ENGLISH 10

Quarter 1 - Module 1

PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of

literature and other texts types for a deeper appreciation of Philippine Culture and those of other

countries.
GRADE LEVEL STANDARD
The learner demonstrates communicative competence through his/ her understanding of

literature and other text types for a deeper appreciation of World Literature, including Philippine

Literature.
CONTENT STANDARD
The learner demonstrates understanding of how world literature and other text types

serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking

textual information, repairing, enhancing communication public speaking, emphasis markers in

persuasive texts, different forms of modals, reflexive and intensive pronouns.

PERFORMANCE STANDARD
The learner composes a short but powerful persuasive text using a variety of persuasive

techniques and devices

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 TABLE OF CONTENTS

Page

TABLE OF CONTENTS............................................................................................................ii

WHAT THIS MODULE IS ABOUT ......................................................................................iii

MODULE ICONS ....................................................................................................................iv

PRETEST....................................................................................................................................v

Lesson 1: Persuasive Text………………………...………………………………………..1

Lesson 2: The Iliad………………………………...………………………………………...4

Lesson 3: Intensive Reflexive Pronoun…...................................................................…….9

Lesson 4: Graphic Organizer…………..........................................................................….14

Lesson 5: Elements of a Short Story….........………….......................................................20

Lesson 6: Oedipus the King……………….........................................................................25

Lesson 7: Detecting Propaganda………….....……............................................................30

Lesson 8: The French Epic………........................................................................................33

Lesson 9: St. Augustine’s Prayer……….....…………........................................................35

POST-TEST...................................................................................................................................40

REFERENCES..............................................................................................................................42

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 What This Module is About
In this module, you will learn more about persuasive text and its features. You will also
learn about persuasive techniques and devices, factual claim, opinion, and commonplace
assertion. This module will help you formulate specific reasons for your opinions and will
provide you an opportunity to research facts related to your opinions. As you develop an
understanding of how writing can influence or change another thoughts or actions, you can begin
to understand the persuasive nature of the marketing you are exposed to through televisions, the
internet and the other media.

This learning material is especially crafted to provide you with independent and self-
directed learning experiences and to have more autonomy and control over your learning. This
will help you improve your academic performance, increase motivation and confidence, make
choices and decisions about how to meet your learning needs, take responsibility for constructing
and carrying out your own learning.

The competencies included in this module are considered as the most essential
competencies which need to be mastered by a Grade 10 student like you. These competencies are
anchored on the general principles, goals, and objectives of the K to 12 Basic Education program
for Grade 10 student like you to become productive and effective participant in the society you
are in.

There are two learning competencies that mean four lessons in this module. Each lesson
builds around a particular text for you to explore meaningfully through a variety of integrated,
challenging, and interesting tasks.

Module I is consist of nine lessons, wherein each lesson is developed through the
following phases:

What I Need to Know-This part contains learning objectives that are set for you to learn
as you go along the Module each day/lesson.

What I know- This is a pre-test assessment as to your level of knowledge to the subject
matter at hand, meant specifically to gauge prior related knowledge.

What’s In- This part connects previous lesson with that of the current one.

What’s New- An introduction of the new lesson through various activities, before it will
be presented to you.

What is It- These are discussions of the activities to deepen your discovery and
understanding of the concept.

What’s More- These are follow-up activities that are intended for you to practice further
in order to master the competencies.

What I Have Learned- Activities designed to process what you have learned from the
lesson.

What I can do- These are tasks that are designed to showcase your skills and knowledge
gained, and applied into real-life concerns and situations.

How to Learn from this Module To achieve the objectives cited in the previous page, you are to
do the following:

• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

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Icons of this Module

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 What I Need to Know
In charting the course of your journey in this module, you are expected to:

 define persuasive texts;

 identify the uses of persuasive text.
 identify features of persuasive text;
 write a persuasive essay
 define opinion or assertion
 formulate a statement of opinion or assertion
 make an assertion of a superhero
 distinguish factual claims, opinions, and commonplace assertion; and
 make an assertion from the content of the text.

What I Know
Pre-Test
As part of your initial activities, you need to answer this pre-assessment to check your
prior knowledge on the topics of this module. Try to assess yourself about your previous
knowledge on persuasive text and assertions.

Directions: Read each question below and choose the letter of the correct answer.

1. What is the purpose of persuasive writing?

A. to entertain a reader
B. to convince a reader
C. to inform the reader
D. to describe a series of events
2. Which is not a characteristic of a good persuasive writing piece?
A. The writer provides strong arguments as support.
B. The writer provides information based from opinions only.
C. The writer entertains the reader with engaging dialogue between
characters.
D. The writer uses illustrations, photographs, and diagrams to convince the
reader.
3. What is a rhetorical question?
A. a statement of fact
B. a question that is part of a quotation
C. a question requiring response from the audience
D. a question designed to make the audience think
4. How do the authors share their opinion about an issue through persuasive writing?
A. share their personal opinion
B. support their opinion through evidences
C. make up fictional information to trick the reader
D. share the opinions of others that are similar to theirs
5. Which a not an example of a persuasive text?
A. a television advertisement
B. a political speech
C. a political cartoon
D. a photograph of political figure

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6. Which is not a feature of persuasive text?
A. fictional ideas
B. supporting ideas and arguments
C. clear organization or structure
D. thesis statement
7. What is the primary purpose of a document that is written to convince readers to
change their opinions?
A. to answer question
B. to build goodwill
C. to persuade
D. to inform
8. Which persuasive technique use words like we, you, our and us to make the
audience think the speaker is talking to them?
A. repetition
B. alliteration
C. exaggeration
D. personal pronouns
9. What are the roles of an author of a persuasive text?
A. The author is telling a story.
B. The author is informing the reader.
C. The author is convincing the reader to agree with him/her.
D. all of the above
10. How should an author of a persuasive text back up his/her claim or argument?
A. support
B. claim
C. text
D. argument
11. How does persuasive text begin?
A. with a clear statement or thesis about the purpose of the text.
B. with the reasons about the claim
C. with the summary of the claim
D. with a question
12. What is the purpose of the persuasive text below?
“Please support our children players by buying these raffle tickets.”
A. create interest
B. make a change
C. prove something wrong
D. support a cause.
13. Which of the following is an example of assertion?
A. “I believe that fate cannot be altered because it is fixed.”
B. “Fate is an outcome of one’s actions.”
C. “I think that anyone can change his own fate.”
D. “For me fate is only what a fortune teller says.”
14. Which of the following do not serve as a guide in writing an assertion?
A. being artistic
B. being knowledgeable
C. backing up with evidence
D. being clear and concise
15. Which of the following best defines an assertion?
A. It is a statement used to make a declaration or to make strong belief on a particular
topic.
B. It refers to the view somebody takes about an issue, especially when it is based solely on
personal judgment.
C. It is known to be consistent with objective reality and can be proven true.
D. It is liking one idea over other ideas.

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 Lesson 1
Persuasive Text

What I Need to Know

Welcome to your first lesson of this school year! To start with, let us try to find out the
learning competencies in which you are going to master at the end of this lesson.

Skills and Competencies/Objectives:

At the end of this lesson, you are expected to:

 define persuasive text; and

 identify the purpose of persuasive texts.
 Materials Needed:
 Electronic gadgets (cell phones/computers/LED TV)
 Internet access
 Activity notebook

What I Know
Task 1: I Believe

Directions: Think of something that you believe in and explain why. It could be your belief
about life, love, education, or religion. State reasons to support your belief in three to five
sentences.

I believe that…

______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What’s In
Task 2: I Think

Directions: You have successfully shared your belief about a certain topic in Task 1. This time you
are going to write a sentence about your idea on persuasive texts. Write your answer below.

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 What’s New
Before you start the lesson on features of persuasive text, you need to answer the following
activity below.

Task 3: True of False

Directions: Identify each statement as true or false. Write T on the blank if the statement is true
and F if it’s not.

______1. The purpose of persuasive writing is to tell a story.

______2. It is important for students to write for authentic purposes and real audiences.

______3. Using graphic organizers is an effective way to learn about persuasive writing.

What Is It
What is a persuasive text?

A persuasive text is a text that comes in a form of an argument, exposition, discussion, review,
or an advertisement, the main purpose of which is to present a point of view and to persuade
the readers.

Persuasive texts can be used to…

Purpose Persuasive Statement

 Make a change “Everyone should follow the law.”

 Prove something wrong “Our mayor is the best leader.”

 Support a cause “Please donate for the orphanage.”

 Urge people to act “Stop disobeying quarantine rules!”

 Get people to agree with you “I am sure you’ll agree with me”

What’s More
Task 4 : The Write Time
Directions: Answer the questions below on your activity notebook.
1. What is a persuasive text?
2. Choose at least three uses of persuasive texts and write a persuasive statement to each
of them.

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 What I Have Learned
Task 5: Which is Which?
Directions: Analyse each persuasive statement below and identify its purpose. Choose your
answer from the box and write it on the space provided before each number.

_______________1. Please join the run for a cause so we can help the cancer patients.
_______________2. If you don’t adopt the dog, it might be killed on the street.
_______________3. Don’t throw your garbage anywhere.
_______________4. Choosing friends wisely makes you happy.
_______________5. I’m sure that you won’t disagree if I would say that cats are better pets than
dogs.

What I Can Do
Task 6: Persuasion Time
Directions: What do you think about this idea? Write a persuasive text on your activity
notebook. Refer to the rubrics for the scoring.
Junk food – Should it be banned at school?

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 Lesson 2
The Iliad

What I Need to Know

Welcome to your first lesson of this school year! To start with, let us try to find out the
learning competencies in which you are going to master at the end of this lesson.

Objectives:
At the end of this module, you are expected to:
a. Evaluate how The Iliad as a piece that shows the culture of the Greeks;
b. use the provided information in the Iliad to generalize the idea of chivalry and
kinship; and
c. utilize the information in the Iliad and write an informative essay.

Materials Needed:
 Electronic gadgets (cell phones/computers/LED TV)
 Internet access
 Activity notebook
 Textbook

What I Know
Task 1: Name at least ten Greek heroes.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

What’s In
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 Task 2: Choose your three favorite Greek heroes and give a brief description of their story.

1.

2.

3.

What’s New
Before exploring the world of The Iliad, you need to do the following activity below.

Task 3: Listening for Specific Details (ECAS pg. 16, Exercise 12)

Play the audio “Farewell Between Hector and Andromache.”

https://www.youtube.com/watch?v=msJ8XExxbPM

Listen carefully and take note of the following questions:

1. Why was Andromache on the battlements?

2. What is the name of Hector’s son? What is Hector’s special name for him?

3. What misfortune did Andromache suffer from Achilles?

4. What prayer did Hector make for his child?

What Is It
Homer and the Iliad

The Iliad is an ancient Greek epic poem. It narrates the final year of the Trojan War, the

legendary battle between the alliance of Greek cities and the city of Troy that is protected by

massive walls. The tragic epic poem is consisting of more than 15,000 lines organized by scholars

in Alexandria into 24 books. The poem covers only 52 days of the Trojan war.

It was written sometime in the 8th century BCE but started as a long oral tradition, but

the Greeks believe that the war have occurred sometime in the 13th century BCE during

the Bronze Age.

Homer is the known author of the Iliad which, according to Greeks, is from Chios or Ionia

(cities in Greece). The Iliad and Odyssey (also written by Homer) is considered as the two

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masterpieces of Greek literature. They also called him as the greatest writer and referred to him

as 'the poet’.

To further study the epic, read the article about it here: https://www.ancient-
literature.com/greece_homer_iliad.html

The Iliad (Summary)

Nine years after the start of the Trojan War, the Greek (“Achaean”) army sacks Chryse, a
town allied with Troy. During the battle, the Achaeans capture a pair of beautiful maidens,
Chryseis and Briseis. Agamemnon, the leader of the Achaean forces, takes Chryseis as his prize,
and Achilles, the Achaeans’ greatest warrior, claims Briseis. Chryseis’s father, Chryses, who
serves as a priest of the god Apollo, offers an enormous ransom in return for his daughter, but
Agamemnon refuses to give Chryseis back. Chryses then prays to Apollo, who sends a plague
upon the Achaean camp.

After many Achaeans die, Agamemnon consults the prophet Calchas to determine the
cause of the plague. When he learns that Chryseis is the cause, he reluctantly gives her up but
then demands Briseis from Achilles as compensation. Furious at this insult, Achilles returns to
his tent in the army camp and refuses to fight in the war any longer. He vengefully yearns to see
the Achaeans destroyed and asks his mother, the sea-nymph Thetis, to enlist the services of Zeus,
king of the gods, toward this end. The Trojan and Achaean sides have declared a cease-fire with
each other, but now the Trojans breach the treaty and Zeus comes to their aid.

With Zeus supporting the Trojans and Achilles refusing to fight, the Achaeans suffer great
losses. Several days of fierce conflict ensue, including duels between Paris and Menelaus and
between Hector and Ajax. The Achaeans make no progress; even the heroism of the great
Achaean warrior Diomedes proves fruitless. The Trojans push the Achaeans back, forcing them
to take refuge behind the ramparts that protect their ships. The Achaeans begin to nurture some
hope for the future when a nighttime reconnaissance mission by Diomedes and Odysseus yields
information about the Trojans’ plans, but the next day brings disaster. Several Achaean
commanders become wounded, and the Trojans break through the Achaean ramparts. They
advance all the way up to the boundary of the Achaean camp and set fire to one of the ships.
Defeat seems imminent, because without the ships, the army will be stranded at Troy and almost
certainly destroyed.

Concerned for his comrades but still too proud to help them himself, Achilles agrees to a
plan proposed by Nestor that will allow his beloved friend Patroclus to take his place in battle,
wearing his armor. Patroclus is a fine warrior, and his presence on the battlefield helps the
Achaeans push the Trojans away from the ships and back to the city walls. But the counterattack
soon falters. Apollo knocks Patroclus’s armor to the ground, and Hector slays him. Fighting then
breaks out as both sides try to lay claim to the body and armor. Hector ends up with the armor,
but the Achaeans, thanks to a courageous effort by Menelaus and others, manage to bring the
body back to their camp. When Achilles discovers that Hector has killed Patroclus, he fills with
such grief and rage that he agrees to reconcile with Agamemnon and rejoin the battle. Thetis goes

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to Mount Olympus and persuades the god Hephaestus to forge Achilles a new suit of armor,
which she presents to him the next morning. Achilles then rides out to battle at the head of the
Achaean army.

Meanwhile, Hector, not expecting Achilles to rejoin the battle, has ordered his men to
camp outside the walls of Troy. But when the Trojan army glimpses Achilles, it flees in terror
back behind the city walls. Achilles cuts down every Trojan he sees. Strengthened by his rage, he
even fights the god of the river Xanthus, who is angered that Achilles has caused so many corpses
to fall into his streams. Finally, Achilles confronts Hector outside the walls of Troy. Ashamed at
the poor advice that he gave his comrades, Hector refuses to flee inside the city with them.
Achilles chases him around the city’s periphery three times, but the goddess Athena finally tricks
Hector into turning around and fighting Achilles. In a dramatic duel, Achilles kills Hector. He
then lashes the body to the back of his chariot and drags it across the battlefield to the Achaean
camp. Upon Achilles’ arrival, the triumphant Achaeans celebrate Patroclus’s funeral with a long
series of athletic games in his honor. Each day for the next nine days, Achilles drags Hector’s
body in circles around Patroclus’s funeral bier.

At last, the gods agree that Hector deserves a proper burial. Zeus sends the god Hermes
to escort King Priam, Hector’s father and the ruler of Troy, into the Achaean camp. Priam tearfully
pleads with Achilles to take pity on a father bereft of his son and return Hector’s body. He invokes
the memory of Achilles’ own father, Peleus. Deeply moved, Achilles finally relents and returns
Hector’s corpse to the Trojans. Both sides agree to a temporary truce, and Hector receives a hero’s
funeral.

For further reading, refer to ECAS page 10 – 16.

What’s More
Task 4: Answer the questions below on your activity notebook.

1. If you were Achilles, will you also take revenge for the death of your friend? Why or why
not?

2. If you were one of the gods which side will be on?

What I Have Learned

Task 5: Skim through the summary again and tell who is being described by the details below.

1. She is the prize the Agamemnon took from Chryse.

2. He is the greatest Achaean warrior.

3. He is the prophet that Agamemnon consulted.

4. Who insulted Achilles?

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 5. The Trojan hero that Achilles killed as revenge for the death of his friend.

What I Can Do
Watch the video in this link https://youtu.be/gQbZX9JEQsQ and make an informative
essay about the City of Troy based on the pieces of information from the video.

Assessment
Task 7: Encircle the letter of the correct answer.

1. Which goddess threw the golden apple?

a. Eris b. Athene c. Hera d. Thetis
2. Which goddess attempted to persuade Poseidon to give help to the Greeks?
a. Eris b. Athene c. Hera d. Thetis
3. In Book 18, Achilles' mother told him that his death would be soon after Hector's. What
was her name?
a. Eris b. Athene c. Hera d. Thetis
4. Who among the following helped Odysseus in his battles?
a. Eris b. Athene c. Nike d. Thetis
5. After Agamemnon rejected Chryses' ransom offer for the return of his daughter, which god
sent a plague to the Greeks?
a. Poseidon b. Apollo c. Ares d. Zeus
6. Who is the river god that Achilles fought?
a. Alexandros b. Skamandros c. Xanthos d. not stated
7. Why does Poseidon despise the Trojans?
a. the trojans insulted his horse
b. the trojans did not ask for his help because they trust their wall
c. the trojans did not pay tribute and worship to him
d. he is secretly in-love with Helen and wants the destruction of the city
8. To whom did Paris give the golden apple?
a. Aphrodite b. Athena c. Hera d. Helen
9. She is the Queen of Troy.
a. Cassandra b. Astyanax c. Hekuba d. Andromache
10. He is the Achaean warrior who wounded Ares.
a. Greater Ajax b. Lesser Ajax c. Patroclus d. Achilles
11. He is the only one allowed to wear Achilles’ armor
a. Greater Ajax b. Lesser Ajax c. Patroclus d. Hektor
12. Achilles’ armor’s weak spot is on the?
a. head b. neck c. breast d. feet
13. He is the Trojan hero that killed Patroclus.
a. Dolon b. Paris c. Priam d. Hektor
14. Who stole Achilles’ armor?
a. Dolon b. Paris c. Priam d. Hektor
15. The Iliad is first told through?
a. drama b. shadow puppet c. poetry d. oral tradition

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