing choices do not clothing choices suggest
“ums” are used seem out of place or an awareness of
excessively. Articulation disrespectful to the expectations and norms.
and pronunciation tend audience Limited use of non-
to be sloppy. Poise o or occasion. Some use of fluencies is observed.
composure is lost during non-fluencies are Articulation and
any distractions. observed. Generally, pronunciation are clear.
Audience members articulation and All audience members
have difficulty hearing pronunciation are clear. can hear the
the presentation. Most audience members presentation.
can hear the
presentation.
From LM pp 191-194
29
2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Sub-Theme: Being Sensitive to Others

 EN10LT-IId- 2.2.2: Explain the literary devices used
 EN10LT-IIe- 2.2: Explain how the elements specific to a genre contribute
Objectives:
1. Explain the literary devices used in the literary piece.
2. Differentiate Petrarchan and Shakespearean sonnets.
3. Identify the purpose of the author in writing the poem.
3. Write a sonnet.
Lesson: Sonnets (Shakespearean & Petrarchan)
Materials:
• Paper and Pen
References:
English Learner’s Material for Grade 10 174-177
https://quizizz.com/admin/quiz/56d6166abee781a759554f4c
http://ayudel.blogspot.com/2009/10/quiz-on-sonnet-18.html
30
2nd Quarter

 Introduction:
The Sonnet: Poetic Form
From the Italian Sonetto, which means “a little sound or song”, The
sonnet is a popular classical form that has compelled poets for centuries.
Traditionally, the sonnet is a fourteen-line poem written in iambic pentameter,
which employ one of several rhyme schemes and adhere to a tightly
structured thematic organization. Two sonnet forms provide the models from
which all other sonnets are formed: the Petrarchan and the Shakespearean.
Source: https://m.poets.org/poetsorg/text/sonnet-potic-form
TASK 1. GETTING TO KNOW THEM
Look for a short biography of William Shakespeare and Francesco
Petrarcha. Fill out the info card below and paste their individual picture.
Popular Works
PASTE
PICTURE Common theme of his work
HERE
Facts about him
FRANCESCO PETRARCHA
Date of Birth:
Place of Birth:
Popular Works
PASTE
PICTURE Common theme of his work
HERE
Facts about him
WILLIAM SHAKESPEARE
Date of Birth:
Place of Birth:
31
2nd Quarter
ACTIVITY
TASK 2. READING THE SAMPLES
Read the following sonnets written by William Shakespeare and
Francesco Petrarch.
Sonnet XVIII The White Doe (Translated by Anna Maria Armi)
William Shakespeare Francesco Petrarcha
Shall I compare thee to a summer's day? A pure-white doe in an emerald glade

Thou art more lovely and more temperate: Appeared to me, with two antlers of gold,
Rough winds do shake the darling buds of May, Between two streams, under a laurel’s shade,
And summer's lease hath all too short a date: At sunrise, in the seasons bitter cold.
Sometime too hot the eye of heaven shines, His sight was so suavely merciless
And often is his gold complexion dimmed, That I left work to follow at her leisure,
And every fair from fair sometime declines, Like the miser who looking for his treasure
By chance, or nature's changing course untrimmed: Sweetens with that delight his bitterness.
But thy eternal summer shall not fade, Around her lovely neck “Do not touch me”
Nor lose possession of that fair thou ow'st, Was written with topaz and diamond stone
Nor shall death brag thou wander'st in his shade, “My Caesar’s will has been to make me free.”
When in eternal lines to time thou grow'st, Already toward noon had climbed the sun,
So long as men can breathe, or eyes can see, My weary eyes were not sated to see,
So long lives this, and this gives life to thee. When I fell in the stream and she was gone.
ANALYSIS
Quiz on Sonnet 18
Please answer these questions and then check the answers below.
1. How many quatrains and couplet are there in this sonnet?
2. What is the rhyme scheme of this sonnet?
3. In this sonnet, the persona has compared his beloved to a______________?
4. State one downside of a summer's day.
5. What do the following lines mean?
a. Sometime too hot the eye of heaven shines
b. Thy eternal summer
c. So long as men can breathe or eyes can see
So long lives this and this gives life to thee.
6. Give one example of personification.
7. What is the theme of this sonnet?
8. What have you learned from this sonnet?
Quiz on The White Doe

1. Who wrote "The White Doe"?
2. How many quatrains and couplet are there in this sonnet?
3. Which of the following is a metaphor?
A. Her eyes shine like the morning sun.
B. His dog eats a boat load of food.
C. The walls stretch to the ceiling.
D. Our classroom is a zoo.
32
2nd Quarter
4. What is the theme of this poem?

5. What does the doe's collar/necklace indicate?
6. Which of the following is an example of alliteration?
A. The cat sat quietly by the door.
B. Crash! The dishes slammed against the counter.
C. The bee bumbled and buzzed by.
D. The wind screamed and howled in the night.
TASK 3. DIFFERENTIATION
Using the table below, fill in the needed information based on your
analysis of the sample Petrarchan and Shakespearean Sonnets.
Shakespearean Petrarchan
Number of Lines
Quatrain
 How many?
 How many lines?
 What does it contain?
Couplet
 How many?
 How many lines?
 What does it contain?
Rhyme scheme
ABSTRACTION
TASK 4. AUTHOR’S PURPOSE
What is the purpose of the author in writing the sonnet? Write your
answer on the spaces provided below.
Sonnet XVIII The White Doe
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
33
2nd Quarter
APPLICATION
TASK 5. WARM-UP
What is your greatest struggle as a teenager?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_
List down words that can be associated with those struggles.

____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
TASK 6. WRITING ACTIVITY

Using your output in the previous activity, write a sonnet regarding your
experience/struggles as a teenager. Be guided by the following tool:
Criteria YES NO
There are 14 iambic pentameter lines.
There are three quatrains.
The quatrains discuss the problem.
There is one couplet.
The couplet presents the resolution.
It follows the correct rhyme scheme.
34
2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Sub-Theme: Being Sensitive to Others

 EN10LC-IIg-13.3: Detect biases and prejudices
Objectives:
1. Get the purpose of the author in writing the text.
2. Detect biases and prejudices in the material.
Lesson: Values Education for Human Solidarity
Materials:
• Paper and Pen
• Copy of the song We Are the World
References:
35
2nd Quarter

 Introduction:
Listen to the song We are the World. Get ready to share what you
understand with the song.
TASK 1. OBSERVATION IN THE COMMUNITY
In your community, observe the people and their behavior. List down at
least five values that they possess. From your list, choose which among them
you think is the most important. Be ready to defend your answer in class.
Values in the Community
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
ACTIVITY
Read the speech of Lourdes R. Quisumbing entitled Values Education
for Human Solidarity on pages 148-150 in you LM.
Values for
Human Solidarity
Image from: https://www.geni.com/people/Lourdes-

Reynes-Quisumbing/6000000001227363686
36
2nd Quarter
ANALYSIS
TASK 3. ASSOCIATING THINGS
Choose words and phrases from the selection the can be associated
with the word Human Solidarity. Use the graphic organizer below to show your
answer.
HUMAN
SOLIDARITY
ABSTRACTION
TASK 3. GRAPHIC ORGANIZER
Create a graphic organizer that summarizes all the important points
presented in the text. You may use pictures, illustrations, and graphics that are
related with the idea. Include the purpose of the author and identify whether
there is bias and prejudice.
APPLICATION
TASK 4. ROLE-PLAY
In order to attain unity and solidarity in school or even in the community,
which among the values presented is the most important?
Divide the class into 8 groups. Role-play any situation where these values
are observed. Limit your presentation up to 5 minutes only.
37
2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Sub-Theme: Empathizing with Others

 EN10LT-IIf- 2.2: Explain how the elements specific to a genre contribute
 EN10LT-IIf- 2.2.3: Determine tone, mood, technique, and purpose of
the author
Objectives:
1. Explain the theme of the story.
2. Determine tone, mood, technique, and purpose of the author in
writing the text.
3. Perform the task assigned diligently.
Lesson: Federigo’s Falcon from The Decameron by Giovanni Boccaccio
translated by G. H. McWilliam
Materials:
• Paper and Pen
References:
38
2nd Quarter

 Introduction:
“Real love is knowing someone's weakness

and not taking advantage of them. Knowing their
flaws and accepting who they are.”
— Unknown
TASK 1. PERSONALITY TEST
Rank the following from 1 (your topmost priority) to 5 (your last priority).
Be ready to explain your answer.
_____ CAREER _____________________________________________

_____ LOVE LIFE _____________________________________________
_____________________________________________
_____ FAMILY
_____________________________________________
_____ RELIGION _____________________________________________
_____ MONEY _____________________________________________
_____________________________________________
ACTIVITY
Read the story Federigo’s Falcon from The Decameron by Giovanni
Boccaccio translated by G. H. McWilliam on pages 203-207 of your LM. Answer
the guide questions in your notebook.
ANALYSIS
TASK 3. GROUP DISCUSSION
Divide the class into 5 groups. In your group, discuss your answers to the
following questions about the story. Write your answers on a separate sheet of
paper.
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.
39
2nd Quarter
Group 3 - What social and moral problems came up when Monna Giovanna’s
son asked her to obtain Federigo’s falcon?
 In the end, what characteristic 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 any, 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?
ABSTRACTION
TASK 4. TMT (Tone, Mood, Theme) ALERT
Federigo’s falcon builds on a theme. Theme of the story refers to the
central topic of a text. Its tone and mood are also felt all over the story. Tone
refers to the attitude of the author toward a subject while mood is the
atmosphere of the story. It’s the feeling you get while reading the story. Fill in
the graphic organizer with the appropriate information about the story.
THEME
Copy some words/lines

Federigo’s to support your answer.
Copy some words/lines Falcon

to support your answer.
SUB-THEME
Image from https://en.wikipedia.org/wiki/Aplomado_falcon
40
2nd Quarter
APPLICATION
TASK 5. DIFFERENTIATED TASK
Divide the class into 5 groups, (in accordance to your strengths /
intelligence) Then, choose your task below.
Musical-rhythmic and harmonic

•Look for a song that is related with the theme of the story. You may also
compose your own song. Sing it in class.
Visual-spatial
•Make an abstract drawing of the story’s theme. Explain your work in class.
Verbal-linguistic
•Create a short poem that explains the theme of the story and present it in
class through choral reading.
Logical-Mathematical
•Interview at least 50 people (of different ages) in your community and ask
them who among them believe in true love. Graph the result of your survey.
Bodily-Kinesthetic
•Present a 1-minute dance routine that depicts true love.
You will be graded using the following criteria where 5 is the highest while 2 is
the lowest. Note: a group member will assess other members.
ASSESSMENT CRITERIA FOR GROUPWORK
CRITERIA SCORE COMMENTS
Co-operation
This person: works with the group to reach a
consensus view and then abides by that
consensus; works with others to finish the
assignment; compromises; does their assigned
tasks and does not intrude on others' tasks.
Attendance
This person: is punctual; is prepared; turns up at all
scheduled events.
Contribution
This person: makes sure they do the work the
team decided they would do; brings work back
to the group by the deadline the group has set;
does their fair share of the roles (e.g. chairing,
editing, etc.).
Communication
This person: listens to others' ideas; is contactable
(responds to emails / answers their phone); is
open to new ideas; includes others in the
discussion.
Works efficiently
This person: has good time management skills;
meets deadlines; stays focused in meetings.
Responsibility
This person: if they're given something to do,
then they do it; makes sure they provide good
references for the material they have
researched.
http://www.flinders.edu.au/teaching/teaching-strategies/assessment/assessment-criteria-for-groupwork.cfm
41
2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Sub-Theme: Empathizing with Others

 EN10G-IIe-28: use words and expressions that affirm or negate
 EN10LC-IIg-13.3: Detect biases and prejudices
Objectives:
1. Classify the kinds of adverbs as to affirmative and negative
2. Respond to a single question in both affirmative and negative
sentences
3. Show patriotism by defending one’s opinion using affirmative and
negative statements
Lesson: To Affirm or to Negate
Materials:
• Paper and Pen
References:
English Learners’ Material 10 pp. 217-221
https://link.quipper.com/en/organizations/547ff98fd2b76d0002001c77/
curriculum
42
2nd Quarter

 Introduction:
Affirmation and negation are often

used in conversations, particularly as
responses to questions.
Affirmation Negation
An affirmation, also called an A negation, also called a negative
affirmative or positive statement, statement, expresses a denial or
expresses the truth or validity of falsity of an idea.
an idea.
TASK 1. CHARADES
1. Ask the class to form 14 pairs.
2. Each pair will be given one minute to guess the word which will be
picked from the fishbowl.
3. After one minute of guessing, the teacher will ask the pair if the word
that they got is an affirmative adverb or a negative adverb. (note: This part
will be asked by the teacher secretly to avoid clues to the next participant.)
3. Every correct guess is equivalent to 2 points. The identification part if
the word is an affirmative or negative adverb is only 1 point.
4. The pair with the fastest time and the most number of points will win
the game.
absolutely obviously
no
definitely
truly
exactly
never assertedly
nowhere rarely
certainly not
never really
43
2nd Quarter
ACTIVITY
TASK 2. SQUARE OFF
1. Ask 6 volunteers from the
class and make two groups out of it;
one in favor of the statement “Wow,
girls suck at Math.”, while the other
contradicts the said statement.
2. Let them express themselves why do they agree and disagree with
the statement.
3. After the debate, let the students ponder the following questions.
a. What did you notice about the exchange of ideas in the group?
b. How did your classmates give affirmative and negative
comments?
c. What should you do when affirming or negating an idea or a
situation?
ANALYSIS
TASK 3. DEFINE ME
 Affirming Words or Phrases
Among the commonly used words for affirming are adverbs of
affirmation. These include words such as yes, truly, definitely,
certainly, and surely, among others.
Example:
Yes, I can attend the party on Saturday night.
I will be able to finish this by tonight.
Explanation:
In the first sentence, the adverb yes adds emphasis to the affirmative
statement. In the second sentence, there is no adverb of affirmation used,
but the sentence is still affirmative because there is nothing in it that
indicates negation, and the word will is considered positive.
Negating Words or Phrases

Adverbs may also be used for expressing negation. Adverbs of
negation include the words no, not, nowhere, no longer, and never.
Expressions that may be used to emphasize or express negation include I'm
sorry and I'm afraid.
44
2nd Quarter
Examples:
I'm afraid I cannot leave the house on Saturday night.
No, I will not be able to finish this by tonight.
Explanation:
The words cannot and not in the two examples have already
expressed negation. The expression I'm afraid and the word no are added
to emphasize the negativity of the statement.
ABSTRACTION
TASK 4. WRAP UP
1. When do you use an affirmative statement? a negative statement?
2. How do you construct an affirmative sentence and a negative
sentence?
3. What is the importance of knowing the functions of these two
statements?
APPLICATION
TASK 5. AFFIRM OF NEGATE FOR THE COUNTRY
Let the students form 5 groups. Using a marker and a manila paper, they
will answer Task 12, “The 12 Little Things We Can Do for Our Country (English
Learners’ Material, pp. 218-221). Afterwards, assign two reporters from each
group to discuss the answers.
TASK 6. COMPREHENSION CHECK

A. Encircle the letter of your answer.
1. Ross was invited by Marie to attend a group study session at the library, but
Ross already has a band practice session at that time. Which of the following
expressions should he use to show that he would not be able to make it?
A. I am busy. C. Sorry, I can’t make it.
B. I love that idea. D. Interesting, go ahead guys.
2. What is the affirmative version of the sentence “Harold can never walk
again.”?
A. Harold can walk again. C. Harold never walks again.
B. Harold cannot walk again. D. Harold rarely walks again.
3. Which of the following could be added to the given sentence to turn it into
a negative statement? I am sure that Jason is fine.
A. I am really sure that Jason is fine. C. Absolutely, Jason is fine.
B. Undoubtedly, Jason is fine. D. I am sure that Jason isn’t fine.
45
2nd Quarter
4. Using your knowledge of negation, what could be the person’s reason if he

says to you, “Can you speak loudly please?”.
A. He can hear you very well.
B. He loves to hear your voice over and over again
C. He is quite fascinated with your voice.
D. He can’t hear you.
B. Answer the following questions with affirmative and negative declarative

statements. Note: Use three different adverbs of affirmation in constructing
affirmative sentences; otherwise, your answers will be incorrect.
Affirmative Question Negative

55. 56.
Are you going to the
party?
57. 58.
Does he succeed in
life?
59. 60.
Do you make your
homework on time?
46
2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Sub-Theme: Accepting Individual Diferences

 EN10LT-IIh-3: Explain how a selection may be influenced by culture,
history, environment, or other factors
 EN10VC-IIh-27: Use previous experiences as scaffold to the message
conveyed by a material viewed
Objectives:
1. Identify the influence of history to the text.
2. Explain the theme of the story.
3. Show understanding of the theme by creating an infomercial.
4. Use previous experiences as scaffold to the message conveyed by a
material viewed.
5. Show interest in the discussion.
Lesson: The Hunchback of Notredame by Victor Hugo
Materials:
• Paper and Pen
References:
47
2nd Quarter

 Introduction:
We as human beings will never, never survive unless we recognize and
celebrate our differences as well as our similarities.
--Joseph Bruchac
TASK 1. TECH-OP DEFINITION
From the past lessons, you have learned how to define terms
operationally and technically. Below are words/terms from the selection “The
Hunchback of Notredame.” Use your skill in defining terms in two ways.
Accomplish the chart below.
Picture /
Terms Technical Definition Operational Definition
Illustration
Cathedral
Hunchback
King
Sanctuary
Parliament
Recluse
Vagabonds
What does it mean to live in a world of variety? This question further

leads you to ask questions like these:
 How do you deal with differences?
 What common bonds should you find to hurdle differences?
48
2nd Quarter
ACTIVITY
Read the story The Hunchback of Notredame by Victor Hugo on pages
233-234 of your LM.
ANALYSIS
TASK 3. DARE TO ANSWER (Roundtable Discussion)
Check your understanding on the following points by answering the
questions below.
1. How do you think history, culture, environment, and other factors influence
the author to express the major themes of the story? Explain your answer by
filling out the web below.
https://www.amazon.com/Hunchback-Notre-
Dame-Jatlag-Productions/dp/6304038461
49
2nd Quarter
2. What is the significance of the structure of Notredame Cathedral in the

setting of the story?
3. In what ways do you think this story would have been different if the setting
were changed to Contemporary America?
4. The author, Victor Hugo, was profoundly concerned with the class
differences as depicted in the story. Name the social strife that can be found
in the story. What would you suggest to resolve the issue?
5. Explain how the character’s experience taught you about the value of
accepting differences of people.
TASK 4. FROM THE STORY, WE DIFFER

Group Activity
 Divide the class into 5 groups.
 Do the activities that follow to check your understanding of the
situation.
 Form groups with ten students and discuss within the group the tasks
below.
 Share your responses with the class.
Group 1. The characters in the story The Hunchback of Notredame. Faced

problems when others opposed or strived against them. Explain how a
particular character suffered the effects of discrimination. Then, suggest
how the character could overcome the prejudice.
Group 2. Choose two characters from the story who made hasty judgments
about other people. What would each of these characters have to
learn in order to be more understanding?
Group 3. Which characters face challenges bravely? Name two characters for
their bravery in difficult situation and justify your answer.
Group 4. Using what you know about the culture of the middle ages, describe
its similarities to the plot of the story. Then try to relate its significance to
the story.
Group 5. How does history influence the development of the plot of the story?
Present your answer in a timeline.
50
2nd Quarter
ABSTRACTION
TASK 5. COMPARE AND CONTRAST
What do you think are your similarities and differences with the main
character Quasimodo? Use the Venn Diagram below to show your answer.
Image from http://orig05.deviantart.net/d889/f/2013/167/0/d/all_hearts___quasimodo_by_lynxgriffin-d69dd0z.jpg
Is the situation discussed in the story still occurs in our present society?
Why or why not? Write your answer in the space provided below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
51
2nd Quarter
APPLICATION
TASK 5. INFOMMERCIAL
Create an infomercial that addresses the problem with discrimination.
Follow the guidelines below.
 An infomercial (informative commercial) is purposively creative to
disseminate information regarding a certain topic. It is done in a form of
commercial to attract the viewers of its important message.
 The infomercial should be 30-45 seconds only. You should be able to
present the problem and a possible solution to it. You may also use legal
bases (laws).
 Your work will be grade using the following criteria:
Message 15pts
Technical (editing, etc) 10pts
Grammar/Usage/Mechanics 5pts
Participation 5pts
52
2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Sub-Theme: Accepting Individual Diferences

 EN10G-IIe-28: Use words and expressions that affirm or negate.
 EN10F-IIh-3.7: Demonstrate confidence and ease of delivery.
 EN10OL-IId-3.11: Use the correct sound of English when delivering
impromptu and extemporaneous speech
Objectives:
1. Use words and expressions that affirm or negate in a speech.
2. Demonstrate confidence and ease of delivery.
3. Observe the correct sound of English when delivering impromptu
and extemporaneous speech.
4. Participate actively in the debate.
Lesson: Oxford-Oregon Debate Format
Materials:
• Paper and Pen
53
2nd Quarter
References:
http://rubymarygoldtamsi.blogspot.com/2008/12/oregon-oxford-
debating.html
http://lexlibertarian.blogspot.com/2012/08/rules-on-oxford-oregon-
debate.html

 Introduction:
Without debate, without criticism, no administration and no country can succeed—

and no republic can survive.
--John F. Kennedy
TASK 1. AGREE OR DISAGREE
The following statements were taken from the selection The Plague by albert
Camus on pp. 254-256 of your LM. Affirm or negate to each using the
appropriate words.
Father Paneloux uses the plague as an

opportunity to advance his stature
in the town by suggesting that the plague was
an act of God punishing the
citizens’ sinful nature.
Funerals are conducted with no ceremony

and little concern for the feelings of the
families of the deceased.
The authorities respond to the worsening

situation by declaring martial law and
imposing curfew.
Paneloux addresses the problem of an

innocent child’s suffering and says it is a test
of a Christian’s faith.
Rieux reflects on the epidemic and reaches

the conclusion that there is more to admire
than to despise in humans.
54
2nd Quarter
ACTIVITY
TASK 2. GATHERING IDEAS
Read the news article below then do the activity that follows.
DepEd: No cell phone ban after student’s ‘selfie’ accident
By Non Alquitran (The Philippine Star) | Updated July 5, 2014 - 12:00am
MANILA, Philippines - The Department of Education has not ordered a

total ban on cell phones in schools, even after a student died when she fell
down a flight of stairs when she took a “selfie” in a school in Pasig, DepEd
Secretary Armin Luistro said yesterday.
“We allow cell phones in school but their use is regulated, especially
inside the classroom and during public gatherings,” he said.
Luistro issued his statement after the death of Christine Rosello, 14, a
third year high school student who died when she fell from the third floor of
the Rizal High School while taking a selfie photo on June 30.
He pointed out that the accident happened outside the classroom.
Luistro has created a fact-finding team to investigate the death of

Rosello, whose family admitted she had a history of dizzy spells.
Senior Superintendent Mario Rariza, Pasig City police chief, said

Rosello was with a classmate, Hanah Jane Calces, when the accident
happened. He said the two girls were using Calces’ cell phone to take selfies.
Rariza said Rosello was observed sipping an energy drink as she and Calces
took photos. Rosello suddenly fell down nine steps from the third floor to the
second-floor landing, he added.
Autopsy reports showed that Rosello sustained broken bones and had
an injury at the back of the head. Her broken bones also pierced her kidney.
The assistant principal rushed Rosello to the Rizal Medical Center,

where she died an hour later.
http://www.philstar.com/metro/2014/07/05/1342527/deped-no-cell-phone-ban-after-students-selfie-
accident
After reading the article, do you think that cellphones should be
banned in school? Choose between the two answer sheets and write your
answer regarding your stand.
Answer Sheet #1
DO YOU AGREE WITH THE ARTICLE?
I. Introduction
55
2nd Quarter
II. State the proposition

A. Define the terms
B. Give the status quo
1. What is the status quo?
2. What is wrong with it?
C. State your stand
Caseline
A. State all your arguments first
B. Go back, then strengthen each
one
C. Always give transition. You could
repeat the argument after your
explanation.
VI. Conclusion
Answer Sheet #2
DO YOU DISAGREE WITH THE ARTICLE?
I. Introduction
II. State the proposition

A. Define the terms
B. Give the status quo
1. What is the status quo?
2. What is wrong with it?
C. State your stand
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
OWNERSHIP HERO
PHILIPINE SEA MARCOS AS A KILLING
AND WEST EXTRA JUDICIAL
FERDINAND
BENHAM RISE
the provided space.
What is your stand regarding the following issues? Write your reasons in
TASK 3. ON SOCIAL ISSUES
speaker-affirmative)
V. Conclusion (same as the 1st
affirmative)
IV. Caseline (same as the 1st speaker-
affirmative’s arguments
III. Rebut the 1st speaker of the
affirmative’s arguments
III. Rebut the 1st speaker of the
2nd Quarter
56
57
2nd Quarter
ANALYSIS
Study the following facts about debate
HISTORY
It was in 5th Century B.C. in Syracuse a city from Ancient Greece has
gone through war and revolution. People struggled for peace and order. A
particular concern for them was land ownership for lands were claimed
through memory
What is Debate?
Debate is basically a response to a problem. It is a competition using
words and logic. It is to change people’s minds and actions through our
words and power of conviction.
Objectives of Debate
* To resolve the issue intelligently at the end of the debate
Specific Objectives
* To have a comprehensive grasp of issues
* To be able to prepare a case which tackles the P, N and B.
Image from http://www.istockphoto.com/hk/vector/six-lecturers-
silhouettes-gm518207288-89893229
ABSTRACTION
TASK 4. INTERPRETING DIAGRAM
Explain the following diagram. Oxford-Oregon Type
AFFIRMATIVE
ISSUE NEGATIVE
Speaker Speaker
1 1
Speaker Speaker
2 2
MODERATOR
Speaker 3 Speaker 3
/ Scribe / Scribe
Rebuttal of the Team Captain of the Negative Side

Rebuttal of the Team Captain of the Affirmative Side
58
2nd Quarter
APPLICATION
TASK 5. DEBATE
Form a group composed of 3 members. Assign each member with
different particular roles: 1st speaker, 2nd speaker, 3rd speaker/scribe. There will
be draw lots to identify your stand on a particular issue and who will be your
opponent.
Strictly follow the time limit given. For constructive speech, it must be
delivered in a minimum of five (5) and maximum of seven (7) minutes. You may
use any of the following methods: Reading Method, Memory Method,
Extemporaneous, and Mix method of memory and conversational or dramatic.
For the interpellation five (5) minutes will be allotted and for the rebuttal,
three (3) minutes will be given.
The moderator of the debate shall reveal the issue, rule on points of
clarification about the issues or questions and answers made during the
Interpellation; and see to it that the debate is orderly and follows the rules of
parliamentary procedures. On the other hand, the timer times the speakers
and debaters accurately; gives the speakers a one-minute warning with the
ringing of the bell once before his/her time is up, and prevents the debaters
from exceeding the time allotted to them by ringing the bell twice.
Pick from the topics prepared by your teacher.
Sample Debate Topics
 All students should have an after school job.

 Homework should be banned.
 The legal drinking age should be lowered to 18.
 Schools should block YouTube.
 All parents should be required to attend parenting classes before having
a child.
 Single-sex schools are better for students.
 Students should be held legally responsible for bullying in schools.
 Teachers should not be allowed to contact students through social
media.
 Androids are better than iPhones.
 Grades should be abolished.
 History is an important subject in school.
 The government should provide wireless service for everyone.
 Smoking should be illegal.
 People should be fined for not recycling.
 Social media comments should be protected by free speech.
https://www.thoughtco.com/debate-topics-for-high-school-8252
59
2nd Quarter
Remember to follow the tool provided below.

TOOL FOR DEBATE
CRITERIA YES NO
Interpellation
1. The questions are focused on the arguments
2. Questioner and opponent should treat each other with courtesy.
3. Both speakers stand and face the audience during the question
and interpellation.
4. The questioner nor the opponent does not consult his colleague
while the question is being delivered.
5. Consultation is quietly done before a question is given.
6. Categorical question answerable by yes or no is given, however,
opponent if he chooses, may qualify his answer why yes or why no.
7. The question asked by the questioner is brief and easily
understandable. The answer is likewise brief.
8. The questioner does not cut off a reasonable and qualifying
answer, but he may cut off a vervous response with a statement
such as a “thank you” “that is enough information” or “your point
is quite clear” or “I’m satisfied.”
9. The questioner does not comment on the response of his
opponent.
10. The questioner refuses to rephrase or reform his question
ambiguous, irrelevant or loaded questions.
11. Poise, gestures, audience contact and voice projection are
highly observed.
Rebuttal
1. Rebuttal speaker points out clearly the fallacies committed by
his opponent.
2. Particular statements or arguments that constitute to the fallacy
of the opponent’s speech are clearly presented.
3. The debater presents counter arguments directly by stating what
arguments or statement is incorrect or false.
highly observed.
Cross-examination Period
1. The question is given by the member who is not going to speak
next in the constructive speech.
2. The question is given by the person who has just finished
speaking.
3. The cross-examination is done to clarify points, to expose errors,
to obtain admissions, to setup arguments or to save prep time.
4. The speaker answers the questions actively and with confidence.
highly observed.
The following criteria will be used to score the speakers.

Criteria Speaker 1 Speaker 2 Speaker 3
Evidence - 25%
Delivery - 30%
Interpellation - 30%
Rebuttal - 15%
TOTAL
60
2nd Quarter

Tayabas City
LESSON EXEMPLAR
Grade 10-English
Quarter: Second
Sub-Theme:

 EN10LT-IIi-19: Evaluate literature as a vehicle of expressing and
resolving conflicts between and among individuals or groups
 EN10VC-IIi-27: Use previous experiences as scaffold to the message
conveyed by a material viewed
Objectives:
1. Elaborate the role of literature in expressing and resolving conflicts
between and among individuals or groups.
2. Develop an activity that fosters a good and harmonious relationship.
3. Use previous experiences as scaffold to the message conveyed by a
material viewed.
4. Show diligence in performing the assigned task.
Lesson: The Three Musketeers by Alexander Dumas
Materials:
• Paper and Pen
61
2nd Quarter
References:

 Introduction:
How would you embody harmony in times of

struggles and conflicts? The friendship featured in “The
Three Musketeers” is among four young gentlemen
devoted to the King. Their friendship allows them to
combine forces and defeat evil powers that might
otherwise prevail. Friendship is thus portrayed in an
immensely positive light in the story --- they are always
there to share and support each other.
TASK 1. ASSOCIATION
List down words that can be associated with the word Solidarity.
SOLIDARITY
62
2nd Quarter
ACTIVITY
(Image from http:// images.rapgenius. com/ b829ae162c3d090f5bb7cc809b6d1881.830x797x1.jpg
Read the summary of The Three Musketeers by Alexander Dumas. You

may also download the video from https:/ /www. youtube.com
/watch?v=XTq5m705zi8
ANALYSIS
TASK 3. PAPER AND PENCIL TEST
Divide the class into 10 groups. Discuss the answers to the questions
below then share it with the class.
1. The three musketeers proclaim their motto as “All for one, one for all.”
What does this motto mean?
2. How would you describe society during the late-medieval France
based from the setting of the story?
3. How do the protagonists assert conflicts and resolutions in the
hierarchical state of affairs of the country?
4. What principle do D’Artagnan and the three musketeers uphold? Do
you agree with their principles? Why or why not?
5. What personal code of ethics principles do the protagonists abide
with? Why do you think so?
6. What conflict did the following characters have in the story and how
did they resolve it? Accomplish the chart in their appropriate
heading.
63
2nd Quarter
7. How does the world Dumas portrayed in “The Three Musketeers”

resemble the modern corporate world? (business in today’s
worth)
TASK 4. WRAPPING UP
After the presentation of each group, complete the table below to sum
up your ideas. Do this individually.
Character Conflict Resolution
D’Artagnan
Athohs, Porthos,
and Aramis
Cardinal
Queen
Milady
ABSTRACTION
TASK 5. 4S (SITUATIONS SHOWING SOLIDARITY IN THE STORY)
How was solidarity shown in the story? List down some situations to
support your answer.
SOLIDARITY IN THE STORY
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
64
2nd Quarter
APPLICATION
TASK 5. SURVEY
In the community, people have different views, opinions, and even
ideas. Give one issue in the community and interview at least ten people
regarding their stand in the issue (example; waste segregation). Then,
generalize the dominant idea and design an activity that could foster a good
and harmonious relationship.
Issue
Common Thinking
of people
regarding the
issue
Activity Design
 Title
 Rationale
 Who are
involved
 How often
 Expected
Result

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1

CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

III - LEARNING TASKS

TASK 4. USE YOUR SENSES

Group 1. EYE GROUP

Group 2. EAR GROUP

Group 3. HAND GROUP

Group 4. LIP GROUP

CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

III - LEARNING TASKS

And people will tell you Sure we all will be forgotten

After listening to the song, sketch in a piece of paper an object you

TASK 2. COMMON DENOMINATOR

Father YOU Sibling

The Author’s Purpose

Cause: ___________________ Cause: ___________________

Cause: ___________________ Cause: ___________________

http://www.teachersofindia.org/en/i https://www.tamilnet.com/ https://www.123rf.com/photo_3410317_a-group-of-

Write your answers in a ¼ cartolina. Make your output visually creative

CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

III - LEARNING TASKS

TASK 3. BREAKING DOWN THE IDEAS

What are the

An Argumentative Essay is:

Title Reason 2 Point 2

TASK 6. WRITE IT, ALRIGHT!

Argumentative Essay Rubrics

details. development in Refutation ideas. Refutatio

Introduction/Conclusion_______ Grade Equivalent (15 points

CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

III - LEARNING TASKS

Proximity: Location, location, location. If an event is happening nearby, it will

Prominence: A well-known person, place or event has a stronger news angle

Oddity: If something is unusual, shocking or bizarre, the strangeness alone

Consequence: If the impact of an event may directly affect readers, they

Conflict: Readers are always interested in disagreements, arguments and

Human interest: If a situation draws any sort of emotional reaction, then it

Extremes/superlatives: Reporters and audiences alike love to hear about the

Scandal: Everyone loves to hate on the philandering congressman who

Just the facts.

Picture from: http://www.feedsapi.com/blog/is-googles-boolean-search-capabilities-enough-for-your-online-news-

CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

III - LEARNING TASKS

TASK 3. CHARACTER ANALYSIS

(Image from http://gazette.teachers.net/gazette/wordpress/teachers-net-

CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

III - LEARNING TASKS

Fight Stage Fright

TASK 1. TONGUE TWISTER

Tongue twister from: www.en.m.wikipedia.org/wiki/Theophilus_Thistle

Someone is giving a random product. It might be a deodorant, might

As soon as you are ready, deliver your speech in front of your

CITY SCHOOLS DIVISION OF TAYABAS

Cause: _ Cause: _

Cause: _ Cause: _

_ CAREER _________________________________________