Et10 TG 2020

ENGLISHTEK 10
UNIT 1
Lesson 1: Politics
Period: 5 days
I. OBJECTIVES
At the end of this lesson, the students will be able to:
a. evaluate objectivity in biography;
b. assess the necessary skills of a leader;
c. create a blog post arguing for solutions;
d. analyze a biography;
e. revise passages for clarity;
f. develop an action plan for a project;
g. list ideas using a concept map; and,
h. summarize information using a chart.
II. SUBJECT MATTER

a. Topics:
• Cleopatra, A Queen by Jacob Abbott
• Reading biographies
• Avoiding worldliness
• Doing research
b. Reference:
• Cruz, J. B., Saulo, C. G. (2020). EnglishTek 10 World Literature: Worktext (4th
ed.). Quezon City, Philippines: Techfactors, Inc.
• Caro, J. D. L. (Ed.). (2020). EnglishTek 10 World Literature: Anthology (3rd ed.).
Quezon City, Philippines: Techfactors, Inc.
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will complete the chart by finding synonyms for the underlined word in
each sentence (refer to EnglishTek 10 Worktext, pp. 2-3).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Cleopatra, A Queen. The students
will answer the comprehension questions after reading the text.
2. The teacher will discuss biography. Biography is a type of prose that narrates the
significant events of a person’s life.
3. The class will discuss the importance of reading biographies. Reading biographies
help us learn about the life of an important person.
Grammar
The class will discuss how to avoid wordiness. To avoid wordiness, omit doubling of
words, give specific details, use one-word formulaic phrases, and omit catch-all terms.
Writing
The teacher will ask the students if they have done primary research before. The
teacher will then discuss primary research. Primary research is researching using the
data personally collected.
C. Application
1. Students will watch a YouTube clip (refer to the link:
https://www.youtube.com/watch?v=9YNPGkkZaJE) and fill in the blanks with the
words of the speaker (refer to EnglishTek 10 Worktext, pp. 4-5).
2. Students will watch a YouTube clip (refer to the link:
https://www.youtube.com/watch?v=9YNPGkkZaJE) and answer the questions that
follow (refer to EnglishTek 10 Worktext, p. 7).
3. Students will write F if the underlined phrases present a factual information, and O
if otherwise (refer to EnglishTek 10 Worktext, p. 7).
4. Students will write a list they should find in a candidate before voting (refer to
EnglishTek 10 Worktext, p. 7).
5. Students will write a blog post following the form of an argumentative essay about
the issues discussed (refer to EnglishTek 10 Worktext, p.8).
V. EVALUATION
Students will answer the Grammar Workout and Individual Activity on EnglishTek 10
Worktext, pp. 10-15.
VI. ENRICHMENT
Students will form groups of five and write an action plan about solving a current issue in
their school (refer to EnglishTek 10 Worktext, p.11).
VII. PERFORMANCE TASK
Students form groups of five and choose one biography to read. They will conduct a
personal research to find more information about the life of the person. After reading, they
will write how the biography compares to the information gathered. Avoiding of wordiness
must be observed.
Skills: biographies, reading biographies, avoiding wordiness, primary research

ENGLISHTEK 10
UNIT 1
Lesson 2: Hospitality
Period: 5 days
I. OBJECTIVES
a. Assess the use of local color in a short story;
b. Justify reasons for verdict;
c. Construct arguments for a parliamentary debate;
d. Hypothesize what happens next from a given passage;
e. Identify the proper use of this and these;
f. Defend one’s arguments by participating in an American Parliamentary Debate;
g. Use this and these correctly in sentences; and,
h. Gather relevant information from multiple authoritative print and digital sources.
II. SUBJECT MATTER

a. Topics:
• The Passover Guest by Sholom Rabinovitch
• Hypothesizing
• This-cohesion
• Print sources: Exploring types, relevance, and credibility
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will write the letter of the correct answer on the space provided (refer to
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, The Passover Guest. The students
will then answer the comprehension questions after reading the text.
2. The teacher will discuss local color. Local color refers to the details unique to a
particular place.
3. The teacher will ask the students to share their prior knowledge about the term
hypothesis. The teacher will then proceed with the discussion. A hypothesis is a
scientific or intelligent guess formulated prior to conducting research or
experimentation.
Grammar
The teacher will discuss this-cohesion. This-cohesion is a transitional device used as a
means of cohesion between sentences within a paragraph.
Writing
The teacher will ask the students to name some print sources they are familiar with.
The teacher will then proceed to the discussion. Print sources are said to be one of the
most reliable materials, being subject to stages of review and editing before being
published.
C. Application
1. Students will watch a music video (refer to the link:
https://www.youtube.com/watch?v=BRWNrk7FxG4) and answer the activity
questions (refer to EnglishTek 10 Worktext, p. 17).
2. Students will listen to the narrative (refer to the link:
https://www.chabad.org/holidays/passover/pesach_cdo/aid/1827/jewish/The-
Passover-Story-in-a-Nutshell.htm) the teacher reads to the class and take down
details from the historical account of the Passover (refer to EnglishTek 10 Worktext,
p. 18).
3. Students will complete the flowchart referring to the literary selection (refer to
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and think of valid and credible reasons to discredit
euthanasia as punishment for murderers. They are to present their premise with at least two
strong pieces of evidence (refer to EnglishTek 10 Worktext, p.23).

Students form groups of five and choose a current issue in the Philippines, giving
hypothesis as to how the issue will turn out in the following months. They are to refer to
and cite printed materials to support their hypothesis.
Skills: hypothesis, printed materials

ENGLISHTEK 10
UNIT 1
Lesson 3: Transformation
Period: 5 days
I. OBJECTIVES
a. analyze a character using a cluster map;
b. create a PowerPoint presentation of a character analysis;
c. compare and contrast a fictional and real-life person;
d. create a blog comparing and contrasting standards of beauty through time;
e. make connections between one’s experiences and those of a character’s;
f. use compound adjectives in sentences;
g. analyze the relationship of the two characters in a movie;
h. create a blog about the importance of kindness; and,
i. organize information from multimedia resources.
II. SUBJECT MATTER

a. Topics:
• La Grande Demoiselle by Grace Elizabeth King
• Identifying with a character
• Compound adjectives
• Media sources
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will use context clues to extract the meaning of each word (refer to
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, La Grande Demoiselle. The
students will then answer the comprehension questions after reading the selection.
2. The teacher will discuss how to analyze a character. Analyzing a character means
carefully studying a character’s personality.
3. The teacher will discuss what it means to identify with a character. Identifying with
a character means internalizing another’s perspectives and adopting them as our
own.
Grammar
The teacher will discuss compound adjectives. Compound adjectives are two or more
words that modify a noun.
Writing
The class will discuss different media sources. Media sources include multimedia
materials, such as audio and video.
C. Application
1. Students will listen to a mini-documentary (refer to the link:
https://www.youtube.com/watch?v=HhT5iLSRYiw) and discuss answers with a
partner (refer to EnglishTek 10 Worktext, p. 27).
2. Students will discuss the other factors for the prevalence of slavery in the West
using the guide questions that follow (refer to EnglishTek 10 Worktext, p. 27).
3. Students will analyze the character’s personality by answering the questions that
follow (refer to EnglishTek 10 Worktext, p. 29).
4. Students will choose a fictional character they can relate to the most and fill in the
graphic organizer provided (refer to EnglishTek 10 Worktext, p. 30).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and perform a good deed to be documented in an online
blog that encourages people to do the same (refer to EnglishTek 10 Worktext, p.33).
Students form groups of five. Each member must choose a fictional character that inspired
him or her. The group will perform a 10-minute skit combining all those characters in a
story wherein they showcase their analyses of the characters’ personality and the areas in
which the group members identify with them. Each member will play the role of the
character he or she chooses. They are to use media sources to further understand and flesh
out their chosen characters.
Skills: analyzing characters, identifying with the characters, media sources

ENGLISHTEK 10
UNIT 1
Lesson 4: Leadership
Period: 5 days
I. OBJECTIVES
a. organize ideas one associates with the term “politician”;
b. explain the term “Machiavellian”;
c. write a character sketch essay of a Machiavellian character;
d. participate in a debate regarding Machiavellian’s philosophy of leadership;
e. create a booklet or pamphlet on the topic, “How to be a Leader”;
f. evaluate the persuasive force of a text;
g. revise a text so it uses persuasive language;
h. identify nouns that are used as adjectives;
i. use compound nouns formed from proper nouns in sentences;
j. identify some common online sources; and,
k. gather possible online sources for one’s topic.
II. SUBJECT MATTER

a. Topics:
• The Prince by Nicolo Machiavelli
• Revising for persuasive language
• Compound adjectives from proper nouns
• Online sources
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will provide two possible meanings for each given word (refer to
EnglishTek 10 Worktext, pp. 36-37).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt from The Prince. After reading the
selection, the students will answer comprehension questions.
2. The teacher will discuss the term Machiavellian. The term Machiavellian refers to
a person or a character with an ambiguous sense of morality, often using cunning
schemes in order to manipulate people.
3. The teacher will ask the students to share experiences when they had to persuade
someone. The teacher will then discuss revising for persuasive language. Revising
for persuasive language involves using strong words and avoiding vague and
general words to compel the audience.
Grammar
The teacher will discuss compound adjectives from proper nouns. Compound
adjectives from proper nouns are not hyphenated and should retain their capitalization.
Writing
The teacher will ask the students the common online sources they use when doing
school activities. The teacher will then discuss online sources. Online sources include
ebooks, websites, Wikipedia, online journals, forums, podcasts, Youtube, and social
networks.
C. Application
1. Students will complete the concept map by writing down the words they associate
with the word, “politician” (refer to EnglishTek 10 Worktext, p. 37).
2. Students will watch a short clip about Nicolo Machiavelli (refer to the link:
https://www.youtube.com/watch?v=AOXl0Ll_t9s) and discuss his political
philosophies with a partner (refer to EnglishTek 10 Worktext, p. 38).
3. Students will create a character sketch essay of a character from a book or a film.
They are to discuss opinions on Machiavellian leadership with a partner (refer to
4. Students will conduct a debate about Machiavellian leadership in class. They are to
use examples in current events to support their arguments (refer to EnglishTek 10
Worktext, p. 40).
5. Students will create their own “How to be a Leader” guidebook in the form of a
booklet or pamphlet (refer to EnglishTek 10 Worktext, p. 40).
6. Students will complete the chart about the activities for persuasive language (refer
to EnglishTek 10 Worktext, pp. 41-42).
V. EVALUATION
Worktext, pp. 43-.46.
VI. ENRICHMENT
Students will form groups of five and present a campaign and a platform in front of a class
(refer to EnglishTek 10 Worktext, p.44).

Students will present a monologue portraying their favorite Machiavellian character in a
book or film. They are to cite online sources to learn more about the character and use
persuasive words to influence the audience.
Skills: Machiavellian character, revising for persuasive language, online sources

ENGLISHTEK 10
UNIT 1
Lesson 5: Patriarchy
Period: 5 days
I. OBJECTIVES
a. Identify passages that illustrate Chekhov’s principles of a good story;
b. Analyze advantages and disadvantages of the patriarchal system;
c. Compare the platforms of different organizations;
d. Assess the main events of a story;
e. Make conclusions based on the main ideas and supporting details;
f. Use quotation marks in sentences and paragraphs;
g. Construct an action plan report about a social program; and,
h. Compile a list of reliable references about a given topic.
II. SUBJECT MATTER

a. Topics:
• Head of the Family by Anton Chekhov
• Drawing conclusions
• Using quotation marks
• Finding credible online sources
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will answer the vocabulary activities of the lesson (refer to EnglishTek 10
Worktext, pp. 47-49).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Head of the Family. After reading
the selection, the students will answer the comprehension questions.
2. The teacher will discuss Chekhov’s six principles. According to Chekhov, there are
six principles that make a good story:
• Absence of lengthy verbiage of a political-social-economic nature
• Total objectivity
• Truthful descriptions of persons and objects
• Extreme brevity
• Audacity and originality
• Compassion
3. The teacher will ask the students to share instances when they had to draw
conclusions from movies or books they have watched or read. Drawing
conclusions refers to the reader’s use of information that are implied, inferred, or
never clearly stated as clues read between the lines.
Grammar
The teacher will discuss the use of quotation marks. Quotation marks are used when
reporting a direct speech or when drawing attention to a word.
Writing
The teacher will ask the students how they decide which sources they will use for their
research papers. The teacher will then discuss how to identify credible sources. To find
credible sources, the following factors must be considered:
1. Reputable organization
2. Respected authors
3. Error-free articles
4. Comprehensive biography
5. Updated information
6. Educated comments
C. Application
1. Students will watch the film, Ironweed, and answer the questions that follow (refer
to EnglishTek 10 Worktext, p. 50).
2. Students will form groups of five and complete the graphic organizer about
patriarchy and alcoholism (refer to EnglishTek 10 Worktext, p. 50).
3. Students will answer the guide questions about Chekhov’s principles of a good
story (refer to EnglishTek 10 Worktext, p. 52).
4. Students will discuss with a partner the notions of the societal system in the story
(refer to EnglishTek 10 Worktext, p. 52).
5. Students will list different organizations about women and children’s rights. They
will compare and contrast the platform of each party (refer to EnglishTek 10
Worktext, p. 52).
6. Students will complete the graphic organizers provided about the details of the
story (refer to EnglishTek 10 Worktext, pp. 54-56).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of three and choose a non-government organization addressing
domestic and/or child abuse that they would like to participate in as agents of change.
Then, they will prepare an action plan following the format provided by the teacher (refer

Students form groups of five and perform a talk show discussing and forming conclusions
about a compelling current event in the Philippines. Two members will act as hosts, and
three as experts of the field. They are to use reliable sources to cite the information they
use.
Skills: drawing conclusions, credible sources

ENGLISHTEK 10
UNIT 1
Lesson 6: Hierarchies
Period: 5 days
I. OBJECTIVES
a. identify the features and significance of Southern Gothic literature;
b. perform a short monologue as the main character from the literary selection;
c. write an analysis essay of the macabre aspects of other Southern Gothic literature;
d. differentiate point of view and perspective;
e. analyze a text based on the point of view used;
f. retell a story using a different point of view;
g. explain how a story would change when the point of view is changed;
h. compose meaningful sentences using the comma correctly;
i. Iidentify ways of gathering information such as through letters, emails, interviews, and
surveys; and,
j. correspond with people who can give information for one’s research topic.
II. SUBJECT MATTER

a. Topics:
• A Rose for Emily by William Faulkner
• Point of view and perspective
• Uses of comma
• Correspondence: letter, email, interview, survey
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will provide an appropriate meaning for each word (refer to EnglishTek
10 Worktext, pp. 64-65).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, A Rose for Emily.
2. The teacher will discuss Southern Gothic Literature. Southern Gothic literature is
a genre of Southern writing particular to the United States. The stories focus on
grotesque themes.
3. The teacher will discuss point of view. Point of view refers to the type of narrator
the author chooses to tell the story through.
Grammar
The teacher will ask the students to explain the use of commas to gauge their prior
knowledge. The teacher will then discuss the use of comma. Commas are used when
separating independent clauses and after an introductory word or phrase.
Writing
The teacher will discuss correspondence. Correspondence is one way to gather first-
hand information. This may be in the form of a letter, email, survey, or interview.
C. Application
1. Students will discuss the activity questions about gossip (refer to EnglishTek 10
Worktext, p. 66).
2. Students will choose a character from the story and write an epitaph for Emily from
the perspective of that character. Afterwards, they will write a script about how the
townsfolk reacted upon seeing the body of Homer Baron on the bed (refer to
3. Students will imagine themselves as Emily and convey their inner thoughts and
motivations in the form of a short monologue (refer to EnglishTek 10 Worktext, p.
68).
4. Students will write an essay about Southern Gothic literature (refer to EnglishTek 10
Worktext, p. 68).
5. Students will choose a character from the story and retell their perspective of the
Miss Emily affair. Then, they will look for a story in which the use of point of view
is integral and explain how the story would change if the POV was different (refer
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and write an action plan report on the specific actions the
group decides to do in order to support or refute the provisions of the Kasambahay Bill.
They are to use the commas correctly (refer to EnglishTek 10 Worktext, p.73).

Students will read another Southern Gothic literature of choice. Afterwards, they will
interview each other regarding their thoughts on Southern Gothic literature, as we well as
their preferred point of view in both stories they have read. The recordings will be
combined into a single video and will be shown in class.
Skills: Southern Gothic literature, point of view, correspondence

ENGLISHTEK 10
UNIT 1
Lesson 7: Otherness
Period: 5 days
I. OBJECTIVES
a. identify racial stereotypes dominant in a text;
b. explain postcolonial literary theory and the concept of otherness;
c. analyze a text using postcolonial theory;
d. identify instances of oppression and otherness in literature and other contexts;
e. create a graphic organizer to show how racial stereotypes affect a community;
f. write a postcolonial analysis of two texts of one’s choice;
g. write a literary analysis of the context of “Mother and Child”;
h. identify the functions of the semicolon;
i. apply strategies to quote and paraphrase ideas from different sources; and,
j. use quoting and paraphrasing to write a research report.
II. SUBJECT MATTER

a. Topics:
• Mother and Child by Langston Hughes
• Identifying literary context
• Semicolon
• Quoting and paraphrasing
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will search the definitions for the given words and write a sentence using
those words (refer to EnglishTek 10 Worktext, p. 77).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Mother and Child. After reading the
selection, the students will answer comprehension questions.
2. The teacher will discuss post-colonial theory. Post-colonial theory heavily focuses
on the idea of Otherness wherein one culture oppresses the other and actively views
the latter as the inferior.
Grammar
The teacher will discuss the uses of a semi-colon. A semi-colon marks the end of an
independent clause, but also prepares the reader for an additional information in the
form of another independent clause.
Writing
The class will discuss quoting and paraphrasing in writing. Quoting is the usage of the
exact statement from the original source. Paraphrasing is rewriting an excerpt from
the original material into one’s own words.
C. Application
1. Students will list the racial stereotypes about Filipinos and the way these affect
them (refer to EnglishTek 10 Worktext, p. 78).
2. Students will watch and listen to a spoken-word performance of the poem
“Ambiguous” (refer to the link: https://www.youtube.com/watch?v=o-nS8wgQNRk)
and answer the guide questions (refer to EnglishTek 10 Worktext, p. 78).
3. Students will answer the questions about postcolonial theory (refer to EnglishTek
10 Worktext, p. 80).
4. Students will design and complete a graphic organizer showing how racial
stereotypes create more differences and disunity among members of a community
5. Students will browse some postcolonial literature in the school library or through
online sources that shares the same theme with the reading selection, Mother and
Child. They are to choose two and write a short literary analysis paper about them
6. Students will research the terms given by the teacher and write a literary analysis of
the short story addressing those terms (refer to EnglishTek 10 Worktext, p. 81).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and produce a 5- to 10-minute documentary about the
problem of exploitation in the country (refer to EnglishTek 10 Worktext, p. 83).

Students will form groups of five and write a play about a character who may have
suffered from racial oppression in the Philippines. Quote or paraphrase famous
personalities who have said something related to the said oppression.
Skills: post-colonial theory, quoting and paraphrasing

ENGLISHTEK 10
UNIT 1
Lesson 8: Equality
Period: 5 days
I. OBJECTIVES
a. analyze the roles of male and female characters in the story;
b. interpret textual evidence to support an argument;
c. present a research about a renowned woman through a graphic organizer;
d. compose a cause-and-effect essay relating Confucianism and women’s roles in China;
e. compose a reaction paper to a peer’s cause-and-effect essay;
f. make inferences based on textual evidence;
g. design a plan of action for a program helping the marginalized in society; and,
h. synthesize the stylistics of three African short stories through an essay.
II. SUBJECT MATTER

a. Topics:
• The New Year’s Sacrifice by Lu Hsun
• Making inferences
• Colon
• Summarizing
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will write a possible synonym of definition for each word (refer to
EnglishTek 10 Worktext, p. 87)
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The New Year’s Sacrifice. After
reading the selection, the students will answer the comprehension questions.
2. The teacher will ask the students to share instances of discrimination against
women that they have seen in real life or depicted in media. The teacher will then
discuss feminist theory. The feminist theory aims to recognize the existence of
discrimination against women.
3. The teacher will discuss making inferences. Making inferences is about searching
for information that the author purposely leaves out in the text.
Grammar
The teacher will discuss what a colon is. A colon is used to enumerate items in a list
and add another clause that is a continuation of the one before it.
Writing
The teacher will ask the students to share their experiences summarizing the thoughts
or stories of other people. The teacher will then discuss summarizing. Summarizing is
reducing a long text into a shorter version that still contains the most important point
of the text.
C. Application
1. Students will answer the activity questions about holidays (refer to EnglishTek 10
Worktext, p. 88).
2. Students will listen as the teacher reads a story (refer to the link:
https://www.echineselearning.com/blog/nian-de-gushi-the-story-of-nian-a-beast-
beginner), and fill in the blanks with the correct words (refer to EnglishTek 10
3. Students will answer the activity questions about feminism (refer to EnglishTek 10
4. Students will research about a woman who excels in her field and fill out the
graphic organizer provided (refer to EnglishTek 10 Worktext, pp.91-92).
5. Students will compose a cause and effect essay discussing the effects of the ancient
Chinese’s adherence to Confucianism (refer to EnglishTek 10 Worktext, p. 93).
6. Students will fill out the table about the author’s biography (refer to EnglishTek 10
Worktext, p. 93).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and design a program to help a chosen marginalized
group that they think needs empowerment (refer to EnglishTek 10 Worktext, p. 96).

Students will form groups of five and choose a book to read a novel with feminist theme.
Each group will read the first two chapters and infer what could happen next. Afterwards,
the groups will record a trailer including the important parts of the chapter, as well as their
inference of the ending. Trailers will be shown in the class.
Skills: feminist theory, making inferences, summarizing

ENGLISHTEK 10
UNIT 1
Lesson 9: Stereotypes
Period: 5 days
I. OBJECTIVES
a. evaluate the use of first-person narration in the story;
b. synthesize ideas through a group report;
c. create a video presentation about rituals and beliefs regarding cannibalism;
d. explain one’s choice of art or literature that represents one’s cultural identity;
e. infer the meanings of words using context clues;
f. design a magazine or a booklet about the history of one’s school;
g. organize the thesis, main idea, and supporting details of an essay into an outline; and,
h. compose an outline about a socially relevant topic.
II. SUBJECT MATTER

a. Topics:
• Timbuctoo by Guy de Maupassant
• Analyzing cultural differences
• Words with new meanings
• Outlining
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will find the meaning of the words and use each word in a sentence (refer
B. Lesson Proper
Literature
1. Students will be given time to read the selection, Timbuctoo.
2. The teacher will discuss first person narrative. A first person’s narrative us a mode
of telling the story through the first-person point of view.
3. The students will be asked to share their experiences of immersing in a different
culture and how they adapted to it. The teacher will then discuss cultural
differences. Understanding cultural differences means having an open mind to a
culture different from one’s own.
Grammar
The teacher will discuss amelioration and pejoration. Amelioration is when the
connotation of a word changes from a bad one to a good one. Pejoration is when the
connotation worsens.
Writing
The teacher will discuss outlining. Outlining is creating a general framework used as a
rough draft for an essay or other written works.
C. Application
1. Students will fill out the table about stereotypes (refer to EnglishTek 10 Worktext,
p. 100).
2. Students will answer the activity questions about the story (refer to EnglishTek 10
Worktext, p. 102).
3. Students will discuss cultures where cannibalism holds cultural meaning (refer to
4. Students will form groups of four and look for articles or documentaries about
cannibalism. Then, they will make a short video presentation to the class (refer to
5. Students will choose an object or a song that best represents their cultural identity
and prepare a five-minute presentation to the class (refer to EnglishTek 10
Worktext, p. 103).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and design a magazine featuring the outstanding aspects
of their school (refer to EnglishTek 10 Worktext, p.106).
Students will form groups of five. Each group will choose a culture to represent and make
an advertisement promoting the assigned culture. An outline should be made including the
sections of the advertisement and their order of presentation. The advertisement should be
in the form of a first-person narrative.
Skills: stereotypes, outlining, first-person narrative

ENGLISHTEK 10
UNIT 2
Lesson 1: Visuals
Period: 4 days
I. OBJECTIVES
a. explain allusion as a figure of speech;
b. identify what allusions mean or symbolize;
c. analyze a text based on allusions;
d. share one’s informed opinions and proposed solutions regarding an issue;
e. write an essay analyzing a work of Edgar Allan Poe;
f. explain the importance of imagery in poetry;
g. draw one’s idea of a character based on the imagery used in the text;
h. use noun phrases in sentences;
i. participate in a poetry reading session;
j. identify the two major types of research paper; and,
k. write a research report about a Filipino artist.
II. SUBJECT MATTER

a. Topics:
• The Raven by Allan Edgar Poe
• Reading images in poetry
• Determiners and noun phrases
• Research report
b. Reference:
• Cruz, J. B., Saulo, C. J. (2020). EnglishTek 10 (4th ed.): World Literature. Quezon
City, Philippines: Techfactors, Inc.
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will complete the table by identifying the affixes used in each word
and its meaning. Then, they will use the word in a complete sentence (refer to
EnglishTek 10, p. 112).
2. Students will answer the Knowledge Activation and Oral Interaction activities on
EnglishTek 10 Worktext, p. 113.
• For the Knowledge Activation activity, the teacher will tell the students to go to
YouTube and listen to celebrities and writers reading poems. The teacher will
tell them to listen to at least 5 poems.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Raven. As they read, students
will do the worksheet on EnglishTek 10 Anthology, p. 245.
2. After reading, students will answer the comprehension questions on EnglishTek 10
Anthology, p. 246.
3. The teacher will discuss allusion (refer to EnglishTek 10 Worktext, p. 114).
• An allusion is a figure of speech that refers to a person, place, or event external
to the text.
4. The teacher will discuss imagery (refer to EnglishTek 10 Worktext, p. 116).
• Imagery is a necessary element in poetry since it illuminates the message of the
poet. Remember that a poem is a painting that uses words.
Grammar
The teacher will discuss noun phrase, determiners, and modifiers (refer to EnglishTek
10 Worktext, pp. 117-118).
• A noun phrase is composed of a noun or pronoun and its modifiers. A noun phrase
can be made up of a single noun called the head.
• When looking for or writing a noun phrase, you may consider determiners and
modifiers.
a. Determiners – definite and indefinite articles, demonstratives, possessives,
quantifiers and numbers, distributives, and exclamatives
b. Modifiers – adjectives, participles, prepositional phrases, adjective clauses,
participial phrases, and infinitives
Writing
The teacher will discuss the research paper and its two major types: argumentative and
analytical (refer to EnglishTek 10 Worktext, pp. 119-120).
• A research paper is the end product of the systematic process of exploration and
examination, source evaluation, critical thinking, composition, and organization.
C. Application
1. Students will focus on what the allusions mean or symbolize, then analyze the lines
from the poem using the allusions (refer to EnglishTek 10 Worktext, p. 115).
2. Students will resolve the listed issues in literature with a group (refer to Oral
Communication activity on EnglishTek 10 Worktext, p. 116).
3. Students will write an analysis essay of a piece of literature (refer to Research and
Writing activity on EnglishTek 10 Worktext, p. 116).
4. Students will draw the characters based on the descriptions used in the poem (refer
to Skill Development activity on EnglishTek 10 Worktext, p. 116).
V. EVALUATION
VI. ENRICHMENT
Students will conduct a poetry reading session in class (refer to EnglishTek 10, p.119).

Students form groups of five. They will analyze and compare an allusion similar to The
Raven, focusing on one theme. They will look for additional references to prove their
point.
Skills: allusion, imagery, research paper

ENGLISHTEK 10
UNIT 2
Lesson 2: Dialect
Period: 4 days
I. OBJECTIVES
a. explain the meaning of dialects used in a text by paraphrasing lines;
b. identify changes in language form, order, and use when paraphrasing lines;
c. perform a theater production of a literary text;
d. write a report on British English and its different dialects;
e. infer the author’s meaning by using details and clues from the text;
f. participate in a reader’s theater activity;
g. identify Latinate and phrasal verbs;
h. use phrasal verbs in meaningful sentences;
i. explain what constitutes plagiarism and how to avoid it;
j. compile a list of the consequences of plagiarism; and,
k. write a reflective essay on one’s thoughts on plagiarism.
II. SUBJECT MATTER

a. Topics:
• The Sad Fortunes of the Rev. Amos Barton by George Elliot
• Inferring the author’s meaning
• Latinate verbs and phrasal verbs
• Avoiding plagiarism
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will think of a single-word equivalent for each phrasal verb below and
think of phrasal verbs for each single word (refer to EnglishTek 10 Worktext, p.
122).
2. Students will do the Knowledge Activation activities on EnglishTek 10 Worktext,
pp. 122-123.
• Students will watch the clip from the BBC daily television show “Escape to
Country” on YouTube and note certain living practices that differ between the
Philippine country life and the English country life (refer to EnglishTek 10, p.
123).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Sad Fortunes of the Rev.
Amos Barton. As they read, they will do the given worksheet on EnglishTek 10
Anthology, p. 247.
Anthology, p. 248.
3. Then, the teacher will discuss dialects and guide students in understanding dialects
in works of literature (refer to EnglishTek 10 Worktext, p. 125).
• It is the author’s intimate and thorough knowledge of literature and English
country life that enabled her to give identifiable marks to her characters which
the reader can either recognize or easily identify with.
4. The teacher will guide the students in inferring the author’s meaning (refer to
• In order to understand the author’s meaning, one should learn to draw
conclusions from the information provided in the text. It is an important skill in
reading because authors often imply themes and ideas.
Grammar
The teacher will discuss phrasal verbs and latinate verbs (refer to EnglishTek 10
Worktext, p. 128).
• The phrasal verb contains a verb and an adverb or a preposition or both. It
functions as one semantic unit. Thus, it cannot be understood if one of the
components is removed.
Writing
The teacher will discuss plagiarism and how to avoid it (refer to EnglishTek 10
Worktext, p. 130).
• Plagiarism or intellectual theft is the use of someone else’s ideas without citing the
source or directly acknowledging that the ideas are not your own.
• There are two types of plagiarism: accidental plagiarism and intentional plagiarism.
C. Application
1. Students will paraphrase lines in today’s language (refer to EnglishTek 10, p. 125).
2. Students will make a theater production (refer to Oral Communication activity on
3. Students will conduct a research about British English and the different dialects that
they have (refer to Research and Writing activity on EnglishTek 10 Worktext, p.
126).
4. Students will complete the chart about the author’s meaning (refer to EnglishTek
V. EVALUATION
VI. ENRICHMENT
Students will form a group with five members and perform an interpretative reading of a
text assigned to them (refer to EnglishTek 10 Worktext, p. 128).

Students form groups of five and choose one literary piece from the list provided by the
teacher. They will present a report on its dialect, as well as their inference of the author’s
meaning.
Skills: dialect, inferring the author’s meaning

ENGLISHTEK 10
UNIT 2
Lesson 3: Religions
Period: 4 days
I. OBJECTIVES
a. explain symbolism as a literary technique;
b. identify some common symbolisms in literature;
c. evaluate how symbolisms enrich and convey meanings;
d. perform a dramatic dialogue based on one’s analysis of the literary text;
e. write a reaction paper on a philosopher’s religious writings;
f. analyze the elements of a short story;
g. identify various sentence units and their functions;
h. identify key features of MLA Documentation Style;
i. revise a paper according to MLA style;
j. conduct an analytical research on the history of Islam in Africa; and,
k. format one’s paper according to MLA style.
II. SUBJECT MATTER

a. Topics:
• Grace by James Joyce
• Analyzing a short story
• Sentence units
• MLA documentation style
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will answer the activity about unfamiliar words (refer to EnglishTek
10 Worktext, pp. 132-133).
2. Students will do the Knowledge Activation activities on EnglishTek 10 Worktext, p.
133.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, Grace. As they read, they will do
the worksheet on EnglishTek 10 Anthology, p. 249.
2. After reading, they will answer the comprehension questions on EnglisTek 10
Anthology, p. 250.
3. The teacher will discuss symbolism (refer to EnglishTek 10 Worktext, p. 135).
• Symbolism in literature is a technique used by writers to artfully convey a variety
of meanings.
4. The teacher will guide students in analyzing a short story (refer to EnglishTek 10
• A short story is a work of narrative prose that is usually centered around a single
event.
Grammar
The teacher will discuss the sentence units (refer to EnglishTek 10 Worktext, pp. 137-
138).
• The basic sentence units are subject, verb, object, complement, and adverbial.
Writing
The teacher will discuss the MLA documentation style (refer to EnglishTek 10
• The Modern Language Association (more commonly known as MLA) style details
guidelines for manuscript, formatting and English language writing. Scholarly
works published in the humanities such as philosophy, literature, and creative
writing, often use this style.
C. Application
1. Students will answer the activities about symbolism (refer to EnglishTek 10
Worktext, p. 135).
2. Students will construct a dramatic monologue and deliver it in class (refer to Oral
3. Students will compose a reaction paper on famous theist philosophers and their
arguments (refer to Research and Writing activity on EnglishTek 10 Worktext, p.
136).
4. Students will conduct an analysis on the reading selection, Grace by answering the
given questions that pertain to each element of a short story (refer to EnglishTek 10
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and report about Islam in the country assigned to them
(refer to EnglishTek 10 Worktext, pp. 139-140).

Students form groups of five. Each group must choose a short story and analyze the
symbolisms used, using references to back up their analysis. Then, the groups will give a
PowerPoint presentation about their findings. References must be included in MLA format.
Skills: symbolism, short story, MLA

ENGLISHTEK 10
UNIT 2
Lesson 4: Advocacies
Period: 4 days
I. OBJECTIVES
a. prepare an action plan to pursue one’s passions after self-reflection;
b. evaluate the effectiveness of repetition in a speech;
c. write and deliver speech that makes use of repetition;
d. create a timeline of the history of African American education;
e. ask critical questions when reading or listening to a text;
f. identify infinitives and their function; and,
g. follow in-text citation guidelines when writing a paper.
II. SUBJECT MATTER

a. Topics:
• The Training of the Negroes for Social Reform by W.E.B Du Bois
• Asking critical questions
• Infinitives
• MLA in-text citations
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will write down the sentence posted on the online dictionary as an
example. Then, they will use the word in their own sentence (refer to EnglishTek
10, pp. 146-147).
2. Students will do the Knowledge Activation and Oral Interaction activities (refer to
• For Knowledge Activation Activity 1, here is the link to Malala Yousafzai’s The
Right to Learning Should Be Given to Any Child:
https://www.youtube.com/watch?v=qu3aQMxkrc4
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt from The Training of the Negroes
for Social Reform. As they read, they will do the worksheet on EnglishTek 10
Anthology, p. 251.
Anthology, p. 252.
3. The teacher will discuss repetition (refer to EnglishTek 10 Worktext, p. 149).
• Repetition is a device that helps emphasize a point and directs the audience’s
focus on the main statement of the speech.
4. The teacher will guide the students in asking critical questions (refer to EnglishTek
• To understand and analyze a text on a much deeper level, we must learn to ask
critical questions; questions that challenge not only our interpretation of a text
but also its underlying message or idea.
Grammar
The teacher will discuss infinitives (refer to EnglishTek 10 Worktext, p. 151).
• An infinitive is a verbal that can be a subject, object, or modifier in a sentence.
• Functions of infinitives: answering questions requiring reasons, stating general or
habitual actions, and indicating a past action.
Writing
The teacher will discuss the MLA in-text citations (refer to EnglishTek 10 Worktext, p.
153).
• In-text citations are citation included in the text.
C. Application
1. Students will identify the repeated statements using the graphic organizer provided
2. Students will write a speech about the educational system of the Philippines using
repetition and perform it in class (refer to EnglishTek 10 Worktext, p. 150).
3. Students will look for speeches that used repetition as a rhetorical device and
discuss its effect on the speech (refer to Oral Communication activity on
4. Students will look further into African-American education and make a timeline
based on the research conducted (refer to Research and Writing on EnglishTek 10
Worktext, p. 150).
5. Students will discuss the assigned article by writing questions for a fishbowl
activity (refer to EnglishTek 10 Worktext, p. 151).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and write an action plan on the best solution to stop
terrorism in Mindanao (refer to EnglishTek 10 Worktext, p. 153).

Students will form groups and write a speech about stopping terrorism in Mindanao based
on their previous research and action plan. They will perform a choral reading with the
group, making sure to use repetition when necessary.
Skills: repetition, critical questions

ENGLISHTEK 10
UNIT 2
Lesson 5: Conflicts
Period: 4 days
I. OBJECTIVES
a. analyze the author’s attitude toward the theme or subject of a text;
b. express opinions regarding the author’s perspective;
c. rewrite a text using Philippine context;
d. write a research report on the literary contributions of Ryunosuke Akutagawa to
Japanese literature;
e. identify internal conflict in a text;
f. analyze characters through the internal conflict they experience;
g. explain when to use capitalization;
h. revise sentences following proper capitalization; and,
i. write a Works Cited page for one’s research paper.
II. SUBJECT MATTER

a. Topics:
• Rashomon by Ryunosuke Akutagawa
• Internal conflict
• Capitalization
• MLA works cited page
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will complete the chart provided (refer to EnglishTek 10 Worktext, p.
158)
2. Students will do the activities on EnglishTek 10 Worktext, p. 159.
• Students will watch the video clip about Japan’s Heian Period
(https://www.youtube.com/watch?v=ZnZEoOJ-cxE) to be played by the teacher
to know more about the setting of the story. They will take note of the key
events during 12th century Japan and list these key events on the boxes below
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Rashomon. As they read, they will
do the worksheet on EnglishTek 10 Anthology, p. 253.
2. After reading, they will do the comprehension questions on EnglishTek 10
Anthology, p. 254.
3. The teacher will discuss the author’s attitude (refer to EnglishTek 10 Worktext, p.
161).
• The author’s attitude is revealed by the way a story is presented.
4. The teacher will discuss internal conflict (refer to EnglishTek 10 Worktext, p. 162).
• In literature, internal conflict is the struggle experienced by a character in his
own mind. This is usually visible to the audience and is implied to other
characters in the story.
Grammar
The teacher will discuss capitalization (refer to EnglishTek 10 Worktext, pp. 163-165)
• Capitalization of the first letter of a word applies to publication titles, person’s
titles, beginning sentences, government office names, and clauses with a colon.
Writing
The teacher will discuss the MLA works cited page (refer to EnglishTek 10 Worktext,
p. 167)
• A works cited page is an alphabetical list of every source that you have cited in
your paper.
C. Application
1. Students will answer the Understanding Literature activities on EnglishTek 10
Worktext,, p. 161.
2. Students will rewrite the story in the Philippine context (refer to Oral
3. Students will do research on the literary contributions of Ryunosuke and compile
their findings in a written report (refer to EnglishTek 10 Worktext, p. 161).
4. Students will complete the table provided on EnglishTek 10 Worktext, p. 162.
V. EVALUATION
VI. ENRICHMENT
Students will interview poor households and make a local documentary on the Filipino
poor then make a documentary on the conditions of the poor in their local community

Students form groups of five and perform a talk show discussing Rashomon’s attitude and
the characters’ inner conflict. One member will act as Rashomon being interviewed and the
others, as talk show hosts and crew.
Skills: author’s attitude, inner conflict

ENGLISHTEK 10
UNIT 2
Lesson 6: Change
Period: 4 days
I. OBJECTIVES
a. express one’s reflection on issues about child labor and poverty;
b. identify the features and functions of a satire;
c. participate in a parliamentary debate;
d. write a literary analysis of a satire;
e. interpret satire in pop culture;
f. identify some common abbreviations used in MLA and APA;
g. use abbreviations in writing one’s paper;
h. recognize the APA style; and,
i. use the APA citation style when writing a research report.
II. SUBJECT MATTER

a. Topics:
• A Modest Proposal by Jonathan Swift
• Interpreting satire in pop culture
• Abbreviation
• APA
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will complete the chart provided (refer to EnglishTek 10 Worktext, p.
172).
2. Students will answer the activities about poverty (refer to EnglishTek 10 Worktext,
p. 173).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, A Modest Proposal. As they read,
they will answer the worksheet on EnglishTek 10 Anthology, p. 255.
2. After reading, they will answer the comprehension questions on EnglishTek 10
Anthology, p. 256.
3. The teacher will discuss satire (refer to EnglishTek 10 Worktext, p. 175).
• Satire is a genre of literature which is most often found in audio, graphic, and
performance arts.
4. The teacher will guide the students in interpreting satire in pop culture (refer to
Grammar
The teacher will discuss abbreviations (refer to EnglishTek 10, pp. 177-178).
Writing
The teacher will guide the students in citing sources using the APA style (refer to
• The American Psychology Association (APA) style is commonly used when
writing papers and citing sources within the social sciences (e.g., education,
sociology, anthropology, economics). It specifies the recommended paper, heading,
format, language use, and structure to be used for scholarly research reports.
C. Application
1. Students will answer the questions about satire (refer to EnglishTek 10 Worktext, p.
175).
2. Students will write a winning argument for their position on a chosen topic in a
parliamentary debate (refer to EnglishTek 10 Worktext, p. 175).
3. Students will write a literary analysis on the other works of Jonathan Swift. They
will use MLA citation format (refer to EnglishTek 10 Worktext, p. 176).
4. Students will complete the table about satire (refer to EnglishTek 10 Worktext, p.
176).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and interview a poor family, following the guide
questions provided (refer to EnglishTek 10 Worktext, p. 179).

Students will form into small groups and perform a satirical play on poverty.
Skills: satire, interpreting satire on pop culture

ENGLISHTEK 10
UNIT 2
Lesson 7: Judgment
Period: 4 days
I. OBJECTIVES
a. identify the theme of a text;
b. write an analysis of the theme of a text;
c. create a video blog on one’s insights about faith, tradition, and family;
d. evaluate a character’s motives and decisions;
e. compose longer and more complex sentences through coordination;
f. identify key features of APA in-text citation; and,
g. use APA in-text citation when writing a paper.
II. SUBJECT MATTER

a. Topics:
• Candide by Voltare
• Evaluating character’s decision
• Combining sentences through coordination
• APA in-text citation
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will compare and contrast the meanings of the underlined words after
completing the chart (refer to EnglishTek 10 Worktext, pp. 184-185).
2. Students will answer the activity questions (refer to EnglishTek 10 Worktext, p.
186).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Candide. As they read, they will
complete the worksheet on EnglishTek 10 Anthology, p. 257.
Anthology, p. 258.
3. The students will recall the theme (refer to EnglishTek 10 Worktext, p. 187).
• Theme is the fundamental and often universal idea in a literary work.”
4. The teacher will guide the students in analyzing the characters’ motive and
decisions (refer to EnglishTek 10 Worktext, p. 189).
• Analyzing the characters’ motive and decisions guide the readers in identifying
the theme and reflecting further on it.
Grammar
The teacher will guide the students in learning about combining sentences through
coordination (refer to EnglishTek 10 Worktext, p. 192).
• There are two ways of combining sentences: conjunctions and coordination. In this
lesson, we will focus on the use of conjunctive adverbs such as therefore, in
addition to, however, in fact, and nevertheless.
Writing
The teacher will discuss the APA in-text citation (refer to EnglishTek 10 Worktext, p.
195-196).
• In-text citations: The APA style recommends writers to use the past tense or
present perfect tense when using signal phrases in reference to earlier research
made on the topic.
C. Application
1. Students will answer the questions given on the Understanding Literature activity
on EnglishTek 10 Worktext, p. 188.
2. Students will make a group video on their personal insights regarding faith, society,
tradition, and family. It can look like a newscast, documentary, TV drama series,
music video, or talk show (refer to EnglishTek 10 Worktext, p. 188).
3. Students will complete the charts about the excerpt (refer to EnglishTek 10
Worktext, p. 189-191).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and write a newsletter on the catechism of the Catholic
faith or their religion (refer to EnglishTek 10 Worktext, p. 195).

Students form groups of five and choose one movie. They will present a reality tv show
covering the movie’s theme and character analysis.
Skills: theme, analyzing character’s motive and decisions

ENGLISHTEK 10
UNIT 2
Lesson 8: Prophecy
Period: 5 days
I. OBJECTIVES
a. identify allusions used in a text;
b. analyze the effect of allusions on a text;
c. perform a poetry reading of a text;
d. write a research report about the four voices in The Burial of the Dead;
e. evaluate the theme of a poem by connecting literary elements together;
f. differentiate the forms and functions of dashes, parentheses, and brackets;
g. identify the proper use of dashes, parentheses, and brackets;
h. compile a literary folio as a class output;
i. recognize the format of APA Works Cited Page; and,
j. write the reference page of a paper using APA format.
II. SUBJECT MATTER

a. Topics:
• The Burial of the Dead from The Wasteland by TS Eliot
• Judging a poet’s message
• Dashes, parentheses, brackets
• APA works cited page
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will translate words into American English to understand the story
better (refer to EnglishTek 10 Worktext, p. 197).
2. Students will complete the diagram with the important events that lead to the
declaration of Ireland’s independence (refer to EnglishTek 10 Worktext, p. 198).
3. Students will form small groups and discuss the best ways to handle loss (refer to
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Burial of the Dead. As they
read, they will do the worksheet on EnglishTek 10 Anthology, p. 259.
Anthology, p. 260.
3. The teacher will discuss allusion (refer to EnglishTek 10 Worktext, p. 199).
• Allusion refers to a metaphor or a represented allegorical reference.
4. The teacher will guide the students in identifying the theme of a poem (refer to
• To identify the theme(s) of a poem or the poet’s message(s), you have to connect
all the literary elements in the poem.
Grammar
The teacher will discuss dashes, parentheses, and brackets (refer to EnglishTek 10
Worktext).
• Dashes, parentheses, and brackets should be used sparingly, as they have more
specialized uses than the others.
Writing
The teacher will discuss the APA works cited page (refer to EnglishTek 10 Worktext,
pp. 206-207).
C. Application
1. Students will complete the chart to guide the interpretation and analysis of the
poem (refer to EnglishTek 10 Worktext, pp. 199-202).
2. Students will rewrite the four voices of the selection referring to the social issues of
the country today. They will prepare a poetry reading performance on it (refer to
3. Students will write a research report on the analysis of the selection (refer to
4. Students will use the chart to identify the theme of the poem (refer to EnglishTek 10
Worktext, p. 203).
V. EVALUATION
VI. ENRICHMENT
Students will complete a literary folio following the guidelines on the worktext (refer to

Students form groups of five and present a short skit about a topic assigned by the teacher.
The rest of the class will try to identify the theme of the short skit.
Skills: allusions, theme

ENGLISHTEK 10
UNIT 2
Lesson 9: Ghosts
Period: 5 days
I. OBJECTIVES
a. interpret meanings of biblical allusions;
b. analyze the message of a text based on the influence of religion;
c. present a song that reflects teachings on family life;
d. conduct a research on various religions’ teachings on family life;
e. differentiate objective and subjective claims;
f. identify the forms and functions of the ellipses, slash, and hyphen;
g. explain when to use the ellipses, slash, or hyphen;
h. prepare an exhibit on the topic of family awareness;
i. explain the need to avoid charged words in writing or speaking; and,
j. revise sentences to avoid charged words.
II. SUBJECT MATTER

a. Topics:
• Ghosts by Henrik Ibsen
• Challenging the text
• Ellipses, slash, hyphens
• Recognizing charged words
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will complete the graphic organizer provided (refer to EnglishTek 10
Worktext, p. 209).
2. Students will answer the activity questions (refer to EnglishTek 10 Worktext, p.
210).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, Ghosts. As they read, they will do
the worksheet on EnglishTek 20 Anthology, p. 261.
2. After reading, they will do the comprehension questions on EnglishTek 10
Anthology, p. 262.
3. The teacher will discuss biblical allusions (refer to EnglishTek 10 Worktext, p.
212).
4. The teacher will discuss the difference between objective and subjective claim
(refer to EnglishTek 10 Worktext, pp. 213-214)
• An objective claim is a statement made on a matter of fact. A subjective claim is
an expression of personal belief, opinion or preference.
Grammar
The teacher will discuss the slash, ellipses, and hyphen (refer to EnglishTek 10
Worktext, p. 216-217).
• The slash (/) shows a partition between paired terms or lines of poetry.
• Ellipses (...) is used to indicate that there is missing material within a sentence or
passage.
• The hyphen ( - ) is used to join words or parts of words.
Writing
The teacher will guide the students in recognizing charged words (refer to EnglishTek
• Charged words are those that result in either negative or positive emotions upon
being mentioned.
C. Application
1. Students will answer the activity questions about the story (refer to EnglishTek 10
Worktext, p. 212).
2. Students will conduct a research on various religions’ teachings on family life and
juxtapose it with the Ibon Facts and Figures on annulment, domestic problems, and
marital cases (refer to EnglishTek 10 Worktext, p. 212).
3. Students will write O for objective claim and S for subjective claim on the space
beside the speaker’s name (refer to EnglishTek 10 Worktext, pp. 214-215).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and choose a slogan about the growing issues of broken
families and present it in class (refer to EnglishTek 10 Worktext, p. 219).

Students will form small groups. The teacher will assign two groups to conduct a debate on
a chosen issue about marriage and family. One group will support a religious view, while
the other a liberal view.
Skills: biblical allusion, objective and subjective claim, charged words

ENGLISHTEK 10
UNIT 3
Lesson 1: Smallness
Period: 4 days
I. OBJECTIVES
a. reflect on the causes of and possible solutions to some of the country’s major
problems;
b. explain the purpose of a critical review;
c. write a critical review of a text read;
d. create a short film on what the Philippines might be like in the future;
e. write a reaction paper on an article about culture;
f. identify the author’s purpose in writing a text with evidence to support the purpose;
g. identify different verb tenses;
h. explain when to use the different tenses in writing a research report; and,
i. define one’s research problem by narrowing down a general topic to a specific topic.
II. SUBJECT MATTER

a. Topics:
• The Philippines a Century Hence by Jose Rizal
• Recognizing author’s purpose
• Verb tenses in research report (Part 1)
• Defining the research problem
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will use context clues to determine the meaning of the word. Then,
they will write a sentence that uses the word in the same context (refer to
2. Students will do Knowledge Activation Activity 1 and 2 on EnglishTek 10 Worktext,
p. 224.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Philippines a Century Hence.
As they read, they will answer the worksheet on EnglishTek 10 Anthology, p. 265.
Anthology, p. 266.
3. The teacher will discuss critical review (refer to EnglishTek 10 Worktext, p. 226).
• The purpose of a critical review is to summarize and evaluate a text. The critical
review can be of a book, a chapter, or a journal article.
4. The teacher will guide the students in recognizing the author’s purpose (refer to
• Able writers can communicate their messages effectively through a variety of
techniques; skilled readers, however, will recognize the author’s purpose after
reading the text.
Grammar
The teacher will discuss the uses of simple tenses and progressive aspects of the verb
Writing
The teacher will help the students in defining the research problem (refer to
• The steps in defining a research problem are:
1. identifying a broad topic
2. choosing a broad topic
3. raising questions about your topic
4. formulating objectives
5. writing your research question and objectives
C. Application
1. Students will write their first impressions on the introduction, body, and conclusion.
Then, they will give criticisms on each part (refer to Understanding Literature
Activity on EnglishTek 10 Worktext, p. 227).
2. Students will record a short film that represents what they think the Philippines
would look like in a hundred years (refer to Oral Communication activity on
3. Students will write a reaction paper expressing their opinion and critique of the
culture review (refer to Research and Writing activity on EnglishTek 10 Worktext,
p. 228).
4. Students will complete the graphic organizer provided (refer to EnglishTek 10
Worktext, p. 229).
V. EVALUATION
Worktext, pp. 232-233 and p. 235, respectively.
VI. ENRICHMENT
Students will form small groups and work collaboratively to solve the lateral thinking
problem assigned to their group (refer to Collaborative Task on EnglishTek 10 Worktext, p.
233).

Students form groups of five and create a review vlog of a chosen text. This includes
identifying the author’s purpose and evaluating the text.
Skills: critical review, recognizing the author’s purpose

ENGLISHTEK 10
UNIT 3
Lesson 2: Illness
Period: 4 days
I. OBJECTIVES
a. explain Marxist Literary Theory;
b. conduct a Marxist literary analysis of a text to analyze issues of class, power, and
oppression;
c. present a talk show to discuss how the literary selection represents “illness”;
d. create an infographic to synthesize one’s research findings about social classes;
e. identify the literal and the figurative meanings of a text;
f. analyze a short story on a figurative level;
g. identify different verb tenses;
h. explain when to use the different tenses in writing a research report; and,
i. formulate supporting arguments for one’s research topic.
II. SUBJECT MATTER

a. Topics:
• The Condition of the Working Class by Frederick Engels
• Distinguishing levels of meaning
• Verb tenses in research report (Part 2)
• Formulating the supports
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will encircle the correct word that completes the sentences (refer to
2. Students will do Knowledge Activation Activity 1 and 2 on Victorian England (refer
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Condition of the Working
Class. As they read, they will do the worksheet on EnglishTek 10 Anthology, p.
267.
2. Students will answer the comprehension questions on EnglishTek 10 Anthology, p.
268 after reading the selection.
3. The teacher will discuss the Marxist Literary Analysis (refer to EnglishTek 10
Worktext, p. 238)
• To conduct Marxist Literary Analysis, one has to perceive that literature reflects
class struggle and materialism.
4. The teacher will help the students in distinguishing levels of meaning (refer to
EnglishTek 10 Worktext, pp. 239-240)
• On the literal level, words mean their dictionary definition (or denotation). On
the figurative level, words can take on additional meanings tied to the context of
the text.
Grammar
The teacher will discuss the perfect and perfect progressive aspects (refer to
Writing
The teacher will discuss the guidelines when formulating supporting arguments (refer
• The following are the guidelines to follow when formulating supporting arguments:
1. Formulate three key ideas that will support your claim.
2. Raise questions for each key idea.
3. Formulate objectives.
C. Application
1. Students will do the Understanding Literature Activity on Marxist Literary
Analysis (refer to EnglishTek 10 Worktext, p. 239).
2. Students will form groups of five and talk about how the “The Condition of the
Working Class in England” represents “illness” in the form of a talk show (refer to
the Oral Communication activity on EnglishTek 10 Worktext, p. 239).
3. Students will describe the various hierarchies of Victorian England in the form of
an infographic (refer to Research and Writing activity on EnglishTek 10 Worktext,
p. 239).
4. Students will answer the questions about literal and figurative level of meaning
(refer to Skills Development Activity on EnglishTek 10 Worktext, p. 240).
V. EVALUATION
VI. ENRICHMENT
Students will form a group with five members and reflect on the importance of having
a strong foundation for a structure and in case of writing, strong support for
arguments in an essay or research paper (refer to Collaborative Task on EnglishTek

Students form groups of five and choose one literary piece from the list provided by
the teacher. They will present their Marxist analysis on the piece, and discuss the
literal and figurative meaning of the story.
Skills: Marxist literary analysis, literal and figurative level of meaning

ENGLISHTEK 10
UNIT 3
Lesson 3: Categories
Period: 4 days
I. OBJECTIVES
a. identify key events in the history of Germany;
b. identify the features and purposes of political poetry;
c. make connections between a political poem and one’s own experiences;
d. evaluate the importance of political poetry to society;
e. create a video that campaigns for speaking out for other people;
f. explain why the Holocaust must never happen again by writing a letter to the public;
g. analyze a text for its implied emotion;
h. use comparisons to show similarities and differences;
i. assess the relevance of one’s research sources;
j. use signal phrases to cite one’s sources; and,
k. consolidate key sources to support the key idea of one’s research paper.
II. SUBJECT MATTER

a. Topics:
• First They Came for the Jews by Martin Niemholler
• Reading for implied emotion
• Comparisons
• Consolidating key sources
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will write down what they know about the term on the second column,
and the definition of each term on the third column (refer to EnglishTek 10
Worktext, p. 246).
2. Students will answer the questions about genocide (refer to Knowledge Activation
Activity 1 and 2 on EnglishTek 10 Worktext, p. 247).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, First They Came for the Jews. As
they read, they will do the worksheet on EnglishTek 10 Anthology, p. 269.
Anthology, p. 270.
3. The teacher will discuss political poetry (refer to EnglishTek 10 Worktext, p. 249).
• Political poetry is poetry written in reaction to political events. It mixes the
private (emotions) with the public (sociopolitical events).
4. The teacher will discuss reading for implied emotion (refer to EnglishTek 10
Worktext, p. 250).
• In short stories or poems, authors opt to show instead of directly tell the reader
how a persona or character feels.
Grammar
The teacher will discuss comparisons and some phrases to use when using comparison
in research papers (refer to EnglishTek 10 Worktext, p. 252).
• Comparisons: When comparing two things, you can show similarities or
differences by using the appropriate phrase.
Writing
The teacher will discuss consolidating key sources (refer to EnglishTek 10 Worktext,
pp. 254-255)
• Examples used to support main ideas include quotations, paraphrases, expositions,
and gathered data.
C. Application
1. Students will do the Understanding Literature Activity about political poetry (refer to
2. Students will create a video entitled “Speaking Out for Others” and talk about why we
should not let others be wrongfully punished because of their race, gender, or religion
(refer to Oral Communication activity on EnglishTek 10 Worktext, p. 250).
3. Students will write a letter to the public telling them why the Holocaust should never
happen again (refer to Research and Writing activity on EnglishTek 10 Worktext, p.
250).
4. Students will complete the chart about implied emotion (refer to EnglishTek 10
Worktext, p. 251).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five. They will categorize the words and post the semantic
map on the wall (refer to Collaborative Task on EnglishTek 10 Worktext, p. 254).

Students form groups of five. Each group must choose two political poems and create an
educational video comparing the implied emotions in each poem.
Skills: political poetry, implied emotions, comparisons

ENGLISHTEK 10
UNIT 3
Lesson 4: Imprints
Period: 4 days
I. OBJECTIVES
a. compare and contrast the perspectives of the youth and the elderly;
b. identify the persona in a poem;
c. analyze a poem based on the persona speaking;
d. deliver a monologue written from the perspective of a specific persona in a text;
e. create an infographic that compares and contrasts how two different cultures value
their elders;
f. compare poems that have similar subjects or themes;
g. use “as” and “like” correctly;
h. differentiate formal sentence outline and formal topic outline;
i. evaluate the logic and organization of an outline; and,
j. write a formal outline for one’s research topic.
II. SUBJECT MATTER

a. Topics:
• Recollections of my children by Yamagami-no Okura
• Comparing poems
• As and like
• Writing the outline
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will write the words they associate with the given terms (refer to
2. Students will complete the chart about the difference in perspectives of the youth
and elderly (refer to EnglishTek 10 Worktext, p, 257).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt from Recollections of My Children.
As they read, they will do the worksheet on EnglishTek 10 Anthology, p. 271.
Anthology, p. 272.
3. The teacher will discuss persona (refer to EnglishTek 10 Worktext, p. 259).
• Using a persona in writing is a way to distance yourself from but at the same time
empathize with the subject.
4. The teacher will guide the students in comparing poems (refer to EnglishTek 10
Worktext, p. 260).
• Comparing poems: By looking at how the poets expressed certain emotions, you
can get a universal perspective on the topic explored by the poets. When
comparing poems, it is best to start with identifying the strong emotions.
Grammar
The teacher will discuss the usage of as and like.
• As is a preposition which means “equal to.”
• Like is a preposition which means “similar to.”
Writing
The teacher will discuss some guidelines when writing an outline (refer to EnglishTek
10 Worktext, pp. 262-263).
• Creating a formal outline will help you determine the flow of your paper. The
outline includes your main points and supporting arguments. This will help you
organize your paper in a clear and logical way. It will also help you sort through the
information you gathered and include only those that are relevant to your thesis
statement.
C. Application
1. Students will answer questions about the poem, Recollections of My Children (refer
to Understanding Literature Activity on EnglishTek 10 Worktext, p. 259).
2. Students will write a monologue from the perspective of the adult son or daughter
of the persona (refer to Oral Communication activity on EnglishTek 10 Worktext, p.
259).
3. Students will read and research about how other cultures view old age and the
elderly. They have to create an infographic comparing and contrasting how two
cultures value their elderly (refer to Research and Writing activity on EnglishTek
4. Students will complete the chart about the poem (refer to Skills Development
V. EVALUATION
VI. ENRICHMENT
Students will draw an outline of their favorite object and answer the questions that follow
(refer to Collaborative Task on EnglishTek 10 Worktext, p. 262).

Students will form groups and choose two poems to compare. They will discuss the
persona used in each poem, as well as the emotions expressed in the poem. They will write
their output in an outline. Using the information, they will perform an interpretative dance
about the poems.
Skills: comparing poem, writing outline, using persona

ENGLISHTEK 10
UNIT 3
Lesson 5: Peculiarities
Period: 3 days
I. OBJECTIVES
a. explain the overall effect of recurring imagery in a text to the story;
b. present an oral report of an analysis of a song about a famous person;
c. write a biographical sketch of a person who sacrificed for their art;
d. explain allegory as a literary device;
e. analyze allegory by identifying political, religious, social, or cultural representations in
a text;
f. identify when to spell out numbers and when to write in digits;
g. write numbers in words correctly;
h. differentiate technical and nontechnical writing;
i. explain with some opening strategies when writing the introduction; and,
j. write the introduction for one’s research paper.
II. SUBJECT MATTER

a. Topics:
• A Hunger Artist by Franz Kafka
• Understanding allegories
• Numbers in sentences
• Writing an introduction
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will use context clues to determine what each word means (refer to
2. Students will answer questions related to what an “artist” is, as well as listen to a
related article and answer corresponding questions (refer to Knowledge Activation
Activity 1 and 2 on EnglishTek 10 Worktext, p. 267).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, A Hunger Artist. As they read, they
Anthology, p. 274.
3. The teacher will discuss imagery (refer to EnglishTek 10 Worktext, p. 269).
• A story becomes real the moment the reader is able to imagine the scenes in his
mind. To make the reader see the story, the author places specific images that
appeal to the senses. These collective images are called imagery.
4. The teacher will discuss allegory (refer to EnglishTek 10 Worktext, pp. 270- 271)
• An allegory is a literary device in which abstract ideas or meanings are given
concrete or material form.
Grammar
The teacher will discuss numbers in sentences (refer to EnglishTek 10 Worktext, pp.
271-273).
• To help you in writing numbers, you should first understand the difference between
technical and nontechnical writing. Writing in science and business is considered
technical while writing in the humanities is considered nontechnical.
Writing
The teacher will guide the students in writing an introduction (refer to EnglishTek 10
Worktext, p.275).
• Your introduction should have the following elements:
1. a background of your topic or problem
2. the rationale or motivation in relation to the problem
3. the need or the solution to the problem
4. your thesis statement
C. Application
1. Students will complete the chart about the selection (refer to Understanding
Literature Activity on EnglishTek 10 Worktext, p. 269).
2. Students will present an analysis of their chosen text through an oral report (refer to
Oral Communication activity on EnglishTek 10 Worktext, p. 270).
3. Students will create a biographical sketch of their chosen figure (refer to Research
and Writing activity on EnglishTek 10 Worktext, p. 270).
4. Students will complete the chart about allegory (refer to EnglishTek 10 Worktext, p.
271).
V. EVALUATION
VI. ENRICHMENT
Students will create bookmarks using recycled materials (refer to Collaborative Task on

Students form groups of five and make a trailer of a chosen allegory featuring the imagery
presented in the selection.
Skills: allegory, imagery

ENGLISHTEK 10
UNIT 3
Lesson 6: Emotions
Period: 3 days
I. OBJECTIVES
a. identify the features of thematic poetry;
b. analyze the theme of a poem by citing textual evidence to support one’s answers;
c. compose a poem from the perspective of a character from a text;
d. write an essay that synthesizes one’s research findings about the experiences of
soldiers;
e. identify historical fiction as a literary genre;
f. write a historical fiction piece;
g. explain how to use italics and underlines when emphasizing;
h. formulate strong and logical arguments; and,
i. develop supporting arguments.
II. SUBJECT MATTER

a. Topics:
• Literary selection: The Soldier
• Reading and writing historical fiction
• Italics and underlines
• Developing supports and strengthening arguments
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will find out what each word means using context clues (refer to
2. Students will answer the questions in Knowledge Activation Activity 1 and 2 about
working overseas (refer to EnglishTek 10 Worktext, p. 279).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Soldier. As they read, they
Anthology, p. 276.
3. The teacher will discuss thematic poetry (refer to EnglishTek 10 Worktext, p. 280).
• Thematic poetry is a poem containing a prevalent theme or a thematic statement.
It is the message that the poet sends to his or her readers through recurring
elements or a prominent emotion within the text.
4. The teacher will discuss historical fiction (refer to EnglishTek 10 Worktext, p. 282).
• Historical fiction is a literary genre that presents a story set in a time period in
the past.
Grammar
The teacher will discuss italics and underlines (refer to EnglishTek 10 Worktext, p.
283-284)
• Italics and underlines bring emphasis to words and phrases.
Writing
The teacher will discuss how to strengthen arguments and develop supporting
arguments (refer to EnglishTek 10 Worktext, pp. 287-288).
C. Application
1. Students will complete the chart by analyzing the theme of the selection (refer to
Understanding Literature Activity on EnglishTek 10 Worktext, p. 281).
2. Students will construct a poem from the perspective of a soldier (refer to Oral
3. Students will write an essay about the experiences of soldiers (refer to Research
and Writing activity on EnglishTek 10 Worktext, p. 281).
4. Students will complete the chart about historical fiction (refer to EnglishTek 10
Worktext, p. 282).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and choose one member to blindfold. They will give
instructions to the blindfolded member to help him collect the target objects (refer to
Collaborative Task on EnglishTek 10 Worktext, p. 287).

Students will form themselves into small groups and choose a historical fiction to read.
Then, they will write a poem about its theme and perform a creative choral reading in
class.
Skills: thematic poetry, historical fiction

ENGLISHTEK 10
UNIT 3
Lesson 7: Surrealism
Period: 4 days
I. OBJECTIVES
a. explain the meaning of surrealism;
b. explain thematic imagery as a literary device;
c. present a dramatic, choral, or interpretive reading of a poem;
d. write an informative descriptive essay analyzing a poem’s thematic imagery;
e. express agreement or disagreement with the author’s statement of philosophy;
f. identify the functions of the apostrophe; and,
g. write an effective conclusion to one’s research paper.
II. SUBJECT MATTER

a. Topics:
• Evening Harmony by Charles Baudelaire
• Evaluating author’s statement of philosophy
• Apostrophes
• Arriving at a conclusion
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will find the meaning of the words using context clues (refer to
2. Students will answer Knowledge Activation Activity 1 and 2 questions about
surrealism (refer to EnglishTek 10 Worktext, p. 291).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Evening Harmony. As they read,
they will do the worksheet on EnglishTek 10 Anthology, p. 277.
2. After reading they will answer the comprehension questions on EnglishTek 10
Anthology, p. 278.
3. The teacher will discuss thematic imagery (refer to EnglishTek 10 Worktext, p.
293).
• The collection of recurring connected, vivid images is called thematic imagery.
4. The teacher will guide the students in evaluating author’s statement of philosophy
• The author’s philosophy is his or her view of life.
Grammar
The teacher will discuss apostrophes (refer to EnglishTek 10 Worktext, p. 295-296).
• Apostrophes have a variety of uses. Two of the most common are: to show
possession and to take the place of omitted letters in contractions.
Writing
The teacher will guide the students in arriving at a conclusion (refer to EnglishTek 10
Worktext, p. 298).
• The conclusion of your research paper should not only summarize but also
synthesize the different parts of your entire paper.
C. Application
1. Students will complete the graphic organizer and answer the questions that follow
2. Students will present a dramatic, choral, or interpretative reading of the selection
with a group of 4-5 members (refer to Oral Communication activity on EnglishTek
3. Students will choose another poem from Baudelaire’s collection, The Flowers of
Evil and analyze its thematic imagery. They have to organize their answers into an
informative-descriptive essay (refer to Research and Writing activity on EnglishTek
4. Students will complete the chart about the selection (refer to Skills Development
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and play the game about the sinking boat (refer to

Students form groups of five and choose a selection among the list provided by the teacher.
They will present a video featuring an interview with the author discussing his or her
philosophy and the imagery he used. The role of the author will be played by one of the
members of the group.
Skills: author’s philosophy, thematic imagery

ENGLISHTEK 10
UNIT 3
Lesson 8: Structures
Period: 4 days
I. OBJECTIVES
a. discuss one’s ideas about the most pressing problem experienced by humans today;
b. explain foreshadowing as a literary device;
c. identify foreshadowing in a text;
d. dramatize a specific scene from a story;
e. write a descriptive informative essay about dystopia;
f. analyze a text based on its social and political contexts;
g. identify some commonly confused and misused words in order to use them correctly;
and,
h. present information visually in a research paper.
II. SUBJECT MATTER

a. Topics:
• 2 B R 0 2 B by Kurt Vonnegut
• Connecting to social and political contexts
• Commonly confused and misused words
• Using visuals
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will write a sentence following the context of the first statement using
the synonym of the word (refer to EnglishTek 10 Worktext, p. 301).
2. Students will do the Knowledge Activation Activity 1 and 2 on EnglishTek 10
Worktext, p. 302.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, 2 B R 0 2 B. As they read, they
Anthology, p. 280.
3. The teacher will discuss foreshadowing (refer to EnglishTek 10 Worktext, p. 303).
• Foreshadowing is a literary device in which a writer gives a hint in advance
about what is to come later in the story.
4. The teacher will discuss how to connect to social and political contexts (refer to
• In order to make connections between a text and socio-political contexts, make
sure to follow the given steps.
a. Make sure to read the entire text while taking notes of personal ideas,
commentaries, and questions of specific events, characters, or lines.
b. Analyze the plot by answering: what is the story about?
c. Analyze the characters by knowing their roles, thoughts, and actions which
are consistent in the entire story.
d. Analyze the imagery by looking at the descriptions of the setting and how
these affect the story’s mood and tone.
e. Analyze signs and symbols that are associated with general ideas or concepts.
f. Analyze the story’s theme before determining its allegorical meaning.
Grammar
The teacher will discuss commonly confused and misused words (refer to EnglishTek
10 Worktext, pp. 305-308).
Writing
The teacher will guide students in using visuals (refer to EnglishTek 10 Worktext, pp.
309-311).
• Visuals are often used to support and enhance an argument. In research writing,
visuals refer to images, maps, graphs, and bars.
C. Application
1. Students will complete the table with details that foreshadow the events of the story
(refer to Understanidng Literature Activity on EnglishTek 10 Worktext, pp. 303-
304).
2. Students will form small groups and interpret the assigned scene into a skit (refer to
Oral Communication activity on EnglishTek 10 Worktext, p. 304).
3. Students will discuss what makes the selection a dystopia (refer to Research and
Writing activity on EnglishTek 10 Worktext, p. 304).
4. Students will write a short literary analysis of the story by following the steps that
you have learned in connecting a text to social and political contexts (refer to Skills
Development Activity 1 on EnglishTek 10 Worktext, p. 305).
5. Students will write an allegorical poem, short story, or essay on a pressing cultural
issue Filipinos are experiencing today (refer to Skills Development Activity 2 on
V. EVALUATION
VI. ENRICHMENT
Students will form a group with five members. Then, they will find one news article on a
local newspaper which they think lacks visuals (tables, graph, diagrams, etc.). They will
decide on the best visual to complement it and draw their visual organizer on a half-sheet
cartolina. Afterwards, they will exchange visuals with another group providing them only
the title of the news article. The other group should be able to infer what the article is
generally about based on the title and the visual organizer they created (refer to

Students form into two groups and play charades. A representative will draw the
allegorical meaning of each story title given to them by the teacher while the other
members guess which story it is. If they fail to answer, the other group will have the
chance to make a guess.
Skills: making connections to socio-political context, visuals

ENGLISHTEK 10
UNIT 3
Lesson 9: Reforms
Period: 3 days
I. OBJECTIVES
a. analyze the conflict in a literary text;
b. explain how the plot is driven by conflict;
c. present a persuasive and informative speech on how to alleviate the problems of the
poor;
d. write an essay describing the profile of a person interviewed;
e. evaluate the character’s actions in a text;
f. identify some common combinations of prepositions;
g. explain the importance of cohesion;
h. use transitions to write a cohesive first draft; and,
i. revise a paragraph to improve cohesion.
II. SUBJECT MATTER

a. Topics:
• The Dignity of Begging by William Modisane
• Judging a character’s actions
• Common prepositions combinations
• Writing the first draft: using transitions for cohesion
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will study the sentences below, and fill in the table by classifying the
underlined words according to their grammatical categories (refer to EnglishTek 10
Worktext, p. 313).
2. Students will do the Knowledge Activation activities on EnglishTek 10 Worktext, p.
314.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Dignity of Begging. As they
read, they will do the EnglishTek 10 Anthology, p. 281.
Anthology, p. 282.
3. The teacher will discuss conflict (refer to EnglishTek 10 Worktext, pp. 315-316).
• Conflict in literature is defined as the struggle between two opposing forces.
4. The teacher will discuss how to judge character actions (refer to EnglishTek 10
Worktext, p. 317)
• We judge character actions or evaluate behavior with regards to specific criteria:
your values, your experiences, and your knowledge of what is reasonable.
Grammar
The teacher will discuss common preposition combinations (refer to EnglishTek 10
• Prepositions are some of the most common and most confusing lexical categories in
the English language. The problem with prepositions is that there are no rules that
govern their usage. The pairing of words and prepositions is often arbitrary.
Writing
The teacher will guide students in writing the first draft using transitions for cohesion
(refer to EnglishTek 10 Worktext, pp. 321-322)
• A cohesive paper allows the reader to understand and see relationships among your
arguments.
C. Application
1. Students complete the graphic organizer below to see how the plot of the story is
driven by conflict (refer to EnglishTek 10 Worktext, p. 316).
2. Students will answer the questions in the form of a persuasive, informative speech
(refer to EnglishTek 10 Worktext, p. 317)
3. Students will interview someone who moved away to find fortune in a different city
(refer to Oral Communication activity on EnglishTek 10 Worktext, p. 317).
4. Students will use the chart to analyze the characters’ actions and decide whether
their actions are valid (refer to Skills Development Activity on EnglishTek 10
V. EVALUATION
Worktext, p. 320 and p. 322, respectively.
VI. ENRICHMENT
Students will form groups of five and form a big circle with the entire class. One person
will start whispering a message to another person. The receiver will then pass the message
round the circle by whispering the same message to the person next to him or her. The last
person will say the message out loud. The first receiver of the message will confirm
whether the message is correct. If the final message is incorrect, they will discuss within
the group any changes that have been made and when it happened. They will also discuss
why such changes occur and why it is important to keep the message true or correct until
the end. Finally, they will reflect on what they learned on this activity about giving
cohesive and clear messages (refer to Collaborative Task on EnglishTek 10 Worktext, p.
321).

Students will form small groups and judge the actions of the character assigned to their
group based on the story’s conflict, as well as their own values and experiences. They will
take note of their ideas and prepare a report for the class.
Skills: judging character’s actions, conflict

ENGLISHTEK 10
UNIT 4
Lesson 1: Epiphany
Period: 5 days
I. OBJECTIVES
a. explain what “epiphany” means;
b. identify the elements of a plot;
c. analyze the plot of a story;
d. differentiate plot and structure;
e. create a character sketch of the boy from “Araby”;
f. write an autobiographical essay;
g. write a letter of advice;
h. identify some varieties of English;
i. differentiate between British and American English;
j. identify features of Philippine English;
k. identify when to use the different varieties of English;
l. follow guidelines about inappropriate language when writing an academic paper; and,
m. edit one’s paper for appropriate language.
II. SUBJECT MATTER

a. Topics:
• Araby by James Joyce
• Writing a letter of advice
• Varieties of English
• Editing for appropriate language
b. References:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will read the sample sentences and come up with a possible meaning
for the underlined words. Then, they will use the word in your own sentence (refer
2. Then, students will answer questions about thinking and feeling (refer to Activity 1
on EnglishTek 10 Worktext, p. 325).
3. The students will watch a video about thinking and feeling (link to video:
https://www.youtube.com/watch?v=Ze_Pz5fTdrY). Then with a small group, they
will discuss the topics listed based on the video and relate it to the idea of epiphany.
They will report the conclusion of their group discussion in class (refer to
B. Lesson Proper
Reading
1. Students will be given time to read the selection, Araby. As they read, they will
complete the worksheet on EnglishTek 10 Anthology, p. 285.
Anthology, p. 286.
3. The teacher will discuss plot (refer to EnglishTek 10 Worktext, p.327).
• Plot is the arrangement of events in a story. It shows how an action causes or
affects another action in the text.
4. The teacher will discuss the advice column and how to write one (refer to
• An advice column, found in magazines and newspapers, provides readers with
suggestions on how to solve problems.
Grammar
The teacher will discuss the varieties of English (refer to EnglishTek 10 Worktext, pp.
330-332).
• British English (BrE) is the variety of English used in the United Kingdom and
American English (AmE) is the variety used in the United States.
Writing
The teacher will discuss how to edit for appropriate language (refer to EnglishTek 10
• Using appropriate language means fitting your language to the topic, the
purpose, and the audience.
C. Application
1. Students will answer the activity questions about the selection (refer to EnglishTek
2. Students will create a character sketch of the boy in Araby (refer to Oral
Communication on EnglishTek 10 Worktext, p. 328).
3. Students will write an autobiographical essay about a place that is important to
them (refer to Research and Writing on EnglishTek 10 Worktext, p. 328).
4. Students will do the activities related to writing a letter of advice and will complete
the charts (refer to Activity A and B on EnglishTek 10 Worktext, p. 329).
V. EVALUATION
Worktext, pp. 332-333 and p. 336.
VI. ENRICHMENT
Students will design a peace wall in their classroom (refer to Collaborative Task on

Students will form pairs and present a short skit. The first member will act as someone
giving an advice and the second, the one being given the advice. They can choose to play
one of the following roles:
a. teacher-student
b. friend-friend
c. leader-member
d. concerned citizen-president
They will use the appropriate language needed for each specific role.
Skills: using appropriate language, giving advice

ENGLISHTEK 10
UNIT 4
Lesson 2: Voices
Period: 5 days
I. OBJECTIVES
a. identify the message of a text by situating it in a larger historical context;
b. analyze the main points of a speech using a graphic organizer;
c. paraphrase a message with precision and effectiveness;
d. write an informative essay that explores the culture of an ancient civilization;
e. explain what author’s bias is;
f. determine whether an author has a bias evident in a text;
g. evaluate author’s bias and analyze how he or she is able to influence the reader;
h. identify common prefixes and their meanings;
i. infer the meaning of a word by analyzing its prefix;
j. explain the importance of using credible sources; and,
k. edit a paper for accuracy.
II. SUBJECT MATTER

a. Topics:
• The Speech of Aristhophanes from “The Symposium” by Plato
• Recognizing author bias
• Prefixes
• Editing for accuracy
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will solve the crossword puzzle by giving the synonym of the
underlined words in the given sentences (refer to EnglishTek 10 Worktext, p. 337-
338).
2. Students will watch a video on ancient Greece (link to video:
https://www.youtube.com/watch?v=6bDrYTXQLu8). They will then fill out the
diagram with details about the ancient Greek civilization as narrated in the video
(refer to Activity 1 on EnglishTek 10 Worktext, p. 338).
3. Students will form a small group and discuss whether they agree or disagree on the
main descriptions of ancient Greek civilization (refer to EnglishTek 10 Worktext, p.
338).
B. Lesson Proper
Reading
1. Students will be given time to read the selection, The Speech of Aristhophanes. As
they read, they will complete the worksheet on EnglishTek 10 Anthology, p. 287.
Anthology, p. 288.
3. The teacher will guide the students in understanding the text (refer to EnglishTek 10
Worktext, p. 340).
• To understand some speeches, we have to situate it in a larger context.
4. Then, the teacher will also help the students recognize author’s bias (refer to
• To understand the purpose of the writer for stressing important details, you must
be able to recognize the author’s bias or point of view towards an event. Phrases
or statements with positive or negative associations can be used as clues.
Grammar
The teacher will discuss prefixes (refer to EnglishTek 10 Worktext, p. 343)
• Prefixes are syllables added to the beginning of a root word that change its
meaning.
Writing
The teacher will discuss how to edit for accuracy (refer to EnglishTek 10 Worktext, p.
345)
• As a writer, it is imperative to use credible sources to make sure that the facts you
present are accurate.
C. Application
1. Students will use the graphic organizer to categorize the main points of the speech
of Aristophanes (refer to Activity A on EnglishTek 10 Worktext, p. 340-341).
2. Students will form a group of no less than three members and read Agathon’s reply
to Aristophanes. Then, they will discuss how their speeches are different or similar
(refer to Activity B on EnglishTek Worktext, p. 341)
3. Students will come up with an eight-to-ten-sentence paraphrase of Aristophanes’s
definition of Love (refer to Oral Communication on EnglishTek 10 Worktext, p.
342).
4. Students will write an informative paper about Greece during Plato’s time (refer to
Research and Writing on EnglishTek 10 Worktext, p. 342).
V. EVALUATION
VI. ENRICHMENT
Students will find similar news from a couple of newspapers, and evaluate the accuracy of
details they presented about the subject (refer to Collaborative Task on EnglishTek 10
Worktext, p. 344).

Students form groups of five and make a skit about a historical event that happened in our
country. The skit will present different points of view of each character while making sure
that the facts included are still historically accurate.
Skills: author’s bias, accuracy

ENGLISHTEK 10
UNIT 4
Lesson 3: Time
Period: 4 days
I. OBJECTIVES
a. identify fantasy as a literary genre;
b. explain how fantasy stories reflect real life;
c. narrate a story by participating in a story circle;
d. retell a story from a different perspective;
e. differentiate denotations and connotations;
f. explain the connotations of words in context;
g. identify suffixes and their meanings;
h. determine the appropriate suffix to attach to a word;
i. explain the meaning of words using their suffixes; and,
j. edit one’s work with attention to style.
II. SUBJECT MATTER

a. Topics:
• Library of Babel by Jorge Luis Borges
• Explaining connotations
• Suffixes
• Editing for style
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will infer the meaning of each underlined word in the first column
based on how it was used in the given sentence (refer to EnglishTek 10 Worktext,
pp. 346-347).
2. Students will answer the activities on EnglishTek 10 Worktext, p. 348.
B. Lesson Proper
Reading
1. Students will be given time to read the selection, Library of Babel. As they read,
they will answer the worksheet on EnglishTek 10 Anthology, p. 289.
Anthology, 290.
3. The teacher will discuss narratives (refer to EnglishTek 10 Worktext, p. 350).
• Narratives are human stories that tell, whether directly or indirectly, something
about existence.
4. The teacher will discuss how to explain connotations (refer to EnglishTek 10
Worktext, p. 351)
• Connotations are culturally influenced and the societal context in which the
author frames words in the text will affect the connotative meaning.
Grammar
The teacher will discuss suffixes (refer to EnglishTek 10 Worktext, pp. 351-352).
• Suffixes are added letters attached to the end of a root word to create a new
meaning.
Writing
The teacher will discuss how to edit for style (refer to EnglishTek 10 Worktext, pp.
353-354).
• In editing work for style, you must keep your sentences direct, avoid wordy
constructions, use active voice, identify charged words, and set the tone for the
essay.
C. Application
1. Students will imagine that the given selection is a movie. With a group, they will
create a movie poster and write a movie review that will encourage people to watch
it (refer to Literary Analysis activity on EnglishTek 10 Worktext, p. 350).
2. Students will form a storytelling circle with classmates (refer to Oral
Communication on EnglishTek 10, p. 350).
3. Students will retell The Library of Babel from a different perspective (refer to
Research and Writing on EnglishTek 10 Worktext, p. 350).
4. Students will complete the chart with connotations (refer to Skills Development
activity on EnglishTek 10 Worktext, p. 351).
V. EVALUATION
Worktext, p. 352 and p. 354.
VI. ENRICHMENT
Students will conduct a fashion show (refer to Collaborative Task on EnglishTek 10
Worktext, p. 353)

Students will write a narrative, including connotations in the story. With a partner, they
will edit their work for style following the guidelines discussed in the lesson.
Skills: narratives, editing for style

ENGLISHTEK 10
UNIT 4
Lesson 4: Modernization
Period: 4 days
I. OBJECTIVES
a. discuss one’s reflections on modernization;
b. identify the story motif;
c. explain how the motif of a story contributes to the overall meaning of a text;
d. create a product advertisement to practice diction;
e. write a critique of an advertisement;
f. evaluate the author’s diction;
g. revise faulty parallelisms;
h. identify key features of peer reviewing; and,
i. peer review a partner’s paper.
II. SUBJECT MATTER

a. Topics:
• Transposition by John Gould Fletcher
• Evaluating diction
• Faulty parallelism
• Peer review
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will determine the meaning of the underlined words using context
clues (refer to EnglishTek 10 Worktext, p. 355).
2. Students will answer the Knowledge Activation activities on EnglishTek 10
Worktext, p. 356.
B. Lesson Proper
Reading
1. Students will be given time to read the excerpt from Transposition. As they read,
they will answer the worksheet given on EnglishTek 10 Anthology, p. 291.
Anthology, p. 292.
3. The teacher will discuss motif (refer to EnglishTek 10 Worktext, p. 358).
• Any recurring object, subject, or concept in the story is a motif.
4. The teacher will discuss diction (refer to EnglishTek 10 Worktext, 359).
• Diction refers to a writer’s distinct choice of words for the text.
Grammar
The teacher will discuss faulty parallelism (refer to EnglishTek 10 Worktext, p. 360).
• Faulty parallelism occurs when you put two or more words, phrases, clauses, or
sentences together that do not have the same grammatical form.
Writing
The teacher will discuss peer review (refer to EnglishTek 10 Worktext, p. 361-362).
• Peer review is the act of having your classmates read your work and provide
feedback.
C. Application
1. Students will complete the graphic organizers about motifs (refer to Activity A on
2. Students will make a 1-2 minute advertisement of a product that will help solve or
improve the state of any kind of pollution in our country (refer to Oral
3. Students will write a three- to five-paragraph critique of an advertisement of their
choice (refer to Research and Writing on EnglishTek 10 Worktext, p. 359).
4. Students will read the poem and evaluate the author’s diction (refer to Skills
Development activity on EnglishTek 10 Worktext, p. 359).
V. EVALUATION
VI. ENRICHMENT
Students will create a poster of words that may be used in complimenting someone else’s
work (refer to EnglishTek 10 Worktext, p. 361).

Students will form pairs. Each student will choose a story to evaluate, writing about the
motifs and author’s diction in the text. They will exchange outputs for peer review and
check the other’s work for accuracy and parallelism.
Skills: motifs, author’s diction, peer review, peer review, faulty parallelism
ENGLISHTEK 10
UNIT 4
Lesson 5: Media
Period: 4 days
I. OBJECTIVES
a. use historical criticism to analyze a text;
b. explain the importance of historical and social contexts surrounding a text;
c. write and deliver a memorial speech to talk about an event that one wants people to
give importance to;
d. write an essay that analyzes the socio-political context of a particular era in history;
e. write a comparative essay of how local and international media portray soldiers and
warfare;
f. revise faulty and excessive coordination;
g. identify with the different formats of presentation notes; and,
h. prepare notes for the oral presentation of one’s research paper.
II. SUBJECT MATTER

a. Topics:
• Suicide in the Trenches by Siegfried Sassoon
• Doing cultural research
• Faulty and excessive coordination
• Preparing presentation notes
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will give the synonym of each word based on its definition, then
construct a sentence for each (refer to EnglishTek 10 Worktext, p. 363).
2. Students will answer the questions in the Knowledge Activation activities (refer to
B. Lesson Proper
Reading
1. Students will be given time to read the excerpt, Suicide in the Trenches. As they
read, they will answer the worksheet on EnglishTek 10 Anthology, p. 293.
Anthology, p. 294.
3. The teacher will discuss historical criticism (refer to EnglishTek 10 Worktext, p.
366)
• When we try to find meaning in a text using history and the dominant ideas and
beliefs during the author’s life and times, we are conducting historical criticism.
4. The teacher will guide the students in doing a cultural research (refer to EnglishTek
• Cultural research deals with finding how different nations impose their cultural
beliefs and traditions upon other nations as accessibility to information has
improved to a great extent.
Grammar
The teacher will discuss faulty and excessive coordination (refer to EnglishTek 10
Worktext, pp. 368-369)
• Coordinators are used to combine ideas that are equally important.
Writing
The teacher will guide the students in preparing the presentation notes (refer to
• Presentation notes should take the form of a list of main points and ideas.
C. Application
1. Students will answer the questions about the First World War (refer to EnglishTek
2. Students will make a memorial speech to honor the dead (refer to Oral
3. Students will write an essay discussing the social and political events, issues and
responses about the First World War (refer to Research and Writing on EnglishTek
4. Students will write a comparative analysis essay on how local and international
media present the same event (refer to Skills Development activity on EnglishTek
V. EVALUATION
VI. ENRICHMENT
Students will look through a poked hole for a minute and report their new perspective
learned from this activity (refer to Collabortive Task on EnglishTek 10 Worktext, p. 370).

Students form groups of five and choose from the list of stories given by the teacher and
conduct a historical criticism and research about the culture presented in it. They will
report their findings using presentation notes.
Skills: historical criticism, cultural research, presentation notes

ENGLISHTEK 10
UNIT 4
Lesson 6: Suspension of Disbelief
Period: 5 days
I. OBJECTIVES
a. explain the meaning of “suspension of disbelief ”;
b. identify texts that fall under the literary genre of science fiction;
c. define science fiction in one’s own words;
d. present a skit with a science fiction theme;
e. write a short scientific report about a popular science fiction idea;
f. explain the meaning of different idioms;
g. revise double negatives;
h. avoid double negatives when writing or speaking;
i. identify pointers in creating presentation slides; and,
j. create a slideshow presentation of one’s research paper.
II. SUBJECT MATTER

a. Topics:
• The Nine Billion Names of God by Sir Arthur C. Clarke
• Idiomatic structures
• Double negatives
• Preparing the presentation
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will identify the root word, prefixes and suffixes, as well as the
possible meaning of the underlined words in each sentence (refer to EnglishTek 10
Worktext, p. 373).
2. Students will complete the chart about their favorite stories and films (refer to
Activity 1 on EnglishTek 10 Worktext, p. 374).
3. Students will answer the questions about suspension of disbelief (refer to Activity 2
on EnglishTek 10, p. 374)
B. Lesson Proper
Reading
1. Students will be given time to read the selection, The Nine Billion Names of God.
As they read, they will answer the worksheet on EnglishTek 10 Anthology, p. 295.
Anthology, p. 296.
3. The teacher will discuss science fiction (refer to EnglishTek 10 Worktext, p. 376).
• Science fiction or sci-fi is a genre of fiction that incorporates unusual and strange
elements related to science and technology in the story.
4. The teacher will discuss idiomatic structures (refer to EnglishTek 10 Worktext, p.
377).
• Idioms are phrases or expressions that cannot be understood from the meanings
of the separate words that comprise them; they have separate meanings on their
own.
Grammar
The teacher will discuss double negatives (refer to EnglishTek 10 Worktext, pp. 378-
379).
• A double negative is the use of two negatives in one sentence.
Writing
The teacher will discuss how to prepare a presentation (refer to EnglishTek 10
Worktext, p. 381).
• Presenting your paper through a presentation software (such as PowerPoint, Prezi,
Google Drive, or SlideShare) is a great way to visualize the ideas that you explain
in your speech.
C. Application
1. Students will define science fiction using the graphic organizer provided (refer to
2. Students will pick one word or phrase listed in the box and make a scientific report
about it (refer to Research and Writing on EnglishTek 10 Worktext, p. 377).
3. Students will come up with a short skit (3-5 minutes) of what they think will be
possible a hundred years from now (refer to Oral Communication on EnglishTek 10
Worktext, p. 377).
4. Students will complete the chart about idiomatic expressions (refer to EnglishTek
V. EVALUATION
Worktext, pp. 379-380, 382.
VI. ENRICHMENT
Students will write a short reflection paper about the importance of properly visualizing
one’s work (refer to Collaborative Task on EnglishTek 10 Worktext, p. 381).

Students will form into small groups and think of a sci-fi story. They will make a trailer of
the story, making sure to include idioms and double negatives in the dialogues. Afterwards,
they will explain their work using a presentation software.
Skills: science fiction, idioms, double negatives, presentation software

ENGLISHTEK 10
UNIT 4
Lesson 7: Instructions
Period: 5 days
I. OBJECTIVES
a. discuss gender roles in class;
b. identify repetition as a literary device;
c. explain how repetition in a text contributes to the overall meaning;
d. give own examples of repetitions;
e. present in a report one’s findings from interviews about gender roles;
f. write an essay about other texts that talk about gender roles;
g. relate the structure of the text to its theme;
h. analyze the structure and theme of a text;
i. revise unnecessary shifts in sentences;
j. differentiate between a critique and a criticism; and,
k. write a critical response paper on a peer’s research.
II. SUBJECT MATTER

a. Topics:
• Woman by Alice Ruth Moore
• Relating structure to theme
• Unnecessary shifts
• Writing a critical response paper
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will infer the meaning of the word based on their use in the given
sentences and write related words (refer to EnglishTek 10 Worktext, p. 383).
2. Students will answer the activity questions about women (refer to Activity 1 and 2
on EnglishTek 10 Worktext, p. 384).
B. Lesson Proper
Reading
1. Students will be given time to read the excerpt, Woman. As they read, they will
answer the worksheet of EnglishTek 10 Anthology, p. 297.
Worktext, Anthology, p. 298.
3. The teacher will discuss repetition (refer to EnglishTek 10 Worktext, p. 385.
• Repetition is the use of the same words or phrases in a literary work.
4. The teacher will guide the students in relating structure to theme (refer to
• When analyzing literature by relating the structure to theme, you have to identify
the central message or insight revealed in the literary work first.
Grammar
The teacher will discuss unnecessary shifts (refer to EnglishTek 10 Worktext, p. 388-
390).
• Shifts are changes in structure in writing.
Writing
The teacher will discuss how to write a critical response paper (refer to EnglishTek 10
• A critical response paper or a critique is an analysis of a text.
C. Application
1. Students will look for the definition of the different kinds of repetition. They will
write down the definition and give an example for each (refer to EnglishTek 10
2. Students will answer the Responding to Literature activities on EnglishTek 10
Worktext, p. 387.
3. Students will conduct an analysis on “The Woman” by writing their insights and
observations in the table given (refer to EnglishTek 10 Worktext, p. 388).
V. EVALUATION
VI. ENRICHMENT
Students will play the game, “Back-to-Back” and reflect on the importance of knowing
their strengths and points for improvement (refer to Collaborative Task on EnglishTek 10
Worktext, p. 392).

Students form groups of five and make a short poem about a topic given by the teacher.
They will make sure to use repetitions and relate structure to the theme. They will present
the poem to the class in the form of a choral reading.
Skills: repetitions, relating structure to theme

ENGLISHTEK 10
UNIT 4
Lesson 8: Singularity
Period: 4 days
I. OBJECTIVES
a. analyze a social commentary using present-day context;
b. discuss feminism by participating in an open forum;
c. define feminism by researching and writing a paper about its three waves;
d. analyze the audience for whom a text is written;
e. revise mixed constructions;
f. follow guidelines in revising one’s work; and,
g. revise one’s paper to improve arguments, organization, and style.
II. SUBJECT MATTER

a. Topics:
• A Room of One’s Own by Virginia Woolf
• Analyzing audience
• Mixed constructions
• Revising
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will look up the meanings of the underlined words and decide if the
words are used correctly in the sentence. If not, they have to choose a more suitable
word and write it on the space provided (refer to EnglishTek 10 Worktext, p. 396).
2. Students will watch a short video by Joyce Meyer, a famous American author of
devotional books. They will describe the women Joyce Meyer invited for her talk
and answer the given questions. They will justify their answers as they discuss with
a small group (refer Knowledge Activation activity on EnglishTek 10 Worktext, p.
397).
B. Lesson Proper
Reading
1. Students will be given time to read the selection, A Room of One’s Own. As they
read, they will answer the worksheet given on EnglishTek 10 Anthology, p. 299.
Anthology, p. 300.
3. The teacher will discuss social commentary (refer to EnglishTek 10 Worktext, p.
398).
• A social commentary is, in reality, not a mere commentary, but a criticism of a
practice or tradition in society.
4. The teacher will guide the students in analyzing the audience (refer to EnglishTek
Grammar
The teacher will discuss mixed constructions (refer to EnglishTek 10 Worktext, pp.
400-401)
• Mixed constructions happen when a sentence consists of two different grammatical
structures.
Writing
The teacher will discuss how to revise papers (refer to EnglishTek 10 Worktext, pp.
402-403).
• Revising your paper means to add, remove, move, and change text to improve the
content.
C. Application
1. Students will fill in the graphic organizer with issues regarding gender inequality
that were raised by Virginia Woolf and relate these to current issues (refer to
2. Students will hold an open forum and answer the questions provided by the teacher
(refer to Oral Communication on EnglishTek 10 Worktext, p. 399).
3. Students will write an essay about the three waves of feminism (refer to Research
and Writing on EnglishTek 10 Worktext, p. 399).
V. EVALUATION
VI. ENRICHMENT
Students will create a huge infographic using cartolina and coloring materials about the
history of erasers. Then, they will reflect on the value of the invention of the eraser and the
importance of revising one’s work (refer to Collaborative Task on EnglishTek 10 Worktext,
p. 402).

Students will form groups of five and choose one of the social issues of the country and the
intended audience from the list given by the teacher. They will host a talk show about their
commentary on the issue, keeping in mind the use of language in accordance to the level of
sophistication of the audience.
Skills: social commentary, analyzing audience

ENGLISHTEK 10
UNIT 4
Lesson 9: Beginning
Period: 5 days
I. OBJECTIVES
a. write a backstory for the speaker of a poem;
b. interview a person to get information about his or her prior experiences;
c. write a fair and balanced news report about an issue of national importance;
d. infer the speaker’s attitude and how it contributes to the meaning of a text;
e. follow some common spelling rules when writing;
f. revise spelling mistakes;
g. apply common strategies for editing; and,
h. reflect on one’s own writing style.
II. SUBJECT MATTER

a. Topics:
• Sense of Something Coming by Rainer Maria Rilke
• Inferring speaker’s attitudes in poems
• Spelling rules
• Strategies for editing
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will study the synonyms of the word and write a sentence that uses
each synonym (refer to EnglishTek 10 Worktext, p. 404).
2. The students will answer the Knowledge Activation activity and answer the Oral
Interaction questions (refer to EnglishTek 10 Worktext, p. 405).
B. Lesson Proper
Reading
1. Students will be given time to read the selection, Sense of Something Coming. As
they read, they will answer the worksheet given on EnglishTek 10 Anthology, p.
301.
Anthology, p. 302.
3. The teacher will discuss the back story (refer EnglishTek 10 Worktext, p. 407)
• A back story is a story that happened in the past that affects the present.
4. The teacher will discuss how to infer the speaker’s attitude in poems (refer to
• Inferring a speaker’s attitude means determining the persona’s views on ideas
and events.
Grammar
The teacher will discuss spelling rules (refer to EnglishTek 10 Worktext, pp. 409-410).
Writing
The teacher will discuss the strategies for editing (refer to EnglishTek 10 Worktext, pp.
411-412).
• As a writer, it is important that your work is free from errors because this can affect
the credibility of your paper.
C. Application
1. Students will create a back story for the character in the poem by filling out the
graphic organizer (refer to EnglishTek 10 Worktext, p. 407).
2. Students will form pairs and interview each other as an interviewer and a junior
high school student applying for a senior high scholarship (refer to Oral
3. Students will present a news report about a controversial issue of national
importance (refer to Research and Writing on EnglishTek 10 Worktext, p. 408).
4. Students will answer the activity questions about the selection using the graphic
organizer on p. 408 (refer to Skills Development activity A and B on EnglishTek 10
Worktext, p. 409).
V. EVALUATION
Worktext, p. 411 and p. 413.
VI. ENRICHMENT
Students will play the game, “Save the Egg” (refer to Collaborative Task on EnglishTek 10
Worktext, p. 411).

Students will form pairs. Each member will share about a recent national issue and how it
affected them. Their partners will determine their attitude regarding the subject.
Skills: speaker’s attitude, back story

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ENGLISHTEK 10

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