GRADE 10-3rd Quarter DLP in English Final PDF

DETAILED
LESSON
PLAN IN
ENGLISH 10
(Third Quarter)
i
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN DEVELOPMENT TEAM
THIRD QUARTER ENGLISH GRADE 10
LESSON
WRITERS VALIDATORS
DEMONSTRATORS
JULMA NESI BALASE FRANKLIN SIATRIZ LUNISA TADURAN
APHRODITE BECHAYDA JENNYLYN ATANANTE MARY JEAN BAS
CHEENEE BUAL RAIZZA DE LUNA IRENE MARQUEZ
HAZEL SARALDE DAISY NAVIO MARIA JOVITA MARISCOTES
AURA MARIE BROBIO ROSJANNE OTURA AMALIA ROS
COLEEN GAY MORA ROSE ANN REONAL CHEENEE BUAL
RAISSA HERRERA MELINDA BRAZAL HAZEL SARALDE
JEFFRY VON OBSEQUIO KRISTINE SAMORIN VICTOR REVALE
MARIA ALPHA CAUAN JOSIE RAFALLO SALOME ALTAVANO
AMY NAPAY SARAH OROPESA NELLY SALCEDA
MARIA JOVITA MARISCOTES EVA NOCOMORA AMY NAPAY
CHRISTINE ADAYO SALVACION CANO LYANNE BULSECO
SARAH OROPESA NIDA RUBIOS JOSE GUEVARRA
MA. CHRISTINA LUCENA MARIVIC DALAGUIT MA. CHRISTINA LUCENA
CLAUDINE REGILME ANNIE BALANSIN CLAUDINE REGILME
MARIVIC DALAGUIT ROMER OQUENDO MARIVIC DALAGUIT
MARY JEAN BAS MARIA VILMA MAPULA GRACIELLA BITON
ROLDAN CABILES MARIA ALPHA CAUAN JANICE LLANETA
SANCHO BOLAÑOS, JR. JESSICA BALLARAN KARIZA MOTOCIÑOS
AMALIA ROS GERRY LELIS VICENTE CARISO
NELLY SALCEDA JOANA ROSE FERNANDEZ JULMA NESI BALASE
SALOME ALTAVANO MARIAN REALUYO AURA MARIE BROBIO
FRANCIS LOUIE OYARDO APHRODITE BECHAYDA
LESSON ESSA ANSANO LOURDES COLASI
SALVE ANTONETTE ESGUERRA ROLDAN CABILES
DEMONSTRATORS ANGELICA ZUÑIGA
JOAN GERARDO
EDMAR PERVERA EDITORS
SHIELA ABRERA VALIDATORS MARIA JOVITA MARISCOTES
MARY JOY BORRAS REYNALDO VARGAS NELLY SALCEDA
GENEVE BALLARAN CLEOTILDE BOHOLANO AMALIA ROS
ANELYN MATA EDNA CELESTIAL SALOME ALTAVANO
JESSICA BALISACAN BERNARDO CRUEL, JR.
SARAH NOBLEZA MARIANNE VILLANUEVA REGIONAL LAY-OUT ARTIST
SHARENE BECHAYDA DANTE BELGA ROLDAN CABILES
MAI ANNE D. RONDOLA

Validator, Evaluator, and Editor
Education Program Supervisor in English
DLP Team Head
ii
TABLE OF CONTENTS
THIRD QUARTER ENGLISH GRADE 10

DETAILED LESSON PLANS
CONTENT PAGE
Week 1
Day 1……………………………………………………………………1
Day 2……………………………………………………………………3
Day 3……………………………………………………………………9
Day 4……………………………………………………………………14
Day 5……………………………………………………………………19
Week 2
Day 1……………………………………………………………………21
Day 2……………………………………………………………………26
Day 3……………………………………………………………………30
Day 4……………………………………………………………………38
Week 3
Day 1……………………………………………………………………45
Day 2……………………………………………………………………50
Day 3……………………………………………………………………54
Day 4……………………………………………………………………58
Day 5……………………………………………………………………61
Week 4
Day 1……………………………………………………………………63
Day 2……………………………………………………………………69
Day 3……………………………………………………………………76
Day 4……………………………………………………………………80
iii
Week 5
Day 1………………………………………………………………84
Day 2………………………………………………………………89
Day 3………………………………………………………………93
Day 4………………………………………………………………97
Day 5………………………………………………………………100
Week 6
Day 1………………………………………………………………102
Day 2………………………………………………………………109
Day 3………………………………………………………………114
Day 4………………………………………………………………119
Week 7
Day 1………………………………………………………………123
Day 2………………………………………………………………128
Day 3………………………………………………………………133
Day 4………………………………………………………………138
Day 5………………………………………………………………143
Week 8
Day 1………………………………………………………………147
Day 2………………………………………………………………154
Day 3………………………………………………………………160
Day 4………………………………………………………………163
Week 9
Day 1………………………………………………………………166
Day 2………………………………………………………………170
Day 3………………………………………………………………176
Day 4………………………………………………………………180
iv
LIST OF APPENDICES
APPENDICES PAGE
PRETEST 185
PRETEST ANSWER KEY 192
Appendix 1: Quarter 3, Week 1, Day 2 193
Appendix 1.1: Quarter 3, Week 1, Day 2 194
Appendix 2: Quarter 3, Week 1, Day 3 197
APPENDIX 3: Quarter 3, Week 2, Day 1 206
APPENDIX 5.1: Quarter 3, Week 2, Day 3 213
v
APPENDIX 19.1: Quarter 3, Week, 6 Day, 3 262
vi
References 292
vii
DETAILED LESSON PLAN IN ENGLISH 10
Quarter 3, Week 1, Day 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world
literature and other text types serve as sources of
wisdom in expressing and resolving conflicts among
individuals, groups and nature; also, how to use
evaluative reading, listening and viewing strategies,
special speeches for occasion, pronouns and structures
of modification.
B. Performance The learner skillfully delivers a speech for a special
Standards occasion through utilizing effective verbal and non-
verbal strategies and ICT resources.
C. Learning  Evaluate the students‘ preparedness to tackle
Competencies/Objectives the lessons in Grade 10 thru a Diagnostic Test.
(Code) EN10. Pretest
II. CONTENT Evaluate students‘ preparedness
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from LR Portal
5. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous Orient the students in taking the Diagnostic Test. Invite
lesson or presenting the the students to cooperate on checking their background
new lesson knowledge, and to prepare them for the development of
target skills.
B. Establishing a purpose Setting standard for the test:

for the lesson 1. Clarify given direction stated in the
questionnaire.
2. Instruct the students that the test is good for 60
minutes only and answer sheets will be
collected on time stated.
3. Let the students understand that self-reliance
and honesty should be followed in taking the
test.
C. Presenting
examples/instances of the
new lesson
D. Discussing new  Test Proper
concepts and practicing  Test Questionnaire attached
new skills #1
E. Discussing new
concepts and Practicing
1
new skills #2
F. Developing mastery
(leads to Formative Ask:
Assessment #3) 1. How many finished the test on time? How
G. Finding practical many did not?
application of concepts 2. Which item/s did you find difficult?
and skills in daily living
H. Making generalizations
of concepts and skills in
daily living
I. Evaluating learning Checking of the answer sheets.
J. Additional activities for Conduct an Item Analysis
application or remediation 1. How many got passing score?
2. How many got failing score?
3. What is the performance level (PL) of the class?
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
supervisor/principal/depar
tment head can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
2
I. OBJECTIVES
of modification.
C. Learning  Synthesize and evaluate information to update
Competencies/Objectives knowledge EN10LC-IIIa-16
(Code)  Raise questions to clarify issues covered in the
material viewed EN10VC-IIIa-12
II. CONTENT  Information to update Knowledge
 Questions to clarify Issues
II. CONTENT
III. LEARNING
RESOURCES
References
Pages
3. Textbook Pages
4. Additional Materials https://www.youtube.com/watch?v=A3yCcXgbKrE
from LR Portal https://youtu.be/qi52KQs67MY
Google: https://news.abs-
cbn.com/business/04/03/18/uncertainty-clouds-looming-
boracay-closure-rehab-stakeholders
Julma Nesi M. Balase, April 2019
Youtube: https://youtu.be/pRZKGLIc9DA
http://www.lyricsfreak.com/l/louis+armstrong/what+a+wo
nderful+world_20085347.htm
A. Reviewing previous The teacher will ask.
lesson or presenting the What would life be without the wonders of nature?
new lesson What if there are no abundant gifts from nature? Can we
survive in this world?
B. Establishing a purpose What are some of the tourist destinations that you have
for the lesson already visited particularly here in Bicol? (Write the
answers of the students on the board)
What are in those places that attract you and other
tourists to visit? (answers may vary)
C. Presenting Listening to the song ―What a Wonderful World‖
examples/instances of the (2 mins and 17 secs)
new lesson https://www.youtube.com/watch?v=A3yCcXgbKrE
Note: The teacher may provide lyrics of the song.
Google:
3
http://www.lyricsfreak.com/l/louis+armstrong/what+a+wo
nderful+world_20085347.htm
D. Discussing new Processing Processing Questions:
concepts and practicing Questions:
new skills #1 Direction: Answer the
The teacher may ask following questions based
the following questions: from the song What a
Wonderful World. Choose the
1. What do the letter of the best answer.
lines ―trees of
green‖ and 1. What do trees of green
―blooming of symbolize?
red roses‖ in a. Hope and life
the song b. Freshness and freedom
symbolize? c. Cleanliness and purity
2. What do the d. Health and wellness
―bright blessed 2. The blooming of red
day and the roses signifies
dark sacred a. sharing of glory
night‖ b. bountiful blessings
symbolize? c. love for the people
3. What do the d. wealth that abounds
―colors of the 3. The bright blessed day
rainbow that and the dark sacred
are on the night are symbolisms
faces of for
people‖ a. challenges and trials
convey? b. triumphs and dreams
4. What is the c. sorrows and problems
message d. successes and failures
conveyed by 4. The colors of the
the speaker in rainbow that are on the
the song? faces of people convey
a. happiness and
Activity contentment
b. lasting relationship among
Form five groups and spouses
think about the c. friendship and camaraderie
meaning of the song by d. generosity and serenity
discussing the
questions below. 5. The speaker in the
song has
1. From what point a. no dreams to carry on
of view does b. a positive outlook in life
the singer c. a pessimistic idea about
describe nature
specific events? d. lousy disposition towards
2. Is the speaker life
narrating past
events or Activity
events in the Form five groups and think
present? about the meaning of the song
3. What is the by discussing the questions
message of the below.
song? 1. From what point of
4
4. Can you relate view does the singer
it to your life in describe specific
any way? How? events?
5. What do you 2. Is the speaker
think inspires narrating past events
the composer to or events in the
write the song? present?
3. What is the message
of the song?
4. Can you relate it to
your life in any way?
How?
5. What do you think
inspires the composer
to write the song?
E. Discussing new The teacher will play the video entitled, Philippines –
concepts and Practicing Land of Enchanted Islands by Benn Tkalcevic. (5 mins
new skills #2 and 29 secs)
Youtube: https://youtu.be/qi52KQs67MY
The teacher may ask the following questions:
1. What is the video all about?

2. Are you familiar with the places featured in the
video?
3. If you were to visit one of the famous
local/international destinations, what would you
choose? Why?
4. What makes these places worth
exploring/visiting?
Activity (Paint me a Picture)
Direction: Divide the class into five groups. The teacher

will give some famous tourist destinations in the
Philippines. Using only their bodies and personal
effects, the group illustrates the scene. At a given
signal, everyone freezes. Points can be given to the
most creative or most realistic.
1. Mayon Volcano
2. Chocolate Hills
3. Luneta Park
4. Baguio City
5. Puerto Princesa Underground River
5
F. Developing mastery The teacher will post pictures of Boracay Island before
(leads to Formative and after rehabilitation.
Assessment #3)
Google: https://news.abs-
cbn.com/business/04/03/18/uncertainty-clouds-looming-
(Julma Nesi M. Balase, April 2019)
Note: The teacher has the option to choose before and

after rehabilitation photos of Boracay Island.
1. What famous tourist destination is shown in the

pictures?
2. What is the difference between the two pictures?
4. Why was Boracay Island rehabilitated?
Activity
(Advanced Learners)
Direction: The students will formulate simple question/s

based from the issue they can extract from the pictures
posted.
(Expected Queries may vary)

1. What caused the closure of Boracay Island?
2. Who ordered the closure and rehabilitation of
Boracay Island?
6
3. Who were affected by this closure?
Activity
(Average Learners)
Direction: The teacher will divide the students into five

(5) groups. The students will formulate three (3) simple
WH-questions based from the issue they can extract
from the pictures posted.
(Expected Queries may vary)

1. What caused the closure of Boracay Island?
2. Who ordered the closure and rehabilitation of
Boracay Island?
3. Who were affected by this closure?
G. Finding practical As a student, how can you preserve and protect nature?
application of concepts Do you implement environment-friendly programs in
and skills in daily living your school/in the community? What are these
programs? What organization/s is/are responsible for
implementing them?
H. Making generalizations Nature is God‘s gift. It is the source of all our needs. It is
of concepts and skills in abundant and it doesn‘t need to be replenished. What
daily living we need to do is to enrich this gift of nature given to us.
I. Evaluating learning The teacher will invite the students to watch a video
about Amazon Rainforest.
(5 mins and 28 secs)
Youtube: https://youtu.be/pRZKGLIc9DA
1. What is the present issue about the Amazon

rainforest?
2. What is the impact of the burning of the Amazon
rainforest?
3. Why do we need to get involved in the said issue?
4. As a student, what can you do to help lessen the
negative impact of burning of the Amazon rainforest?
J. Additional activities for Direction: Write a Thank You letter addressed to
application or remediation Mother Earth expressing appreciation for the bountiful
gifts of nature.
7
Suggested Rubric:
Content -------50%
Mechanics--- 30%
Creativity------20%
100%
Advance reading of the selection A Day in the Country

by Anton Chekhov
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
up with the lesson
continue to require
remediation
did these work?
encounter which my
solve?
to share with other
teachers?
8
I. OBJECTIVES
of modification.
C. Learning  Explain how the elements (characters and
Competencies/Objectives setting) contribute to the theme of the short
(Code) story. EN10LT-IIIa-2.2
 Express appreciation for sensory images used.
EN10LT-IIIa-2.2.1
 Analyze the overall artistic value of the structure
and elements of the selection
(structuralist/formalist). EN10RC-IIIa-22.1
II. CONTENT Elements (characters and setting) of a Day in the
Country
Sensory images
Overall artistic value of the structure and elements of
the selection (structuralist/formalist)
III. LEARNING
RESOURCES
References
2. Learner’s Materials (Celebrating Diversity Through World Literature-pp.279-
Pages 284)
3. Textbook Pages
from LR Portal
5. Other Learning http://clippartlook.com/img-11139.html
Resources
https://www.google.com/search?q=clipart+colored+eyes
&tbm=isch&ved=2ahUKEwjhnZafwbjkAhUUEIgKHcVIB
8AQ2-
cCegQIABAC&oq=clipart+colored+eyes&gs_I=mobile-
gws-wiz-
img.3..0i8i7i30.10044.11334.11430...0.0..1.194.1243.0j
8......0....1.........0i67j0.Pm7RKdfhNxQ&ei=CGJwXeH5O
5SgoATFkZ2ADA&bih=654&biw=360&prmd=ivn&hl=en
#imgrc=NzEhb2-Qq-PTLM
https://www.google.com/search?q=clipart+mouth&tbm=i
sch&ved=2ahUKEwiEmcXBwbjkAhUNDN4KHZBmBpA
Q2-cCegQIABAC&oq=+clipart&gs_I=mobile-gws-wiz-
img.1.4.41j41i7i30j0i67I4.4346.4833..6869...0.0.0.0.177.
588.0j4......0....1.........0j0i10j0i7i30._Abl-
9
s_kJeM&ei=UWJwXcSsA42Y-
AaQzZmACQ&bih=654&biw=360&prmd=ivn&hl=en#img
rc=9JPeFE-dQdslwM
https://www.google.com/search?bih=626&biw=1307&hl
=en&tbm=isch&sa=1&ei=-ah1XZGOGYqZr7wP1o-
ewAk&q=clipart+hands&oq=clipart+hands&gs_l=img.3..
0l10.20718.22643..26885...0.0..0.1162.8414.3-
1j0j1j2j5......0....1..gws-wiz-
img.......0i67.VU7uQg5vdy0&ved=0ahUKEwjR7t7MycLk
AhWKzIsBHdaHB5gQ4dUDCAY&uact=5#imgrc=iDGPX
BRBvDCuHM:
https://www.google.com/search?bih=626&biw=1307&hl
=en&tbm=isch&sa=1&ei=-ah1XZGOGYqZr7wP1o-
ewAk&q=clipart+ears&oq=clipart+ears&gs_l=img.3..0l10
.1067.5853..8239...0.0..0.2694.7821.9-3......0....1..gws-
wiz-img.......0i67.QQ2DP_Oh-
lk&ved=0ahUKEwjR7t7MycLkAhWKzIsBHdaHB5gQ4dU
DCAY&uact=5#imgrc=K5rUgVXwjxck_M:
https://www.classicshorts.com/stories/DayCountry.html
A. Reviewing previous Note: The teacher may ask the following questions:
lesson or presenting the Do you have a friend/ friends older than you?
new lesson Would you like to be friends with an older person? Why?
B. Establishing a purpose Note: The teacher has the option to give a short
for the lesson background of the author.
The story you will read is about the reflection of nature‘s

beauty and the wisdom of country folks.
C. Presenting Silent Reading of the selection A Day in a Country
examples/instances of the (Celebrating Diversity Through World Literature-pp.279-
new lesson 284)
D. Discussing new Note: The teacher may ask the following questions:
concepts and practicing
new skills #1 1. Why do you think Terenty helped the orphans?
What role does he play in the life of the children?
2. Explain the relevance of the following lines to
your life. ―The grass and the trees are fed by the
rain, as we are by bread. And as for the thunder,
don‘t you be frightened, little orphan.‖
3. Why does Danilka say that there is no secret in
nature that baffles Terenty?
4. The author compares a nightingale to a sparrow.
To whom can you compare these two birds?
5. How does Terenty recognize the gift of nature?
Give some details from the text that will support
your answer.
6. What are the common characteristics of the
main characters in the selection?
7. How would you describe the setting of the
selection?
10
Advanced Learners Average Learners
E. Discussing new Direction: Think of the text Direction: Identify the
concepts and Practicing you have read. Write five sensory image to which
new skills #2 phrases/sentences that the following
appeal to your senses as phrases/sentences
indicated in each picture. appeal to.
_____ 1. The white-haired,

barefoot child is
pale.
2. There is a scent
of bird-cherry,
_____ meadowsweet,
and lilies-of-the-
valley.
3. There is a sound
of faraway
_____ rumbling.
4. Danilka looks at
Terenty and
greedily drinks in
every word.
_____ 5. A warm wind
frolics over the
grass.
_____
F. Developing mastery Direction: Use the chart below to analyze the short
(leads to Formative story A Day in a Country. Use the questions provided as
Assessment #3) your guide.
Title: Genre:
Element Description
1. Character (s): Who are the
characters in the story?
2. Setting: Where and when
does the story take place?
3. Conflict: What is the main
problem in the story?
4. Plot: What is happening in
the story? What is the story
about?
5. Tone/Mood What is the
author‘s attitude toward the
subject? What kind of
emotion or feeling do you
get after reading the story?
11
6. Point of View: Who is telling
or narrating the story? Is
one character acting as a
narrator (first person), or
someone telling what is
going on (third person)?
7. Theme: What is the central
idea/main focus of the
story?

1. Did you like the story?
2. What part of the story do you like the most?
3. Which do you think was given more emphasis in
the selection, the characters or the setting?
Explain.
4. If the author used other style of writing, would it
have been more appealing?
G. Finding practical
How can you show appreciation for what nature gives
application of concepts
us?
H. Making generalizations Sensory images make reading active. Images create a
of concepts and skills in clear picture that aids your imagination. Most
daily living importantly, sensory images help make your reading
three dimensional- you can see, hear, feel, smell, and
even touch what the text describes.
ELEMENTS OF SHORT STORY

1. Character/s
2. Setting
3. Conflict
4. Plot
5. Tone/Mood
6. Point of View
7. Theme
I. Evaluating learning The result of the activity in F. Developing mastery (leads

to Formative Assessment #3) will serve as the basis for
evaluation.
J. Additional activities for The teacher will ask the students to write their
application or remediation adventurous experience with nature.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
12
C. Did the remedial
up with the lesson
continue to require
remediation
did these work?
encounter which my
solve?
to share with other
teachers?
13
I. OBJECTIVES
of modification.
C. Learning  Use structures of modification in writing a toast
Competencies/Objectives speech EN10G-IIIf-30:
(Code)
II. CONTENT Structures of modification in writing a toast speech
III. LEARNING
RESOURCES
References
2. Learner’s Materials -Celebrating Diversity Through World Literature p.350
Pages
3. Textbook Pages
from LR Portal
5. Other Learning http://linguasphereus.blogspot.com/2011/04/structure-
Resources of-modification.html
http://www.youtube.com/watch?v=QRxcc_didA
https://www.leaf.tv/articles/how-to-write-a-toast-speech/
https://www.tripsavvy.com/give-a-great-wedding-toast-
1864083

A. Reviewing previous Note: The teacher may ask the following questions:
lesson or presenting the 1. What are the elements of a short story?
new lesson (short discussion of the elements of short story based
from the selection read)
2. What are the sensory images evident in the
selection?
3. Give phrases from the selection that appeal to the
senses. (The students will write their answers on the
board.)
Expected answers: (These came from the previous text
read)
-warm wind
-tall old man
-heavy, wet clay
-drunken face
-dusty road
14
B. Establishing a purpose What did you observe about the phrases on the board?
for the lesson
C. Presenting Which word is used for description and which is being
examples/instances of the described in the given phrase, warm wind?
new lesson (-tall old man
-heavy, wet clay
-drunken face
-dusty road)
D. Discussing new
concepts and practicing STRUCTURE OF MODIFICATION
new skills #1 -It is composed of a Head and a Modifier. Both the Head
and Modifier are not always single words. They may be
structures with more or less complexities.
http://linguasphereus.blogspot.com/2011/04/structure-
of-modification.html
In analyzing structure of modification, it is sometimes

useful to talk about the ―head‖ of a construction. The
head of a construction is the single word that ―gets
modified,‖ the word that could stand by itself for the
whole construction in the grammar of the sentence. It is
the word in the construction that all the modifying
elements ―depend on.‖
-Celebrating Diversity Through World Literature p.346
Activity#1
Direction: Analyze the given phrases. Underline the
qualifier and draw an arrow towards the head.
1. howling wind
2. great catastrophe
3. raining heavily
4. beneath the trees
5. Mother Earth
6. heavenly beings
7. rotting garbage
8. crystal clear water
9. God‘s masterpiece
10. breathtaking view
The teacher will say:

There are words that modify/describe. Basically, we
have only adjectives or adverbs. Other parts of speech
can also describe or modify one another.
We use these modifiers to make our ideas more
appealing to the readers and the listeners.
In a video clip that you are about to watch, you will
witness the beauty of the use of modifiers.
As you watch the video, take note of the descriptive
words/modifiers used by the speaker and who/what is
being described/modified.
15
E. Discussing new The teacher will show a video clip offering a toast.
concepts and Practicing (6 mins and 44 secs)
new skills #2
http://www.youtube.com/watch?v=QRxcc_didA
1. What is the video all about?

2. What did the best man offer to the couple?
Toasts are given on a variety of occasions. When you

are asked to give a toast, personalize the toast to that
individual, and keep that person as the center of
attention.
https://www.leaf.tv/articles/how-to-write-a-toast-speech/
Here‟s How to Start:
1. If you are not known to 50 percent of the

assembled group, start with an introduction.
Briefly identify yourself and state your
relationship to the couple before you launch into
the toast. (Just keep in mind: It‘s about them, not
you!) Then start the wedding toast off by offering
a remark about the
wonderful/touching/elegant/memorable/unique
(or fill in your own adjective) ceremony the
assembled group has just witnessed.
2. Like a speech, a wedding toast has a beginning,

a middle, and an end. Do not plan to offer an
impromptu wedding toast unless you‘re very
good at thinking on your feet. Instead, well
before the wedding ceremony, write down your
thoughts about the couple. What do people who
love them say about their match? What occurs to
you about their union? Do they have shared
interests or passions?
16
3. Identify and articulate positive qualities about the
bride, the groom, and the two as a couple as you
start to take notes. If you want to briefly walk
down memory lane in your wedding toast, it‘s
ideal to choose a memory that involves both the
bride and the groom. Was there anything unique
in the way they met? Or their engagement?
These can make interesting anecdotes.
4. Essentially the wedding toast you deliver should
be warm, personal and brief. If you are a stand-
up comedian, insert jokes. If you are not, play it
straight. While you may have the urge to
entertain, keep in mind that to the bride and
groom your words will be remembered forever.
Any mocking should be gentle and good-
natured.
https://www.tripsavvy.com/give-a-great-wedding-toast-
1864083
Oral/Board Activity
(For the Advanced Learners)

Imagine yourself in a wedding of your best friend and/or
sibling. Write a short wedding toast following the above
given tips.
(For the Average Learners)

The class will be divided into five groups. Each group
will write a short toast speech addressed to a friend or
sibling‘s wedding.
F. Developing mastery The teacher will process the activity.

(leads to Formative
Assessment #3)
application of concepts Why is a toast speech important on special occasions?
H. Making generalizations What is structure of modification?
of concepts and skills in What is the head? What is the qualifier?
daily living
What are the tips to remember in writing a toast
speech?
I. Evaluating learning In relation to our topic this quarter, let us personify

nature and make a toast for her, thanking her for
everything she has given us and has been giving us
until now. Remember to use structures of modification to
effectively bring out a variety of ideas.
17
See this example:
With love and compassion,

To the most beautiful and ever-loving woman.
Who caringly supports our needs,
Let‘s make a toast for our very own Mother
Earth!
-Celebrating Diversity Through World Literature p.350
Presentation of Output
The teacher has the option to use this suggested rubric:
Suggested Rubric:
Content -------50%
Mechanics--- 50%
100%
J. Additional activities for The students are requested to bring the following
application or remediation materials:
Cartolina, marking pen, coloring pen, scissors, art
paper, etc.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
up with the lesson
continue to require
remediation
did these work?
encounter which my
solve?
to share with other
teachers?
18
I. OBJECTIVES
of modification.
Standards occasion through utilizing effective verbal and non-verbal
strategies and ICT resources.
C. Learning Use creative ways in writing a toast speech to Mother
Competencies/Objectives Earth
(Code)
II. CONTENT Creative ways in writing a toast speech
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning
Resources
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new 1. Using the materials, students prepare a poster for their
concepts and practicing toast speech
new skills #1 2. Teacher rates the output and have students post their
E. Discussing new work on one part of their classroom or along the corridors
new skills #2 Content -------50%
F. Developing mastery Mechanics--- 30%
(leads to Formative Creativity------20%
Assessment #3) 100%
H. Making
generalizations of
19
concepts and skills in
daily living
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the lesson
continue to require
remediation
strategies work well?
Why did these work?
encounter which my
supervisor/principal/depa
rtment head can help me
solve?
to share with other
teachers?
20
I. OBJECTIVES
A. Content Standards The leaner demonstrates understanding of how world
individuals, groups or nature; also how to evaluate
reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of
modifications.
B. Performance The learner skilfully delivers a speech for special
C. Learning  Distinguish the important points from less important
Competencies/Objectives ones in a text listened to. EN10LC-IIIb-16.1
(Code)  Give expanded definitions of words using denotative
or technical meanings. EN10V-IIIb-13.9
 Expand ideas using principles of cohesion and
coherence. EN10V-IIIb-13.9
II. CONTENT  Expanded definition using denotative or technical
meanings
 Principles of cohesion and coherence
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Nature‘s Beautiful Gifts- The Spoken Word
Resources By: The Tabernacle Choir at Temple Square
Source: http://m/youtube.comm/watch?v=HNoh7Aslhiw
Published on September 30, 2016
Downloaded pictures of the tourist spots in Albay
 https://encrypted-
tbn0.gstatic.com/images?q=tbn%3AANd9GcTD7LH8DnewR
5xaKUnKlnCNufPShp29mbTrsKuvMawi6B6RBieS
tbn0.gstatic.com/images?q=tbn%3AANd9GcQfNnHeLrgozZ0
V8bVneeTv-ZKFLqTjA3MipNU8Ea6Yx9Rio0lI
tbn0.gstatic.com/images?q=tbn%3AANd9GcQCJntGgIFIWg
MR3vk31RnPBAoFttuAU5IWjazJDUlr_JodE6yn
tbn0.gstatic.com/images?q=tbn%3AANd9GcTfoevkMEgB4g
GMHeU_ARkhzLcggF2ODfj4jLDe8WLPYLe-u8I2
21
A. Reviewing previous Task 1. Where Am I? (3 minutes)
lesson or presenting the  Let the students study the following pictures.
new lesson  Ask them to guess the place or country where each
beautiful scenery was taken.
 Let them write their answers on their notebook.
 Check the students‘ answers.
Jovellar Underground
Mayon Volcano,
River
Albay
Jovellar, albay
Sun Flower Farm Misibis Eco Park

Ligao City Bacacay, Albay
(Note: Teachers can use pictures of the tourist spots

found in their locality)
1) Who among you have visited these places?

2) What makes these places memorable to you?
Sources:
tbn0.gstatic.com/images?q=tbn%3AANd9GcTD7LH8DnewR
5xaKUnKlnCNufPShp29mbTrsKuvMawi6B6RBieS
tbn0.gstatic.com/images?q=tbn%3AANd9GcQfNnHeLrgozZ0
V8bVneeTv-ZKFLqTjA3MipNU8Ea6Yx9Rio0lI
tbn0.gstatic.com/images?q=tbn%3AANd9GcQCJntGgIFIWg
MR3vk31RnPBAoFttuAU5IWjazJDUlr_JodE6yn
tbn0.gstatic.com/images?q=tbn%3AANd9GcTfoevkMEgB4g
GMHeU_ARkhzLcggF2ODfj4jLDe8WLPYLe-u8I2
B. Establishing a purpose Task 2. At Peace With You (3 minutes)

for the lesson Let the students look again at the pictures and let them
answer the following questions through class discussion.
 How do you feel upon looking at the pictures? Why?
 Which scene will you visit first if you want to unwind
and be relaxed? Why?
22
 Which part of Mother Earth‘s beauty do you love to
explore? Explain your answer.
Tell the students that at the end of the week they are
expected to write their own roast speech.
C. Presenting Motive Question:
examples/instances of What are the beautiful gifts given by Mother Earth to
the new lesson human beings?
Task 3. Lend Me Your Ears (10 minutes)
Tell the students to listen carefully to the downloaded
speech entitled ―Nature's Beautiful Gifts - The Spoken
Word‖ which will be played by the teacher twice.
A copy of the speech may also be given to the students

to understand it well.
D. Discussing new Task 4. Interesting or Task 4. Interesting or
concepts and practicing Important? (5 minutes) Important? (5 minutes)
new skills #1  Let the students The same task will be given
distinguish the important to the average learners,
ideas in speech by only that, they will
filtering the idea which is accomplish the activities
interesting from which is using the small group
important. discussion strategy.
 Let the students answer
orally. Less Important
 Ask them also to explain Important
why they considered Sound of a The best
their answers as less tickling remedy for
important or important. brook stress:
spend time
Less Important outside
Important
Sound of a The best
tickling remedy for Sources:
brook stress: www.realeducators.net
spend time http://beyondpenguins.nsdl.
outside org
 Call some students to

Sources: present their works.
www.realeducators.net  Encourage the students
http://beyondpenguins.nsdl to give their comments
.org or raise questions for
 Encourage the students class discussion.
to give their comments  Let the students share
or raise questions for their viewpoints about
class discussion. the speech.
 Let the students share  What are the beautiful
their viewpoints about gifts given by Mother
the speech. Earth to the human
 What are the beautiful beings?
gifts given by Mother
Earth to human beings?
23
E. Discussing new Task 5. Our Mini Task 5. Our Mini
concepts and Practicing Dictionary (5 minutes) Dictionary (5 minutes)
new skills #2  Let the students extract  Divide the class into
at least five words from nine.
the speech which are  Give each group a word
quite difficult for them to to define using a
understand. dictionary:
 Let the students use a a) Remedy
dictionary to define these b) Stress
words. c) Invigorating
 Let the students present d) Pleasing
their work. e) Precious
f) Improve
g) Generation
h) Soothing
i) Scientifically
 Let the students present
their work
Call some students to recall the lessons on cohesion and

coherence.
Ask two or three students to recall the cohesive devices
they have learned in Quarter I.
F. Developing mastery Task 6. Expand Me (10 Task 6. Expand Me (10

(leads to Formative minutes) minutes)
Assessment #3) Let the students expand Let the students expand
the definitions of the words the definition of the word
they listed in Task 5 using assigned to them in Task 5
technical terms. This can using technical terms.
be done orally. The students will do the
Example: Remedy task with the same
1) It is used to solve groupmates.
problem. The students can do this
2) A solution to a through SGD and to be
dilemma. followed by an oral
3) A treatment for an presentation of their
illness. answers.
4) A cure
5) A medicine
G. Finding practical Task 7. I Remember (5)

application of concepts Ask the students to list down for some important
and skills in daily living information they could still remember from the current
issues they have heard in the news last night or from the
previous week.
H. Making Why do you need to learn how to distinguish important
generalizations of ideas from the less important ones?
daily living What will you do with the less important ones?
I. Evaluating learning Task 8. The Writer In Me Task 8. The Writer In Me
(19 minutes) (19 minutes)
Let the students write a Let the students work in
response to the speech pair.
24
they have listened to. Be Ask them to write a
able to expand ideas response to the speech they
using the principles of have listened to. Be able to
cohesion and coherence. expand ideas using the
principles of cohesion and
coherence.
J. Additional activities for Assignment:
application or Review the cases of pronouns (subjective, objective, and
remediation possessive).
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
25
I. OBJECTIVES
A. Content Standards The leaner demonstrates understanding of how world
individuals, groups or nature; also how to evaluate
reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of
modifications.
B. Performance The learner skilfully delivers a speech for special
C. Learning  Share viewpoints based on the ideas presented in
Competencies/Objectives the materials viewed. EN10VC-IIIb-23
(Code)  Use cases of pronouns (subjective, objective,
possessive) effectively. EN10G-IIIa-31
II. CONTENT  Share viewpoints based on the ideas presented in
the materials viewed
 Use cases of pronouns
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Natural Resources and Tourist Spots in the Philippines
Resources Video Owned by Krenna Cecilia
Source: https://m.youtube.com/watch?v=rAl1pfAkdKw
The Cases of Pronouns

Forlini, Gary, et. al. (2008). Prentice Hall: Grammar and
Composition 3. Singapore: Pearson Education South
Asia Pte Ltd. Pp. 194-201

A. Reviewing previous Task 1. Do You Remember Me? (3 minutes)
lesson or presenting the Call some students to give a short recap of the previous
new lesson lesson.
Why do we need to learn how to distinguish important

ideas from the less important ones?
B. Establishing a purpose Task 2. Let‟s Explore (4 minutes)

for the lesson Ask the students to name some of the natural scenic
spots they know in the Bicol Region.
The students will give their answers orally.
26
Natural Scenic Spots in The Place
Bicol Region
C. Presenting Task 3. Let‟s Watch This (3 minutes)

examples/instances of Let the students watch the short video clip about the
the new lesson Natural Resources and Tourist Spots in the Philippines
Video Owned by: Krenna Cecilia
Source: https://m.youtube.com/watch?v=rAl1pfAkdKw
Ask the students to take down notes some important
information from the video clip.
D. Discussing new Task 4. SGD (5 minutes)
concepts and practicing  Divide the class into small groups.
new skills #1  Each group will be given at least five minutes to
write the new insights they get from the video.
 Ask the students to write their answers on a ¼
manila paper and to post them on the board.
 Let the students present their output.
F. Discussing new Task 5. What We Know
concepts and Practicing (15 minutes)
new skills #2  The teacher will highlight at least two sentences
with pronouns from the answers of the students.
 The teacher will post the chart on the board.
The Three Cases of Pronouns
Nominative Objective Possessive
Case Case Case
Singular Plural Singular Plural Singular Plural
st
1
Person
2nd
Person
3rd
Person
 Let the students accomplish the chart.
 Process questions (Review only since this topic
was already discussed in the previous quarters):
1) When are you going to use nominative
case of the pronouns in the sentence?
2) What are the uses of objective pronouns
in sentences?
3) When are you going to use the possessive
case of the pronouns?
 Discuss the students‘ answers through lecturette.
 Call some students to give sentences using the
cases of pronouns. Let them write their answers on
the board.
 Check the students‘ answers.
27
Source:
Forlini, Gary, et. al. (2008). Prentice Hall: Grammar and
Composition 3. Singapore: Pearson Education South
Asia Pte Ltd. Pp. 194-201
F. Developing mastery Task 6. Let‟s Practice (5 minutes)
(leads to Formative  Ask the students to read their output again in
Assessment #3) Task 4.
 Then, tell them to rewrite their sentences using
the cases of pronouns effectively.
 The students will do the task with the same group
members they have in Task 4
 Conduct peer evaluation of the students‘ works.
G. Finding practical Task 7. The Tour Guide In Me (5 minutes)
application of concepts What are the local tourist spots found in your place?
and skills in daily living How can you help in promoting the tourist spots found in
your place?
H. Making
generalizations of What are the cases of pronouns?
daily living
I. Evaluating learning Task 8. It‟s Time To Write (15 Task 8. Let‟s Freeze
minutes) the Snow (15 minutes)
Let the students write a short Same task can be given
paragraph about how you to average learners
promote scenic spots in your only that, they will do in
locality. Use cases of triad.
pronouns in your sentences.
application or Read the selection entitled, ―The Story of Keesh‖
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
28
encounter which my
solve?
to share with other
teachers?
29
I. OBJECTIVES
individuals, groups and nature; also how to use
of modification.

C. Learning  Explain how the point of view contributes to the

Competencies/Objectives theme of the short story. EN10LT-IIIb-2.2
(Codes)  Explain the literary devices used. EN10LT-IIIb-
2.2.2
II. CONTENT Literary Devices
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials Celebrating Diversity Through World Literature, pp 299-
Pages 307
3. Textbook Pages
from Learning Resource
(LR) portal
5. Other Learning Copy of the text ―Story of Keesh‖
Resources
https://arctic.ru/population/20170203/544948.html
http://justfunfacts.com/interesting-facts-about-the-arctic/
https://examples.yourdictionary.com/examples-of-point-
of-view.html

A. Reviewing Previous (5mins)
Lesson or Presenting the
New Lesson A. Review
A short review of what they have already finished

will be done in order to assess the extent of
students‘ learning. The teacher elicits responses
as to where they are in reference to the previous
lesson.
30
B. Motivation
The teacher posts a picture of life of people living in polar
regions.
https://arctic.ru/population/20170203/544948.html
http://justfunfacts.com/interesting-facts-about-the-arctic/
Ask:
What do you think are the people‘s way of life in these
regions?
B. Establishing a (5mins)
Purpose for the Lesson
Vocabulary
Words and phrases that were used regularly

in a language, but are now less common
are archaic. Such words and phrases are
often used deliberately to refer to earlier
times. For instance, the pronoun 'thou',
which is very rarely used nowadays is
an archaism, which is sometimes used to
suggest biblical language or a dialect.
Direction:
As you read the story, locate the archaic language found.
In the first column are the words and its meanings. Write
a meaningful sentence for each word using context
clues.
31
Word Lists and Use It
Meanings
1. abated -
became less
tense
2. apportioned-
divide and
distribute
3. prophetic-
predicting a
future
4. assailed -
attacked
5. contended-
argued
6. corroborated-
supported in a
statement
C. Presenting (5mins)
Examples/Instances of
the Lesson Task 1. LITERARY CHALLENGE (IGLOO HUNT)
The persona‘s attitude towards the subject can be

gleamed from the quality of the language the writer used.
This is called the tone which can either be formal or
informal, serious or light.
In most cases, the words reveal the speaker‘s feeling

and attitude in life. Writers may employ imagery or
figurative language to name some
(literary devices/ technique) in bringing about the
message to the (Reading of “The Story of Keesh” on
pages 299-305 was pre-assigned)
Group yourselves into five. Each group will travel from

one igloo to another. Report and discuss your answer to
the question/s posted in each igloo. (Answers may vary)
Who are the

characters in the
story?
How do you
characterize each of
them?
32
What is the
author‘s attitude to
the focal hero and
his country men?
Describe the author‘s

choice of words and
the general tone of the
story. Write some
words from the
What do you
think is the
purpose of the
author in writing
this story?
What moral value,

message or theme
did you learn from
the story?
D. Discussing New (10mins)

Concepts and Practicing
New Skill #1 Point of view refers to who is telling or narrating a story.
A story can be told in three different ways: first person,
second person, and third person. Writers use point of
view to express the personal emotions of either
themselves or their characters. The point of view of a
story is how the writer wants to convey the experience to
the reader.
33
First-person Point of View
With first-person point of view, the character is telling the
story. You will see the words "I," "me," or "we" in first-
person point of view. This point of view is commonly
used for narratives and autobiographies.
First-person point of view can be singular or plural. The
singular form uses "I" or "me" and plural form uses the
word "we." Both are used to give the writer's personal
perspective.
Some examples of first-person narrative include:
 I always look forward to my summer vacation at the
beach. I like to collect seashells and swim in the
ocean.
 We love walking the dogs in the woods. We all think
it is so much fun.
Second-person Point of View

When writing in second-person point of view, the writer
has the narrator speaking to the reader. The words "you,"
"your," and "yours" are used in this point of view. Some
common uses for second-person point of view are
directions, business writing, technical writing, song lyrics,
speeches, and advertising.
Some examples of second-person point of view are:
 In just a few simple steps you can make a big
change in your life!
 To make a great chili is you must season it early and
often.
Third-person Point of View

Third-person point of view has an external narrator telling
the story. The words "he," "she," "it," or "they" are used in
this point of view. This point of view can either be
omniscient where the reader knows what all the
characters are doing in the story or it can be limited to
having the reader only know what is happening to one
specific character. Third person can also be gender
specific or neutral, singular or plural.
Third-person point of view is often used in academic
writing and fictional writing. Some examples of third
person point of view:
 He is a great football player. He scored the most
touchdowns this season.
 She was the one who knew all the answers on the
test. She had the highest grade in the entire class.
A narrator, 1st or 3rd person, can be:

• Limited narration - The narrator only knows
what he/she experiences or learns about in some
way - the narrator's knowledge grows as the story
unfolds; at times, the reader may know more than
the narrator.
• Omniscient narration - The "all knowing"
narrator knows all of the details about events,
34
characters, etc. and reveals them to the reader as
the story unfolds.
Using Different Points of View

What point of view you choose to use in writing depends
on how you want the story directed to the reader. If you
are telling a story from the writer's perspective, use the
first-person point of view to provide a sense of intimacy.
To direct the writing at the reader, say, for a recipe or
speech, use the second person as a way to separate the
writer from the narrative. To tell the story from an outside
perspective, with the ability to have an overview of the
piece, use the third person. Always be sure to be
consistent in your writing and stick with one point of view
throughout. This makes it easier for the reader to
understand your angle.
https://examples.yourdictionary.com/examples-of-point-
of-view.html
Advanced Learners Average Learners

Individual Task Pair-Share Activity
In what point of view is the In what point of view is

selection narrated? the selection narrated?
Look into the selection and Look into the selection

find out at least 3 sample and find out at least 2
utterances which suggest its sample utterances which
point of view. suggest its point of view.
E. Discussing New (5mins)
Concepts and Practicing
New Skills #2 Literary devices are tools writers use to express
their ideas with artistic depth. These devices can clarify
and emphasize concepts, create resonance within a
narrative, and invite readers to dig a little deeper into the
story‘s themes. Literary techniques are specific
structures that writers often use to add meaning or create
more compelling stories for the reader. Some common
examples are metaphor, alliteration, irony,
personification, hyperbole, and imagery. These
techniques can give the reader a greater understanding
and meaning of the writer‘s intent.
F. Developing Mastery (10mins) (10mins)
(Leads to Formative Point out some Below are sample sentences
Assessment 3) literary devices used from the selection. Be able to
in the text and identify the literary devices
expound on their expressed.
contributions to the
overall meaning 1. The hunters, grizzled
embedded in the and gray, and lusty and
selection young, were aghast.
(metaphor)
2. If not, the meat freezes
35
so solidly as to turn the
edge of the sharpest
knife, and a three-
hundred-pound bear,
frozen stiff, is no easy
thing to put upon a sled
and haul over the rough
ice. (hyperbole)
3. The bear swallows the
little round ball, the
blubber melts, the
whalebone with its sharp
ends stands out straight,
the bear gets sick.
(personification)
4. He rose to his feet, and
waited for silence amid
the babble of voices.
(paradox)
G. Finding Practical (5mins)
Applications of Concepts The theme of this short story is the sacrifice which is
and Skills in Daily Living forgotten. Keesh tries to prove that his father has
become the savior for his community. He comes again to
make the society aware that they have to appreciate
every sacrifice of the person. We can derive some moral
values of this story such as we have to appreciate the
sacrifice of a person and we should not tolerate prejudice
towards each other.
WRITESHOP
(This can also be done through oral presentation)
In what simple ways do you think can you become a
savior in the community despite discriminations you
might face?
H. Making (5mins)
Generalizations and
Abstraction about the
Lesson
(https://www.google.com/search?biw=1366&bih=608&tbm=isch&sa=1&ei=se92Xc_LMY6
Wr7wP-
JKcyA0&q=thorns+and+roses+assessment&oq=thorns+and+roses+assessment&gs_l=im
g.3...5872.9933..10253...0.0..0.456.3893.0j6j10j0j1......0....1..gws-wiz-img.......)
36
The class will work in three groups. Each group will be
given a rose, thorn and a bud. Materials like newsprint
and marking pen will also be provided by the teacher.
They will write the answer in a bullet form guided by the
given questions in each column.
(Group 1- Rose, Group 2- Thorn, Group 3-Bud)

I. Evaluating Learning Write shop Guided Writing Activity
Students will prepare a You will be given a fact
short advocacy speech sheet. Write your short
using literary devices on advocacy speech using
the preservation of the literary devices.
environment.
Rubric: Rubric:
CRITERIA POINTS CRITERIA POINTS
Completeness 30 Completeness 30
Content 50 Content 50
Grammar and 20 Grammar and 20
Organization Organization
Total 100 Total 100
J. Additional Activities for Read the excerpt from the Proposal Universal
Application and Declaration of the Rights of Mother Earth (Article3.
Remediation Obligations of human beings to Mother Earth)
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
37
I. OBJECTIVES
of modification.
C. Learning  Expound the underlying or overarching issue
Competencies/Objectives concerning human experience (moralist).
(Code) EN10RC-IIIb-22.2
 Use structures of modification and polite
expressions in writing a toast speech.
EN10WC-IIIi-14
II. CONTENT  Structures of Modification and Polite Expression in
Writing a Toast Speech
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://pwccc.wordpress.com/2010/04/24/proposal-
Resources universal-declaration-of-the-rights-of-mother-earth/
https://www.sarahbeekmans.com/10-environmental-
issues/
https://www.bubbleupclassroom.org/reading-an-
image.html
A. Reviewing previous (2 mins.)
lesson or presenting the Recapitulation of the previous lesson.
new lesson
B. Establishing a purpose (8 mins.)
for the lesson Gallery Walk
Posted inside your classroom are pictures on
environmental issues. Have a gallery walk and share
your viewpoints based on the following pictures.
38
https://www.sarahbeekmans.com/10-environmental-
issues/
39
Ask:
SEE.THINK.WONDER What are the
dominant
issues
regarding the
exploration of
our natural
resources?
https://www.bubbleupclassroom.org/rea
ding-an-image.html
Allow the students to fill in the following

templates based from the pictures seen
inside the classroom
I see________________
I think_______________
I wonder_____________
C. Presenting (5 mins.)
examples/instances of Read the excerpt from the Proposal Universal
the new lesson Declaration of the Rights of Mother Earth (Article3.
Obligations of human beings to Mother Earth)
After reading, ask:

1. Who is responsible for respecting and living in
harmony with Mother Earth?
2. What are some human activities that violate the
declarations embedded in the excerpt?
3. What are our obligations to Mother Earth?
4. How important is empowering human beings and
institutions to defend the rights of Mother Earth and of all
beings?
D. Discussing new (10 mins.)

concepts and practicing Lecture
new skills #1
Modification is a syntactic construction in which one
grammatical element (e.g., a noun) is accompanied (or
modified) by another (e.g., an adjective). The first
grammatical element is called the head (or headword).
The accompanying element is called a modifier.
Modifiers give additional information about nouns,
pronouns, verbs, and themselves to make those things
more definite. There are two types of modifiers:
adjectives and adverbs.
Adjectives
Adjectives are words that modify nouns and pronouns.
Adjectives answer the questions:
40
What kind? Which one? And how many? What kind?
Yellow balls, endangered species, gigantic tower Which
one? His girlfriend, that sofa, whose music How
many/much? Both books, several hours, more time
Adjectives may come before or after a noun. They may
also come at the end of a sentence with a ―to be‖ verb
(see predicate adjectives, from parts of speech lesson).
Blue dolphins play in the Pacific. The portrait, priceless to
collectors, was stolen out of the museum last night.
Lipstick is expensive
Types of adjectives
Adjectives can take several forms:
~Articles: Remember from the nouns lesson, the three
articles a, an, and the are adjectives.
Example: Pass me a plate.
The digital camera was dropped and all the files were
deleted.
~Titles: Mr., Mrs., Dr., Rev., Jr. and other name-modifiers

are adjectives.
Example: Mr. Rogers had a children‘s show with a train
and puppet. Mt. Kota Kinabalu is the tallest mountain in
Java.
~Possessives: Just as there are possessive pronoun
forms, there are possessive adjective forms. These forms
are my, you, his, her, its, our, their Example: Lord
Percival gambled all his money on horses. The students
fumbled for their textbooks.
~Comparative: Adjectives can indicate comparisons
between relationships. Many adjectives have a
comparative form indicating that something is better or
more than something else and a superlative form
indicating that something is the best or most.
~Numbers: Numbers are classified as adjectives

because they modify how many of a noun. Example:
There are nine eggs in that nest. Sixteen children were
caught in the blast.
~Nouns: Nouns can sometimes be used as adjectives if
a noun is modifying another noun. Example: The cookie
jar was empty this morning. The mountain range spread
across the land.
~Demonstrative adjectives: The demonstrative pronouns
(see noun lesson) can also be used as adjectives:
Example: That doctor is being sued for malpractice. Don‘t
put those apples in the pie; they have worms.
~Indefinite adjectives: Like indefinite pronouns (lesson
4), adjectives can express non-specific amounts:
Example: No girls are allowed in the boy‘s tree house. I
only donate some money to charity. Over the past few
weeks, I‘ve seen many cats lurking in my neighborhood.
41
Adverbs
Adverbs are words that modify verbs, adjectives or other
adverbs.
Adverbs answer the questions how? When? Where?
How much/To what extent? How? Peter‘s heart beat
rapidly when he saw the girl walk by. When? Immediately
after receiving the order, the troops began to March.
Where? The dog moved backwards. How much/To what
extent?
Kim jumped slightly to the left.
Many adverbs can often be recognized by their –ly
ending.
Many adjectives can become adverbs with the addition of
–ly.
She was quick.  She moved quickly.
The puppy looked happy.  The puppy wagged his tail
happily
Purposes of Adverbs
~ MANNER - these answer the question ―how?‖
Example: She speaks Italian beautifully. He works well.
You must drive your car carefully. Eat quietly.
~PLACE - these answer the question ―where?‖ Example:
We saw you outside. We were sitting here. We looked
everywhere.
~TIME - these answer the question ―when?‖ Example:
Afterwards we decided to go by car. I've done that
journey before. We haven't started yet. He still wears old-
fashioned clothes.
~FREQUENCY - these answer the question ―how many
times?‖ Example: She is always honest. They sometimes
spend the whole of Saturday fishing. I have often
wondered how they did that.
~ DEGREE - these answer the question ―to what extent?‖
Example: The bottle is nearly empty. They should be
able to pass their exams quite easil
Dyad (Advanced and Average Learners)

Look for a partner. Create a simple dialogue using
modifiers.
E. Discussing new (5 mins.)
concepts and Practicing WHAT IS A ROAST SPEECH?
new skills #2
A roast is a lot like a toast, except it pokes fun at the
honoree. Roasts are often performed at birthday parties,
retirement parties and other occasions where someone
with a sense of humor is being honored.
Although the roast got its name from the verbal
skewering the honoree gets, not all jokes need be
negative. Yes, insults are common … but they shouldn‘t
be hurtful. They should be said in loving good fun.
Basically, a roast teases the honoree while still showing
respect.
42
Tips for effective roasting
 Be respectful – avoid jokes that bring up painful

memories or mention past loves if the honoree is
there with someone new. This is supposed to be fun
… if your roast causes people to run out crying,
you‘ve failed.
 Avoid inside jokes – if you and the honoree are the

only people who will get it, don‘t use it. You are still
giving this presentation to an audience … you don‘t
want to leave them out.
 Be organized – make sure your presentation has

beginning, middle and an end. In fact, if your final joke
hearkens back to your first, you might get an even
bigger laugh!
Clear your comments in advance – if you are roasting

someone for an organization, be sure to clear comments
in advance so you don‘t inadvertently step into political
muck.
F. Developing mastery (10 mins.)
(leads to Formative
Assessment #3) IMPROMPTU ROAST SPEECHES
The students will recreate scenes assigned to them and
will deliver impromptu roast speeches using modifiers on
the following.
GROUP 1- Wedding
GROUP 2- Birthday parties
GROUP 3-Retirement parties
GROUP 4-Promotion
PEER CRITIQUING
The other group will do the peer critiquing using the
following criteria:
Rubric:
CRITERIA POINTS
Completeness 30
Content 50
Grammar and Organization 20
Total 100
G. Finding practical (2 mins.)

application of concepts Looking into the agenda of various environmentalists,
and skills in daily living how can we encourage ourselves and others to become
responsible stewards of Mother Earth?
H. Making (3 mins.)
generalizations of What are the importance of modifiers?
concepts and skills in What makes a good roast speech?
daily living How do we write a roast speech?
43
I. Evaluating learning (20mins.)
WRITING ACTIVITY
Write a roast speech using structures of modifications

(adjective and adverb) to any of the following
a. Keesh
b. Political and Environmental Leader who stands
firm in decisions regarding the preservation of
mother earth
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
44
I. OBJECTIVES
of modification.
B. Performance The learner skilfully delivers a speech for a special
C. Learning  Explain how a science fiction may be influenced
Competencies/Objectives by culture and history. EN10LT-IIIe-3
(Code)  Explicate the relevance of the selection to the
historical context during which it was written.
EN10RC-IIIe-2.2.5
II. CONTENT Historical and cultural influence on a science fiction
III. LEARNING
RESOURCES
References
1. Teacher’s Guide p.283
Pages
2. Learner’s Materials p.334
Pages
3. Textbook Pages Holt, Rinehart and Winston. (2008) Holt Elements of
Literature; Second Course. Austin;Holt, Rinehart, and
Winston,Inc.
from LR Portal
5. Other Learning www.dennissylvesterhurd.com/blog/softrain.htm
Resources
A. Reviewing previous The teacher may divide the class into 4 groups and will
lesson or presenting the give points to the group which can answer the riddle
new lesson correctly.
I will keep your ice cream and your veggies,

I will preserve your salad and your left-over;
I will keep the dairy and the munchies,
So they won‘t spoil and you don‘t need a cover.
What am I? (refrigerator)
You turn me on and away I clean;

Goodbye dirt on the carpet, I mean;
Goodbye dust bunnies on the floor,
For I will surely clean to the core.
What am I? (vacuum cleaner)
I keep you updated with a text;

I give you a smile with a call;
45
I keep you online, what‘s next?
But please don‘t make me fall.
What am I?(cellphone)
I will deliver your e-mail,

Help you with your powerpoint presentation;
Amuse you with a video without a fail;
And you bring me around in fascination.
What am I? (laptop)
Process:
What do you call the cellphone, laptop, vacuum cleaner,
and refrigerator?
(They are appliances or examples of technology.)
What do the answers to the riddles give us?
(They give us comfort, ease, and convenience. They help
us in our everyday life.)
Is technology a must in our society?
(Yes, we live in a world that is quite dependent on
technology.)
B. Establishing a purpose The teacher may ask the following questions:
for the lesson Can you describe our society 50 years from now?
How would life be, if technology dictates all our actions?
C. Presenting Silent reading of the Guided reading of the
examples/instances of selection. selection.
the new lesson
D. Discussing new For Advanced Learners: The teacher may ask the
concepts and practicing questions and the students will answer orally.
new skills #1 For Average Learners: The teacher may post the
questions on the board and give the students 5 minutes
to think of the answers. After 5 minutes, the teacher may
ask the students to answer each question orally.
Comprehension Questions:
1. When and where did the story take place? (The story
happened on August 4, 2026 in Allendale, California.)
2. What keeps on informing the house of what activities
should be done?
(The clock says the time and there is a voice in the
ceiling that informs/ tells the actiivities.)
3. How would you describe the house?
(The house is fully automated.)
4. Cite automated functions that the house performs.
(The breakfast stove cooked breakfast
The garage door lifted its door to reveal a waiting car.
The robot mice cleaned the house.
The house does not allow anybody/ anything near the
house if it does not give the password.
The bridge table sprouted from patio walls to display
playing cards.)
5. What is missing in the house? (The occupants of the
house are missing.)
6. Why do you think the McClellan family is missing?
(The McClellan family may be dead already.)
46
7. Why does the house continue its activity even when no
one is around? (The house continues its activity because
it was not programmed to stop.)
8. How did the house treat the dog? ( The dog was
looking for its owner and was mourning but the house
and the mice treated the dog as if it is just a nuisance in
the house and disposed the dog once it died and started
to smell.)
9. What did the house do when a tree fell on it and fire
started? (The house tried to preserve itself but failed for
the water has run out and wasn‘t able to extinguish the
fire.)
10. Why do you think Bradbury included Sara Teasdale‘s
poem with the same title as the story? (He included the
poem to show the difference of how Teasdale‘s poem
suggests that nature will not be affected after the death
of humanity. In Bradbury‘s story, nature still triumphs
over technology.)
11. What is the theme of the story? (The theme of the
story is nature will triumph over technology. Both the tree
and fire are examples of nature that destroyed the fully
automated house.)
E. Discussing new Ask: Students work
concepts and Practicing 1. How do historical events influence in pairs in
new skills #2 the way the story ―There Will Come Soft answering the
Rains‖ was written? (The story was questions. The
written 5 years after the Nagasaki and teacher may
Hiroshima bombings and 1 year before divide the
Soviet Union tested its atomic device so class into 4
the author wrote about how an atomic groups. Group
bomb explosion can obliterate an entire 1 will answer
city.) question #1,
2. How did the story reflect the cultural Group 2 will
influence of that period? answer
(The story showed the fear of the question #2,
people on atomic bombs through the Group 3 will
dog‘s sufferings in the story. It also answer
showed the wiping out of the Picassos question 3
and Matisse‘s showing how much the numbers 1
family values culture and the arts.) and 2, and
3. How do history and culture influence Group 4 will
a science fiction? (It is shown based on answer
the following: question 3
1. Setting: The setting is a reflection on numbers #3
the influence of historical event of when and 4.
it was written.
2. Mood- shows the behavior of the They will be
society and its culture depending on the given 5
period when it was written minutes to
3. Tone- shows how the author feels discuss the
about a certain event in history question and
4. Theme- expresses the core message will present
that the author would like the reader to their answer
ponder upon regarding the events in the after 5
past that may be avoided in the future.) minutes.
47
F. Developing mastery Complete the following chart: Students will
(leads to Formative Describe each item. Be guided by the still be with
Assessment #3) year. their formerly
1950 2026 assigned
House (A typical (Fully groupings.
house) automated) They will be
clock (analog) (speaking that given the chart
dictates written on a
activities) task card.
Cleanin (People (Robotic mice They will be
g of the clean the clean the given 5
house house) house) minutes to
accomplish
Reading (The (Reading of the chart.
of parents bedtime story
bedtime read the is automated.)
stories story
before
sleeping)
Process:
1. What differences do you see
between the two periods? (Since the
story is a science fiction, everything is
advanced in 2026.)
2. What do you think inspired the author
to make an imaginary house that is
devoid of people with no people living in
it? (It would show the effect of a bomb
hitting a city.)
3. Do you think technology would thrive
even without nature? (No, technology is
till dependent on humans and nature.)
When you write entries on your diary, what influences
your thoughts?
H. Making How do history and culture influence a science fiction?
generalizations of It is shown based on the following:
concepts and skills in 1. Setting: The setting is a reflection of the influence of
daily living historical event of when it was written.
2. Mood- shows the behavior of the society and its
culture depending on the period when it was written
3. Tone- shows how the author feels about a certain
event in history.
4. Theme- expresses the core message that the author
would like the reader to ponder upon regarding the
events in the past that may avoided in the future.
I. Evaluating learning Group Activity
The students may be given 10 minutes to work as a

group and presentation will be done right after.
The teacher is given the option to decide on how many
students will be included in the group as he/she deems
appropriate.
48
Essay Writing:
Think of something environment-friendly that you cannot
live without. Modify it so that it will fit well on Bradbury‘s
imaginary setting of 2026. Write an explanation on why
you choose it and want it to exist and be modified in
2026.
The following rubrics may be used by the teacher.

Rubrics for the Essay Writing:
50% Content
30% Coherence
20% Clarity
100% Total
J. Additional activities for Draw your own imaginary world of 2026. Be ready to
application or present it to class tomorrow.
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
49
I. OBJECTIVES
of modification.
C. Learning  Raise questions and seek clarifications on issues
Competencies/Objectives discussed in the text listened to. EN10LC-IIId-3.2
(Code)  Get different viewpoints on various local or global
issues. EN10LC-IIId-3.18
 Disclose the personal significance of a material
viewed. EN10VC-IIId-28
II. CONTENT Clarifications and Types of Clarifying Questions
III. LEARNING
RESOURCES
References
1. Teacher’s Guide p.316
Pages
2. Learner’s Materials p. 373
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Destruction of coral reefs in West Philippine Sea could
Resources cost PH $350K per hectare yearly
https://globalnation.inquirer.net/177443/destruction-of-
coral-reefs-in-wps-could-cost-ph-350k-per-hectare-yearly
Clarifying Questions
https://study.com › academy › lesson › clarifying-
questions-definition-examples
Largest number in years‟: Over 100 new whale
sharks spotted in Donsol
https://www.rappler.com/science-
nature/environment/238898-increase-sighting-whale-
sharks-donsol-sorsogon
A. Reviewing previous The teacher will show pictures of virgin forests vs.
lesson or presenting the denuded forests; crystal clear water vs. dead rivers;
new lesson green land vs. polluted land areas; etc.
Ask:
How would you describe nature before man‘s destructive
ways?
Who will be most affected the most if the destruction of
nature continues?
50
As a student, how do you think can you help in
preserving nature? (Call on at least 6 students to share
their answer.)
B. Establishing a purpose Ask:
for the lesson What environmental risks is the world facing nowadays?
(Climate change, deforestation, mining, destruction of the
coral reefs, etc.)
What news concerning environment alarmed you the
most? (Burning of the Amazon, death of an elephant with
plastic on his stomach, death of the spix macaw etc.)
What particular news about the environment angered
you? (Destruction of the coral reefs by the Chinese in the
West Philippine Sea)
C. Presenting Listening Activity:
examples/instances of Reading of the news article may be done in any of the
the new lesson following suggestions:
A) The teacher may read the article
B) The students may be asked to read the article
C) Or a combination of both
Reading of the news article entitled Destruction of Coral

reefs in West Philippine Sea could cost PH $350K per
hectare yearly.
D. Discussing new Comprehension Questions:
concepts and practicing 1. How much does the Philippines lose annually (per
new skills #1 hectare) due to the destruction of coral reefs? ($350K)
2. What benefits or services do coral reefs provide?
(Coral reefs provide food, climate regulation and
tourism.)
3. How does man destroy the coral reefs? ( Man destroys
the coral reefs by poaching, harvesting illegally and
degradation.)
4. Would the destruction of coral reefs stop if we ban
Filipino fisherfolk to venture near the West Philippine
Sea? Why? Or why not?(No, because poachers still go to
West Philippine Sea and be the ones to illegally harvest
the coral reefs.)
5. Is the destruction of coral reefs a worse scenario
because we are dealing with Chinese fishermen than our
own Filipino fisherfolk?(Answers vary.)
6. How important are the coral reefs in West Phillippine
Sea? (It is very important since it is the breeding ground
for fishes and supposedly account for 25% of all the
marine species in the world.)
7. Do you think the government is doing its best to
preserve the coral reefs in the West Philippine Sea?
(Answers vary.)
8. As a student, how would you do your part in saving the
coral reefs and marine life?(I will not buy coral reefs sold
in the black market. I will not patronize buying marine
animals that are not supposed to be sold e.g. pawikan. I
will not throw trash on bodies of water.)
51
E. Discussing new Ask:
concepts and Practicing If you were given the chance to ask a few questions to
new skills #2 the one who wrote the news article, what would you like
to ask?
What clarifications would you like to raise? (Answers will
vary.)
What is a clarification? (Clarification- a form of reflection

that seeks to eliminate ambiguity, confusion, or
misunderstanding.)
Clarifying questions are tools used by active listeners to

ensure understanding and obtain essential information.
There are two types of Clarifying Questions:
Open Questions- help the speaker find direction in what

is confusing or lacking in the information they‘ve
provided. They take the form of when, where, how and
why.
Closed Questions- ask for a yes or no response. They
serve to obtain accuracy in a more direct aspect of a
discussion or presentation and are often framed as ―did‖
or ―were‖ questions.
F. Developing mastery Students will be given 7 Students will be grouped
(leads to Formative minutes to write 2 Open into 5 and will be given 7
Assessment #3) Questions and 3 closed minutes to come up with
Questions regarding the 2 Open Questions and 3
news article listened to. Closed Questions
regarding the news article
Presentation and Critiquing listened to.
of the Questions will follow.
Rubrics for Checking the Presentation and
Questions: Critiquing of the
Questions will follow.
Content: 50% Rubrics for Checking the
Clarity: 30% Questions:
Relevance: 20%
100% Content: 50%
Clarity: 30%
Relevance: 20%
100%
If you are writing a diary on a daily basis, what open
questions would you include?
H. Making What is a clarification?(Clarification- a form of reflection
generalizations of that seeks to eliminate ambiguity, confusion, or
concepts and skills in misunderstanding.)
daily living How do you define clarifying questions? (Clarifying
questions are tools used by active listeners to ensure
understanding and obtain essential information.)
What are the types of clarifying questions? (They are
open and closed questions.)
What are the differences between the two?(Open
52
Questions help the speaker find direction in what is
confusing or lacking in the information they‘ve provided.
They take the form of when, where, how and why. On the
other hand, the Closed Questions ask for a yes or no
response. They serve to obtain accuracy in a more direct
aspect of a discussion or presentation and are often
framed as ―did‖ or ―were‖ questions.)
I. Evaluating learning For the Advanced Learners: The teacher may read the
news article provided (‗Largest number in years‟: Over
100 new whale sharks spotted in Donsol). The
students will be given 5 minutes to write 3 Open
questions and 3 closed Questions about the news article.
For the Average Learners: The teacher may divide the

class into 5 groups and may read the news article
provided (‗Largest number in years‟: Over 100 new
whale sharks spotted in Donsol) and give 5 minutes
for the students to write 5 Open Questions and 5 Closed
Questions.
Students will be divided into 3 groups. The 1st group will

deliver the news („Largest number in years‟: Over 100
new whale sharks spotted in Donsol) while the 2nd
group will write open questions and the 3rd group will
write closed questions about the news article. After 5
minutes, the 2 groups will read their clarifying questions.
J. Additional activities for Write 3 open questions and 3 closed questions about
application or mother nature.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who have
D. No. of learners who continue
to require remediation
strategies work well? Why did
these work?
encounter which my
supervisor/principal/department
head can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
53
I. OBJECTIVES
of modification.
C. Learning  Give expanded definitions of words using
Competencies/Objectives connotations. EN10V-IIId-13.9
(Code)  Use structures of modification (adjective and
adverbs). EN10G-IIIe-30
II. CONTENT Connotation, Eulogy , Process of Modification (Adjective,
Adverb)
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Eulogy:
Resources https://medium.com@rachaelfeuer/eulogy-for-mother-
earth-3528036682d6
Trees by Joyce Kilmer

https://www.poetryfoundation.org/poetrymagazine/poems
/12744/trees
Connotation
https://www.google.com/search?q=connotation&oq=conn
o&aqs=chrome.3.69i57j69i60j35i39j69i59j0.4761j0j4&clie
nt=ms-android

A. Reviewing previous * The teacher will call on several students to give a recap
lesson or presenting the of the previous lesson.
new lesson * The teacher will call on the students to share their
answers (from their take home-activity) on open and
closed questions.
B. Establishing a purpose Group Work
for the lesson *The teacher will give the class words associated with
the word ―NATURE.‖
54
*then let the class define the word ―NATURE‖ using the
words in the word map.
* The students will explain their definitions
NATURE
C. Presenting Before reading the poem the teacher will give the
examples/instances of following questions:
the new lesson
*What is the importance of the trees to our environment?
*What do the trees in the poem mean to the writer?
The teacher will let the students read ―TREES‖ by

JOYCE KILMER.
(The teacher may call on a student to read the poem
aloud individually/silently, or let the class read the poem
aloud in chorus)
Trees by Joyce Kilmer

https://www.poetryfoundation.org/poetrymagazine/p
oems/12744/trees
(A copy of the poem can be found in the appendix.)
The students will answer the following questions:

(Answers may vary)
1. What do the trees in the poem mean to the
writer?
2. To what does the author compare a tree to?
3. What does the poet say about the tree?
4. Can you point out the importance of the tree as
mentioned by the poet?
D. Discussing new
concepts and practicing *The teacher can post the word ―TREE‖ on the board and
new skills #1 ask what words are associated with the word ―TREE.‖
*The class will discuss the definitions given
* The discussion on Connotation will follow
*What is connotation?
Connotation – an idea or feeling that a word involves in
addition to its literal or primary meaning.
The teacher may give a few more examples of words

and their connotations
55
E. Discussing new *The teacher will ask the class:
concepts and Practicing ―Have you ever heard someone give a speech for a
new skills #2 (dead) loved one / eulogy?‖
*What is a eulogy?
A EULOGY is a speech or piece of writing that

praises someone or something highly, typically
someone who has just died.
*The teacher will let the class read a copy of a eulogy for
Mother Nature.
Eulogy:
https://medium.com@rachaelfeuer/eulogy-for-mother-
earth-3528036682d6
(A copy of the eulogy can be found in the appendix)
The students will answer the following questions:

(Answers may vary)
1. To whom did the writer dedicate her eulogy?

2. How did the writer describe Mother Nature in her
eulogy?
3. Why did she thank Mother Nature?
4. What lessons did the writer learn from Mother Nature?
5. What was the tone of her eulogy?
*The teacher will give a brief review on process of

modification: adjectives and adverbs and present
examples.
F. Developing mastery The teacher will let the class read the eulogy presented
(leads to Formative earlier, and let the students identify the lines that show
Assessment #3) connotations
G. Finding practical The teacher will ask the students :

application of concepts ―How do you show your love for nature?‖
H. Making *How do connotations help in making our ideas clearer
generalizations of and easier to understand?
daily living
I. Evaluating learning The teacher will let the students write a short paragraph
about how they can inspire others to take good care of
Mother Nature. The use of expanded connotation (and
adjectives and adverbs) is emphasized

application or
remediation
56
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
57
I. OBJECTIVES
of modification.
C. Learning  Use a variety of informative writing techniques
Competencies/Objectives EN10WC-IIIb-14.1.2
(Code)  Use reciprocal, indefinite and cases personal of
pronouns effectively in writing a eulogy
EN10G-IIIb-31
II. CONTENT Informative writing techniques, Pronouns (reciprocal,
indefinite, personal cases)
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages Prentice Hall Grammar and Composition
Indefinite Pronouns, Cases of Pronouns
Eloquence , Grade 10 pp. 275 -276
from LR Portal
5. Other Learning Eulogy:
Resources https://medium.com@rachaelfeuer/eulogy-for-mother-
earth-3528036682d6
Eulogy Writing:
https://www.google.com/amp/s/m/wikihow.com/Write-a-
Eulogy%3famp=1
Reciprocal Pronouns
https://www.gingersoftware.com/content/grammar-
rules/reciprocal-pronouns/
A. Reviewing previous * The teacher will call on several students to give a recap
lesson or presenting the of the topics previously discussed.
new lesson
B. Establishing a purpose The teacher will call on student/s, then instruct them to
for the lesson write a sentence using pronouns on the board.
C. Presenting *The students will be tasked to check if their classmates
examples/instances of used pronouns properly.
the new lesson *The class will be asked to recall their previous
discussion on pronouns.
58
D. Discussing new *The teacher will give a short review on pronouns –
concepts and practicing reciprocal pronouns, indefinite pronouns, and cases of
new skills #1 personal pronouns.
(Materials which can be used for discussion can be found
in the appendix)
Group Work
*The teacher will divide the class into 5 or 7 groups. Each
group will construct a paragraph (composed of 5
sentences) about the things that they can do as students
to protect Mother Nature. They will underline all the
pronouns they used in their sentences.
E. Discussing new The teacher will ask the class the following questions:
concepts and Practicing 1. What inspired you to write the paragraph you just
new skills #2 wrote?
2. When you are tasked to write about a certain
topic, what do you do to gather information?
Discussion on informative writing techniques.
(Materials on informative writing techniques, that can be
used for discussion can be found in the appendix)
F. Developing mastery *After the discussion on the variety of informative writing
(leads to Formative techniques, the teacher will use the eulogy used in the
Assessment #3) previous discussion as an example for the students to
write a eulogy.
The teacher may give a short review on what a eulogy is.
(The teacher may give a short discussion on eulogy

writing )
(Materials discussion can be found in the appendix)
https://www.google.com/amp/s/m/wikihow.com/Write-a-
Eulogy%3famp=1
The students will then be tasked to write a eulogy about

an imaginary person or someone very close to them, or
somebody who is no longer with them who inspired them
to take care of Mother Nature, or they can write a eulogy
about Mother Nature.
*The teacher may use the following rubrics for checking

the outputs:
20% - Creativity
30% - Structure
50% - Content
G. Finding practical How can you help influence other people to take good
application of concepts care of Mother Nature through writing? Explain.
H. Making *What is the importance of using pronouns in our daily
generalizations of spoken and written discourse?
daily living *Is a eulogy another way to inform people of a person‘s
good deeds and achievements? Why?
I. Evaluating learning The formative assessment activity will serve as the
evaluation.
59
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
60
I. OBJECTIVES
of modification.
C. Learning  Use the correct stage stance and behavior when
Competencies/Objectives giving a roast and a toast and when paying tribute
(Code) to someone in a eulogy. EN10OL-IIIa-3.8
 Use the correct and appropriate language when
giving a tribute to someone. EN10OL-IIIe-3.9
II. CONTENT Speech – Toast, Roast, Eulogy
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages p. 332
from LR Portal
5. Other Learning
Resources
A. Reviewing previous The teacher will call on students to give a recap of the
lesson or presenting the previous lesson. (Give the features of the following:
new lesson Toast, Roast, and Eulogy)
B. Establishing a purpose The teacher will give a short review of the topics
for the lesson previously discussed.
C. Presenting
the new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
(leads to Formative
Assessment #3)
61
H. Making
generalizations of
daily living
I. Evaluating learning *The teacher will divide the class into three groups, group
1 will present a roast, group 2 will present a toast, and
group 3 will present a eulogy.
*The teacher may opt to use the rubrics on page 332
J. Additional activities for Read the story ―How to Build a Fire‖ by Jack London,
application or pages 338 -341
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
62
I. OBJECTIVES
literature and other text types serve as sources of wisdom
in expressing and resolving conflicts among individuals,
groups and nature; also how to use evaluative reading,
listening and viewing strategies, special speeches for
occasion, pronouns and structures of modification.
C. Learning  Determine the tone, mood, technique, and purpose of
Competencies/Objectiv the author. EN10LT-IIIC-2.2.3
es(Code)  Use interrogative pronouns effectively. EN10G-IIIC-31
II. CONTENT Tone, mood, technique, purpose of the author
Interrogative pronouns
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials Celebrating Diversity Through World Literature, pp. 335-
Pages 336
Celebrating Diversity Through World Literature, pp. 338-
341
3. Textbook Pages
from LR Portal
5. Other Learning Pictures for A
Resources https://pixabay.com/photos/yukon-river-yukon-territory-
canada-53507/
https://hikebiketravel.com/9-reasons-why-you-should-visit-
whitehorse-in-winter/
http://www.yukonweb.com/community/dawson/klondike_su
n/dec21-01.htmld/
Interrogative Pronouns
https://www.gingersoftware.com/content/grammar-
rules/interrogative-pronouns/
https://www.k12reader.com/worksheet/interrogative-
pronouns/
A. Reviewing previous The teacher will show pictures as motivation.
lesson or presenting The teacher will ask the students:
the new lesson 1. Describe what they see in the picture.
Possible Answer:
There is a lot of snow and ice. The water in the river is
frozen. The trees are loaded with snow.
2. What is the climate in this region?
Possible Answer:
The climate is cold/freezing.
3. Have you ever imagined travelling to this kind of
63
place? If yes, what challenges do you think would
you encounter while travelling?
Possible Answer:
The challenges that might be encountered include:
 Coming across wild animals like bears
 Getting frostbite
 Hypothermia or exposure to extreme cold which can
lean to death
After getting answers from the students, the teacher will tell
the students that the pictures shown are of the Yukon
territory in Canada. The pictures will help the students
visualize what the man, in the story that will be discussed,
had to go through in his journey.
B. Establishing a Impart to the students the objectives of the lesson.
purpose for the lesson
Tell the students that they are going to read the story
entitled ―To Build a Fire‖ that showcases the power of
nature.
The teacher may give the students a background about the

writer Jack London.
Jack London was a 19th century American author and

journalist. He was born into a poor family. He was already
working at a tender age of 10 to help his family make ends
meet. His poverty stimulated his interest in knowledge and
hunger for success. He became a successful writer at the
age of 24 and from there became one of the most popular
short story writers of his time. (Celebrating Diversity
Through World Literature p. 338)
Before reading the story ask the students:

What difficulties did the man encounter as he headed to the
camp near Henderson Creek and how did he deal with
them?
C. Presenting Silent reading of the story ―To Guided reading of the
examples/instances of Build a Fire‖ by Jack London. story ―To Build a Fire‖ by
the new lesson (Source: Celebrating Diversity Jack London.
Through World Literature
pp338-341)
D. Discussing new After reading, the teacher will After reading, the teacher
concepts and divide the class into five will divide the class into
practicing new skills groups. Each group must five groups.
#1 compose a question about the The teacher goes around
story ―To Build a Fire‖ using and lets each group
the WH-words. choose a slip of paper
The teacher can go around to containing WH-questions
make sure that no question is about the story ―To Build a
repeated. Fire‖.
Once all groups are done (Questions must be
formulating their questions, prepared beforehand)
each group will pass the Give the students 5
question they made to another minutes to answer the
64
group and that group will question they selected.
answer it.
Group 1 passes question to Here are the pre-prepared
group 2; group 2 passes to 3; questions: (The teacher
group. 3 passes to 4; group 4 has the option to change
passes to 5 and group5 these questions)
passes to 1.
1. What did the man
After answering the questions intend to do in the
formulated by the groups, ask story?
them, ―What difficulties did the Answer: The man planned
man encounter as he headed to travel on foot for one
to the camp near Henderson whole day to join his
Creek and how did he deal friends who were camped
with them?‖ near Henderson Creek.
Possible Answers: 2. Who was the
Brutal Cold – He disregarded man‘s companion
it and continued with his in his journey?
journey Answer: A dog
Footwear and feet getting wet 3. Was it a good idea
in the river – He was going to to travel with only
try to dry them near the fire he his dog as
was going to make company? Why or
Fire going out due to the snow why not?
falling from the tree – He tried Answer: No because he
to get the fire going again but had no one to help him
his hands were too numb. He when he was in difficulty.
lit all the matches at once and 4. After getting his
even manages to burn his feet wet in the
own flesh while trying to get river, the man
the fire burning. decided to build a
fire to dry himself.
Afterwards, the teacher will But what happened
elicit discussion on the tone, to the fire and
mood, technique, and purpose why?
of the author. Answer: The fire went out
because a clump of snow
Questions: fell on it when he leaned
1.What is the tone of the back on the tree.
story? 5. What difficulty
Answer: The tone used by the occurred when the
author is unemotional and man finally lighted
straightforward. Not much all of his matches
emotion is involved and the at once?
author tells the story direct to Answer: He ended up
the point. burning his own hands.
2. What is the mood? 6. How did the story
Answer: Dark, Ominous, end?
Suspenseful – The details of Answer: The story ended
the story tells us that tragically with the man
something bad is going to getting frozen after failing
happen to the man. to build a fire to warm
3. What is the technique himself.
used?
Answer: The technique used After the groups
65
is narration. answer the
4. What is the purpose of the questions, the
author? teacher will lead
Answer: To entertain the discussion on
the tone, mood,
technique and
Also, draw out the theme of purpose of the
the story. author.
Possible Answers: One of the
themes is survival. The man 1. What is the tone of
tried to take on the challenge the story?
of travelling in below zero Answer: The tone used by
temperature believing he will the author is unemotional
overcome it, but he was and straightforward. Not
mistaken. much emotion is involved
Another theme is pride. The and the author tells the
man believed and was story direct to the point.
confident that he is ready for 2. What is the mood?
the challenge of travelling by Answer: Dark, Ominous,
foot, the whole day, with no Suspenseful – The details
companion except a dog in of the story tells us that
negative -50 degree weather. something bad is going to
He even ignored the warnings happen to the man.
of the seasoned men. 3. What is the
Last theme is the power of technique used?
nature. Answer: The technique
used is narration.
4. What is the
purpose of the
author?
Answer: To entertain
Also, draw out the theme

of the story.
Possible Answers: One of

the themes is survival.
The man tried to take on
the challenge of travelling
in below zero temperature
believing he will overcome
it, but he was mistaken.
Another theme is pride.
The man believed and
was confident that he is
ready for the challenge of
travelling by foot, the
whole day, with no
companion except a dog
in negative -50 degree
weather. He even ignored
the warnings of the
seasoned men.
Last theme is the power
of nature.
66
E. Discussing new After answering the questions. Tell the students to take
concepts and note of the WH-words they used in asking comprehension
Practicing new skills questions about the story discussed and lead them to the
#2 discussion of interrogative pronouns.
Note: The teacher may get more examples as desired.
Ask: What are the WH-words you used in asking questions

a while ago?
Possible Answers: Who, what, why, how, etc.
Teacher: Some of the words you used a while ago are what
we call as interrogative pronouns.
An interrogative pronoun is used to begin a question. The

interrogative pronoun represents the thing we don‘t know
(what we are asking about).
There are five main interrogative pronouns: what, which,
who, whom, whose.
What – is used to ask about things
Example: What did the man intend to do that day?
Which – is used to ask about a person or thing
Example: Which came first?
Who – is used to ask about a person
Example: Who were waiting for the man at Henderson
Creek?
Whom – is used to ask about a person
Example: Whom did you tell?
Whose – is used to ask about a person or objects, always
related to possession
Example: Whose hands got burned in the story?
F. Developing mastery A. Identify the correct Identify the correct
(leads to Formative interrogative pronouns for interrogative pronouns for the
Assessment #3) the following questions. following questions. Choose
Choose your answer from your answer from the
the parenthesis. parenthesis.
(What, which, who, (What, which, who, whose,
whose, whom) whom)
1. She asked ————— 1. do you want for
—- I preferred, tea or your birthday?
coﬀee? 2. shirt do you
2. To should I think looks better on
address the letter? me?
3. homework was 3. do you think will
turned in without a name win the playoff game?
written on it? 4. To are you
4. is going to be the speaking?
guest speaker for the 5. socks are those?
assembly? 6. She asked ——— I
5. is the title of the preferred, tea or
poem that you liked? coﬀee?
7. To should I
Answers: 1.which address the letter?
2.whom 3. Whose 4. Who 8. homework was
5. What turned in without a
name written on it.
67
After answering the 9. is going to be
activity let the students the guest speaker for
construct their own the assembly?
questions. 10. is the title of the
poem that you liked?
B. Construct five
questions using Answers: 1. What 2.Which 3.
interrogative pronouns. Who 4. Whom 5. Whose 6.
Which 7. Whom 8. Whose 9.
Who 10. What
G. Finding practical What are some of the things you can do to prevent fire?
application of concepts How can you protect yourself from danger when travelling?
H. Making Interrogative pronouns are used to begin a question. The

generalizations of interrogative pronoun represents the thing we don‘t know
concepts and skills in (what we are asking about). The main interrogative
daily living pronouns are what, which, who, whom, whose.
In what specific situations do you use interrogative
pronouns? Why are they important?
I. Evaluating learning Answer the following questions:
1. What is the tone and the mood of the story ―The
Butterfly‖?
2. What is the theme of the story ―The Butterfly‖?
3. Write five questions from the selection ―The
Butterfly‖ using the five interrogative pronouns.
J. Additional activities Let the students read the editorial ―Abraham Lincoln vs.
for application or Adolf Hitler.‖ And as they read, let them take note of how
remediation these two people differ from each other.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%

on the formative assessment
C. Did the remedial lesson/s work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my
supervisor/principal/department head
can help me solve?
materials did I use/discover which I
wish to share with other teachers?
68
I. OBJECTIVES
special speeches for occasion, pronouns and
structures of modification.
C. Learning  Critique the power struggles of characters
Competencies/Objectives (Marxist). EN10RC-IIIc-22.3
(Code)  Give expanded definition of words in a
paragraph using exemplification.
EN10V-IIIC-13.9
II. CONTENT Power struggles of characters

Expanded definition of words using exemplification
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Pictures
Resources https://timedotcom.files.wordpress.com/2015/04/lincoln
1.jpeg
https://www.britannica.com/biography/Nelson-Mandela
https://www.mirror.co.uk/news/world-news/pensioner-
who-claims-adolf-hitler-11873840
https://www.gmanetwork.com/news/news/nation/62463
2/marcoses-should-return-ill-gotten-wealth-without-
precondition-priest/story/
Lincoln vs. Hitler
http://archive.jsonline.com/news/opinion/abraham-
lincoln-vs-adolf-hitler-b99132655z1-230121511.html
https://www.aresearchguide.com/marxist-criticism.html
https://owl.purdue.edu/owl/subject_specific_writing/writ
ing_in_literature/literary_theory_and_schools_of_critici
sm/marxist_criticism.html
https://www.history.com/topics/world-war-ii/adolf-hitler-
1
https://www.ducksters.com/biography/uspresidents/abr
ahamlincoln.php
https://opinion.inquirer.net/123467/gina-lopez-
69
environmental-champion
Exemplification
https://www.slideshare.net/tinelachica04/lesson-4-
patterns-of-development-in-writing/52
https://www.quora.com/What-is-an-example-of-an-
exemplification-paragraph
https://encyclopedia.ushmm.org/content/en/article/krist
allnacht
A. Reviewing previous Review of the previous discussion.
lesson or presenting the As a form of review, ask the students:
new lesson 1. What is the theme of the story discussed
yesterday?
Answer: One of the themes is survival. The man tried
to take on the challenge of travelling in below zero
temperatures believing he will overcome it, but he was
mistaken.
Another theme is pride. The man believed and was
confident that he is ready for the challenge of travelling
by foot, the whole day, with no companion except a
dog in a -50 degree weather. He even ignored the
warnings of the old men.
2. What are interrogative pronouns? Give the
main interrogative pronouns.
Answer: An interrogative pronoun is used to begin a
question. The interrogative pronoun represents the
thing we don‘t know (what we are asking about).
There are five main interrogative pronouns: what,
which, who, whom, whose.
B. Establishing a purpose Ask the students: Show them a picture of
for the lesson Do you know of any some politicians who have
persons, in real life, struggled to be in power and
who encountered let them identify some of the
conflict in order to things that these persons did
achieve power? What in order to be in power.
conflict did he/she 1.Abraham Lincoln
encounter? 2.Nelson Mandela
3.Adolf Hitler
(Answers may vary) 4.Ferdinand Marcos
Afterwards tell them

that they are going to Afterwards tell them that
read an editorial about they are going to read an
two persons who editorial about two persons
underwent great who underwent great
struggles in order to be struggles in order to be in
in power. power. Tell them that it
Tell the students that involves two persons in the
the lesson focuses on pictures presented.
the power struggles of Tell the students that the
characters as well as lesson focuses on the power
understanding terms struggles of characters as
through well as understanding terms
exemplification. through exemplification.
70
C. Presenting Silent reading of the Guided reading of the
examples/instances of excerpt of the editorial excerpt of the editorial
the new lesson ―Abraham Lincoln vs. ―Abraham Lincoln vs. Adolf
Adolf Hitler.‖ Hitler.‖ Prior to reading tell
Prior to reading tell the the students to take note of
students to take note of the contrast between the two
the contrast between personalities.
the two personalities.
The teacher may opt to use
The teacher may opt to another reading material.
use another reading Copies must be provided to
material. Copies must the students.
be provided to the
students.
D. Discussing new After reading, ask the (Form a Triad)
concepts and practicing students to compare and After reading, ask the
new skills #1 contrast the two persons students to compare and
presented in the editorial. contrast the two persons
presented in the editorial.
Questions: Answer the questions
1. What are the below and use a Venn
similarities between Diagram in presenting your
Abraham Lincoln and answers.
Adolf Hitler?
Possible Answer: Both Questions:
are leaders. People obey 1. What are the similarities
their commands. between Abraham Lincoln
2. In what ways are they and Adolf Hitler?
different? Possible Answer: Both are
Possible Answer: Lincoln leaders. People obey their
is most famous for commands.
leading the country 2. In what ways are they
during the American Civil different?
War. His leadership in Possible Answer: Lincoln is
the North helped the most famous for leading
country to remain strong the country during the
and defeat the South American Civil War. His
keeping the country leadership in the North
united. He also pushed helped the country to
for the freedom of all remain strong and defeat
slaves throughout the the South keeping the
nation. country united. He also
Hitler, on the other hand, pushed for the freedom of
capitalized on economic all slaves throughout the
woes, popular discontent nation.
and political infighting to Hitler, on the other hand,
take absolute power in capitalized on economic
Germany and other parts woes, popular discontent
of Europe. and political infighting to
take absolute power in
After answering the two Germany and other parts
questions, the students of Europe.
will be divided into 3
groups. Each group will
be asked to answer a
71
question about the two
persons discussed in the
editorial. Each group will
report their ideas and
findings.
Group 1: What do you
think are the significant
characteristics that
helped Lincoln and Hitler
move up in power?
Group 2: What mode of
governance did they
apply?
Group 3: What were the
people‘s reactions when
they were gone from
power?
E. Discussing new After the students are done reporting their ideas and
concepts and Practicing findings, lead them to a discussion on exemplification.
new skills #2 Give a mini-lecture about exemplification.
In reading texts, you will encounter difficult words, but

there are many ways by which we can understand a
word and one of them is by expanding the definition by
means of exemplification.
Exemplification provides examples and illustrations in

order to clarify or explain the concept or subject
matter.
Types of Examples
a. Examples that illustrate – use concrete examples to
illustrate an idea (Pls. refer to attachment
Exemplification Example 1)
b. Examples that explain – give an explanation to
illustrate a concept (Pls. refer to attachment
c. Examples that tell a story – use a short story to
illustrate a point. .(Pls. refer to attachment
d. Examples that describe – use examples to
help/make the reader visualize a scene or a thing
.(Pls. refer to attachment Exemplification Example 4)
There are signal words that are used in exemplification

and these are: as an example, consider the following,
for example, for instance, in other words, in particular,
in short, namely, to put it another way, specifically,
stated differently, to be specific, to illustrate
Example:
Decency – Propriety
Polite, moral, and honest behaviour and
attitudes that show respect for other people.
72
(Dictionary definition)
For instance, being polite and truthful to others is
decency. Even if there is a chance to be corrupt or to
get something that is not yours but you resist the
temptation to do so, that is decency.
(Exemplification: Example that illustrates)
(Present more examples. See attachment)
F. Developing mastery (Group Activity) (Group Activity)

(leads to Formative After the mini-lecture on After the mini-lecture on
Assessment #3) exemplification, divide exemplification, divide the
the students into small students into 4 groups. Let
groups. Each group will each group choose a slip
choose two terms from of paper, which contains a
the editorial ―Abraham term taken from the
Lincoln vs. Adolf Hitler‖, editorial including its
which they will exemplify. exemplification.
Each group will present
their output to the class. Identify the type of
exemplification used in the
(Students may use a following:
dictionary to get the
exact meaning. And it is Suggested terms:
up to them to think of 1. charity – (aid given to
examples to expand the those in need –Merriam
definition.) Webster.)
A little girl and her mother
went to the mall. While
they were walking along
the road they saw a little
boy dressed in dirty and
tattered clothes. Though
she was just a little girl,
Anna felt pity for that boy.
She asked her mother
what they can do to help
that boy. And so, they
walked over to the boy and
they walked with him inside
the mall and bought him
some clothes and food.
2.depravity – (a corrupt act
or practice – Merriam
Webster)
For instance, the
extrajudicial killings
happening in the
Philippines wherein even
innocent people become
victims.
3.liberty – (the quality or
state of being free –
Merriam Webster)
In particular, people have
the power to do as they
73
please, they have freedom
from physical restraint,
positive enjoyment of
various rights and
privileges.
4. emerge – (to come into
being through evolution –
Merriam Webster)
As an example, consider
the butterfly. Imagine how
it comes out of its cocoon
to finally be able to fly and
live its life freely flitting
from flower to flower.
5. pogrom – (an organized
massacre of helpless
people – Merriam Webster)
On November 9–10, 1938,
Nazi leaders unleashed a
series of pogroms against
the Jewish population in
Germany and recently
incorporated territories.
This event came to be
called Kristallnacht (The
Night of Broken Glass)
because of the shattered
glass that littered the
streets after the vandalism
and destruction of Jewish-
owned businesses,
synagogues, and homes.
Answers:
1. Example that
tells a story
2. Example that
Illustrates
3. Example that
explains
4. Example that
describes
5. Example that
explains
(Note: The teacher may
use other terms from the
editorial)
application of concepts Is it good to fight for power? Cite instances.
H. Making Ask the students:
generalizations of 1. Why is it important for us to know about power
concepts and skills in struggles?
daily living 2. What is exemplification? What are the types of
examples that can be used in exemplification?
74
I. Evaluating learning Expand the definition of the following terms and
identify as to what type it is.
1. idealism
2. rivalries
3. synagogue
4. foreshadowed
5. reign

application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
75
I. OBJECTIVES
of modification.
C. Learning  Share viewpoints based on the ideas presented in
Competencies/Objectives the materials viewed. EN10VC-IIIf-23
(Code)  Summarize important points discussed in the text
listened to. EN10LC-IIIc-3.14
II. CONTENT ―Reverse Creation‖ by Bernard Backman
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning www.scribd.com/doc/30172684/reverse-creation
Resources nationalgeoghraphic.com
cnbc.com
earther.gizmodo.com
mixitupartstudio.com
A. Reviewing previous Task 1: Review What was your previous
lesson or presenting the discussion about?
new lesson What was your previous
discussion about? In what ways can power
struggles of leaders and
In what ways can power their decisions bring
struggles of leaders and negative effects to their
their decisions bring constituents?
negative effects to their
constituents? In what ways can the
constituents become the
In what ways can the cause of natural
constituents become the phenomena?
cause of natural
phenomena? The teacher will show the
following pictures to the
class.
76
Task 2:
―Broken Anagram‖
The teacher will present

the following jumbled
words to the students. The
students will arrange the
jumbled letters to form a
word. The first and last
letters remain as they are.
1. TPOYOHN
2. ERQAUKHATE
3. EUIRTOPN
4. PLOIULOTN
5. NTARUE
B. Establishing a purpose The teacher will ask the The teacher will ask the
for the lesson students the following students the following
questions. questions:
1. How are these words 1. What do you see on the
related to each other? pictures?
2. Given these words, 2. How are these pictures
what do you think is our related to each other?
lesson for today? 3. Given these pictures,
what do you think is our
lesson for today?
C. Presenting The teacher will show the The teacher will show the
examples/instances of class a video about natural class a video about natural
the new lesson disasters. phenomenon caused by
man.
The teacher will tell the
class to give their guesses The teacher will tell the
as to the natural class to give their guesses
phenomena that could be as to the natural
shown in the video. phenomena that could be
shown in the video.
The students will jot down The students will jot down
notes about the events notes about the events
presented in the video. presented in the video.
77
YouTube link: YouTube link:
https://www.youtube.com/ https://www.youtube.com/w
watch?v=-QQ-_T5lB_w atch?v=-QQ-_T5lB_w
D. Discussing new The teacher will ask the students to share their
concepts and practicing viewpoints about the following questions:
new skills #1
1. What natural phenomena are shown in the video?
2. What actions of man contribute to the destruction
of nature?
E. Discussing new The teacher will play an audio-video of a speech choir
concepts and Practicing entitled ―Reverse Creation‖ by Bernard Backman.
new skills #2
YouTube link:
youtube.com/watch/v=GjTgKCcbzws
The teacher will ask the students the following questions:

1. Why do you think is the poem entitled Reverse
Creation?
2. What specific events happened on each day?
3. Why do you think those events happened that way?
4. What could be the main causes and pressing
problems that led to such results?
F. Developing mastery The teacher will divide the class into 5 groups.
(leads to Formative
Assessment #3) The group will share their viewpoints in the audio listened
to and summarize important points presented.
G. Finding practical The teacher will ask the students the following questions:
and skills in daily living 1. What is the importance of summarizing especially
in your life as students?
In what other forms of expression can you share your
viewpoints on ideas presented in a literary work?
H. Making The teacher will ask this question:
generalizations of In what simple ways as students or as members of the
concepts and skills in community can you help the environment?
daily living
I. Evaluating learning Summarize the message of the literary piece ―Reverse
Creation‖ that it wants to convey to the reader.
The teacher will give at least 5 minutes for the students
to write their summary on their English notebooks.
J. Additional activities for The teacher can give the following additional activity for
application or discussion or remediation.
remediation 1. Look back on the original story of creation as
presented in the Bible. How do the events differ from
those in the literary piece ―Reverse Creation‖?
V. REMARKS
VI. REFLECTION
78
earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
79
DETAILED LESSON PLAN IN ENLISH 10
I. OBJECTIVES
literature and other text types serve as sources of wisdom
in expressing and resolving conflicts among individuals,
groups and nature; also how to use evaluative reading,
listening and viewing strategies, special speeches for
occasion, pronouns and structures of modification.
strategies and ICT resources
C. Learning  Summarize important points discussed in the text
Competencies/ listened to. EN10LC-IIIc-3.14
Objectives(Code)  Use a variety of persuasive writing technique and
correct pronouns in writing a dramatic monologue.
EN10WC-IIIb-14.1.2
II. CONTENT Dramatic Monologue
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning youtube.com/watch?v=avhxhWha6Ck
Resources youtube.com/watch?v=es369w6lyv8
www.google.com
A. Reviewing previous Task 1 Task 1
lesson or presenting the  What was your last  What was your last
new lesson discussion about? discussion about?
 Why was the literary  Why was the literary
work entitled work entitled
―Reverse Creation‖? ―Reverse Creation‖?
 What specific events  What specific events
happened each happened each
day? day?
 In what simple ways  In what simple ways
can you help Mother can you help Mother
Earth? Earth?
Task 2 Task 2
Modified Crossword Puzzle‖ ―4 Pics 1 Word‖
The teacher will tell the The teacher will show the
class to answer the following set of pictures and
crossword puzzle below. will let the students guess
the word common to them.
There is a hidden word that
80
will be revealed when they
correctly and completely
answered the puzzle.
[Please see Attachment for

the complete Puzzle]
B. Establishing a What is the hidden word in What is the word common

purpose for the lesson the crossword puzzle? to all the pictures?
What do you think is its What do you think is its

connection to our topic connection to our topic
today? today?
The teacher will tell the The teacher will tell the
class to write their guess on class to write their guess on
their English notebook. their English notebook.
C. Presenting The teacher will play an audio about dramatic monologue.

the new lesson
YouTube link:
youtube.com/watch?v=avhxhWha6Ck
The students have to listen attentively and may jot down

notes.
D. Discussing new The teacher will tell the The teacher will tell the
concepts and practicing class to summarize their class to summarize their
new skills #1 ideas regarding the video ideas regarding the video
shown about what dramatic shown about dramatic
monologue. monologue.
E. Discussing new The teacher will play The teacher will play
concepts and Practicing another audio about how to another audio about how to
new skills #2 write a dramatic write a dramatic
monologue, and how it monologue, and how it
81
should be delivered. should be delivered.
youTube link: youTube link:

youtube.com/watch?v=es36 youtube.com/watch?v=es36
9w6lyv8 9w6lyv8
F. Developing mastery Task : Pronoun Review

(leads to Formative
Assessment #3) The teacher will tell the class to answer a short review on
their past lesson about pronouns.
A) Choose the correct answers:

1. We / Us met Sally yesterday afternoon. She / Her came
to the cinema with we / us .
2. I phoned Sarah last night and gave she / her the
message.
3. My brother is older than I / me , but he / him isn‘t as tall
as I / me am.
4. ―Who wants a cup of coffee?‖ ―I / Me.‖
5. A: Have you seen Simon today?‖
B: Yes. I / Me saw he / him this morning. He / Him was
going to the swimming pool.
6. A: What did those people want?
B: They / Them asked I / me to help they / them.
The teacher will tell the class that they will be writing their
own dramatic monologue.
They need to use persuasive technique in writing.
The students can put themselves as a character in any of

the following:
a. Victim of a natural disaster
b. Mother Earth, now angry with people destroying her
c. People suffering and persuading the nature destroyers?
The students will be given 5 to 8 minutes to write their own

dramatic monologue.
G. Finding practical The teacher will ask the students the following questions;
and skills in daily living 1. Why is it important to have a good knowledge on
pronouns especially in writing a dramatic monologue?
82
2. What persuasive words or expressions do you need to
use in your dramatic monologue?
H. Making In what other types of situation is dramatic monologue
generalizations of used?
concepts and skills in What are the ways so that so you can improve your
daily living dramatic monologue?
I. Evaluating learning The teacher will ask the following questions:
1. What is a dramatic monologue?

2. What are the important things to consider in
presenting a dramatic monologue?
J. Additional activities The teacher will tell the students exchange their notes with
for application or their seatmate, and check/ edit the dramatic monologue
remediation written by their classmate.
The following rubric can be used in evaluating the

students‘ dramatic monologue script:
Content 15 pts.
Creativity 10 pts.
Communication Skills 15 pts.
Confidence 10 pts.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
supervisor/principal/dep
artment head can help
me solve?
use/discover which I
wish to share with other
teachers?
83
QUARTER 3, WEEK 5, DAY 1
I. OBJECTIVES
evaluative reading , listening and viewing strategies,
of modification.
C. Learning  Explain how the character and symbolism in the
Competencies/Objectives story helps build its theme. EN10LT-IIId-14.2
(Code)  Determine if gender relationships of characters
can affect one‘s action or reaction to a situation
EN10RC-IIId-22.4
II. CONTENT Character and Symbolism in the Story
Gender Relationships of Character
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Celebrating Diversity Through World Literature, pp.321-
Pages 325
2. Learner’s Materials Celebrating Diversity Through World Literature, pp.376-
Pages 380
3. Textbook Pages
from LR Portal
5. Other Learning https://iamdoctoreamer.wordpress.com/2016/10/13/poem
Resources -man-and-woman-victor-hugo/

A. Reviewing previous Review
lesson or presenting the The teacher will conduct a review of the previous
new lesson lesson by asking the students these questions.
What activities did you do in the previous lesson that
struck you most? Why?
A. Pre Reading
Unlocking of Difficulties
The teacher will let the students give the meaning of the
underlined words based on how they are used in the
story.
1. They liked the bohemian life of the village, and
they enjoyed living among so many artists.
2. Behrman had always wanted to paint a
masterpiece, but he had never begun to paint it.
3. He was a fierce, intense little man who
84
considered himself as watchdog and protector
for the young artists living above him, of whom he
was very fond.
4. ―Why do you permit such silly ideas to come into
her mind?‖
Answers:
bohemian – wanderer
masterpiece – a great piece of art
fierce – eager to fight
watchdog – guard
silly – foolish
B. Establishing a purpose Motivation:

for the lesson
The teacher will ask the motivation question.
Have you ever made a masterpiece? What was it?

Why did you consider it as a masterpiece?
The teacher elicits responses from the students.
C. Presenting Motive Question:

examples/instances of What was the masterpiece mentioned in the
the new lesson selection?
The teacher gives this question before reading the

text but this needs to be answered during the post-
reading activity.
During Reading
The teacher leads the class in reading the

background of the author.
O. Henry, whose real name is William Sydney Porter,

is one of the best known American writers. He was best-
known for writing stories with surprise endings. In the
story ―The Last leaf,‖ a character connects a withering
vine with leaves blown out by the coldness of autumn to
her chance of enduring a severe illness.
The teacher instructs the class to read the story, The

Last Leaf.
D. Discussing new C. Post Reading

concepts and practicing The teacher tells the students to answer the following
new skills #1 questions.
Motive Questions:
1. Who are the characters in the story? Describe
each.
2. How are they related to each other?
3. What is common among the three?
4. How did Sue prove her love for her friend,
85
Johnsy?
5. Who is responsible for Johnsy‘s recovery?
6. What was the masterpiece mentioned in the
selection?
7. Why did Old Behrman paint the leaf?
8. Can you consider him a hero? Why?
9. What is the significance of the last leaf to Johnsy?
10. If you were Mr. Behrman, would you do the same
for Johnsy? Explain your answer.
Answers:
1. The characters in the story are Sue, Johnsy and
Mr. Behrman.
Sue- Johnsy‘s compassionate friend
Johnsy- Sue‘s friend who was severely ill of
pneumonia
Mr. Behrman- a frustrated painter and the
protector of Sue and Johnsy
2. They were friends and they lived in the same
apartment.
3. They were all artists.
4. Sue proved her love for Johnsy by taking care of
her and by asking Mr. Behrman to paint a leaf on
the vine.
5. Mr. Behrman was responsible for Johnsy‘s
recovery.
6. The masterpiece mentioned in the selection was
the leaf painted by Mr. Behrman.
7. Mr. Behrman painted the leaf because it was the
only thing that gave hope to Johnsy.
8. Yes, because he sacrificed his own life to save
another.
9. The last leaf gave hope to Johnsy and was able
to prolong her life.
10. Answers vary.
E. Discussing new The teacher will let the students recall concepts
concepts and Practicing regarding symbolism and character and discuss their
new skills #2 significance to the theme.
Let the students answer these questions.
1. What are the symbols used in the story?
2. What does each symbol signify?
3. What is the theme of the story?
4. Did the characters and symbolism help develop
the story?
5. How did the characters and the symbolisms used
in the story help develop or build its theme?
Answers:
1. The symbols used in the story are falling leaves,
the last leaf and Bay of Naples.
2. Falling leaves symbolize despair
Last leaf symbolizes hope
Bay of Naples symbolizes dream
3. The themes of the story are hope, friendship,
commitment and compassion.
86
4. Yes
5. Through the characters‘ words, thoughts and
actions and symbolisms that serve as a vessel for
delivering ideas and concepts help develop its
theme. The characters and symbolisms interact
with each other and together they produce the
story's outcome. If you change one of them, the
impact of the story will become different.
F. Developing mastery  The teacher tells the class to deliver a choral
(leads to Formative reading of the poem, ―Man and Woman‖ by Victor
Assessment #3) Hugo.
 The teacher asks the learners:
1. What is the poem about?
2. What are the attributes of man? the woman?
3. How does man and woman related to each
other?
Source:
https://iamdoctoreamer.wordpress.com/2016/10/13/poem
-man-and-woman-victor-hugo/
How do you act/react when you are told to do household
chores during weekends by your parents?
H. Making 1. Why is character and symbolism important in building
generalizations of the theme of the story?
concepts and skills in 2. How does the gender of the characters affect one‘s
daily living action/reaction to a situation?
I. Evaluating learning Check the column where you think the given occupations
belong. Then, write a short paragraph about your
reactions based on your checklist.
Occupation Male Female Both
Midwife
Soldier
Artist
Welder
Caregiver
J. Additional activities for Assignment: Read the story ―If I Forget Thee, Oh Earth…
application or Arthur B. Clarke.
remediation Reference: Celebrating Diversity Through World
Literature pp. 385-388.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
87
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
88
I. OBJECTIVES
of modification.
C. Learning  Evaluate literature as a source of wisdom in
Competencies/Objectives expressing and resolving conflicts between
(Code) individuals or groups and nature. EN10LT-IIIg-20
 Examine biases. EN10RC-IIII-3.1.12
II. CONTENT Literature as a Source of Wisdom in expressing and
Resolving Conflicts
Biases
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Celebrating Diversity Through World Literature, pp.328-
Pages 331
2. Learner’s Materials Celebrating Diversity Through World Literature, pp.384-
Pages 389
3. Textbook Pages
from LR Portal
5. Other Learning Sources:
Resources https://countercurrents.org/2016/07/power-and-the-
bomb-conducting-international-relations-with -the-threat-
of-mass-murder
https://pwb.princeton.edu/2014/08/27/accounting-of-
greenhouse-gas-emissions-coming-up-short/
https://www.climatechangenews.com/2014/09/12/criminal
-deforestation-poses-growing-climate-threat/
https://study.com/academy/lesson/recognizing-biases-
assumptions-stereotypes-in-written-works.html
https://news.mb.com.ph/2018/01/23/report-about-ph-in-
worst-human-rights-crisis-ejks-biased-pnp/
IV. PROCEDURE Advanced Learners
A. Reviewing previous Review
lesson or presenting the The teacher conducts a recapitulation of the previous
new lesson lesson.
89
Unlocking of Difficulties
The teacher instructs the class to match the words in
column A with their meanings in column B.
COLUMN A COLUMN B
1. Unscintillating points a. tombstone
2. Metallic crepitation b. exciting ability
3. Faint tang of ozone c. deep hole of area
4. Purpose of this d. faint crackling sound
pilgrimage e. result of the end of the
5. Exhilarating skill world
6. Abyss of space f. indistinct odor of
7. A stone cairn spirits and unexcitement
8. Aftermath of g. marked by low
Armageddon h. reason of journey
Answers:
1. g 5. b
2. d 6. c
3. f 7. a
4. h 8. e
B. Establishing a purpose Motivation:
for the lesson The teacher shows the class pictures of earth‘s
destruction.
Ask:
 What do you see in the picture?
 Is this possible to happen?
 What will you do to avoid these kinds of
circumstances?
C. Presenting Before reading the selection, the teacher will give the
examples/instances of motivation question to the students; but this is to be
the new lesson answered after reading.
Motive Question:
What was the purpose of Marvin‘s trip with his father?
The teacher will let the students read the story ―If I Forget
Thee, Oh Earth...‖ by Arthur C. Clarke
D. Discussing new Sharing Insights
concepts and practicing Let the students share their insights by completing the
new skills #1 following phrases to find out how well they understood
the selection.
1. The author used language which is ___________.
2. The story is __________.
3. It has __________.
4. The story raises my awareness of __________.
90
5. It helped realize that nature should be __________.
6. For the earth to be sustained, people should
__________.
7. As a 21st-century reader and learner, I should be able
to __________.
8. Being one with nature means __________.
9. To avoid probability of the earth‘s extinction and exile
of mankind to outer space, one should _________.
10. The family, community, and the entire nation should
____________.
11. From one to ten, I give the story rating of _____
because __________.
(Please refer to the Teacher‘s Guide for possible
answers)
E. Discussing new
concepts and Practicing The teacher will let the students analyze the following
new skills #2 statements and examine biased ideas.
 Educators do not consider each child‘s particular
learning style when developing lessons.
 Third-grade boys are chronically disruptive, while
the girls are always eager to please.
 The teacher should use technology when she is
teaching her class.
The teacher will discuss what bias is and how to

determine biases.
Bias is any opinion that influences a person‘s thoughts,

feelings, or actions.
Questions to be asked in identifying biases.
1. Does the writer use overly negative language about
the subject?
2. Does the writer use emotionally charged language
about the subject?
3. Does the writer use vague or generalized language
about the subject?
4. Does the writer omit any important facts?
5. Does the writer add information and evidence that
seems unnecessary just to bolster his or her point?
6. Does the writer fail to properly cite his or her sources?
Source: https://study.com/academy/lesson/recognizing-
biases-assumptions-stereotypes-in-written-works.html
F. Developing mastery  The teacher will group the class into 3.

(leads to Formative  Each group will enumerate 5 practices/
Assessment #3) projects/programs in the areas assigned to them
that will help save our nature from destruction.
 Then, they will determine at least three biases
they observe in the implementation of such
projects/ programs.
 Each group will choose a representative to
present their output to the class.
91
Group 1- Home
Group 2- School
Group 3- Community
G. Finding practical 1. How can you spare mother nature/ earth from
application of concepts destruction/extinction?
H. Making
generalizations of 1. What things will you do to maintain harmonious
concepts and skills in relationship with nature and to save it from destruction?
daily living 2. How do you determine biased ideas?
I. Evaluating learning Students will be a given
newspaper article. Let
Make a short article on the
them identify biased
benefits we can get from
statements/ideas.
nature and on how to save
Mother Earth from
Source:
destruction. Be sure to avoid
https://news.mb.com.ph/2
biases in presenting your
018/01/23/report-about-
ideas.
ph-in-worst-human-rights-
crisis-ejks-biased-pnp/
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
92
I. OBJECTIVES
A. Content Standards The learner demonstrates communicative competence
through his/her understanding of Philippine Literature
and other text types for a deeper appreciation of
Philippine Culture.
B. Performance The learner competently presents a research report on a
Standards relevant socio-cultural issue.
C. Learning  Draw similarities and differences of the featured
Competencies/Objectives selections in relation to the theme. EN10LT-IIIh-2.3
(Code)  Give expanded definitions of words through
comparison and contrast. EN10V-IIIe-13.9
II. CONTENT Similarities and Differences of Featured Selections
Expanded Definitions of Words Through Comparison and
Contrast
III. LEARNING
RESOURCES
References
Pages
Pages 325, 376-380
3. Textbook Pages
from LR Portal
5. Other Learning https://youtube.be/ORLqmqJ2368
Resources
http://www.champak.in/spot-the-difference/puzzles-for-
kids-spot-the-difference
A. Reviewing previous A. Review A. Review
lesson or presenting the The teacher asks the The teacher asks the
new lesson following questions. following questions.
1. What insights did you 1. What insights did you get
get from the selection from the selection ―The Last
―The Last Leaf‖ and If I Leaf‖ and If I forget Thee,
forget Thee, Oh Earth? Oh Earth?
2. Which of the stories do 2. Which of the stories do
you like most? Why? you like most? Why?
B. Motivation: B. Motivation:
Spot the difference in this Spot the difference in this
picture. picture.
93
https://youtube.be/ORLqm http://www.champak.in/spot-
qJ2368 the-difference/puzzles-for-
kids-spot-the-difference
Answers:
Time, coin bank, woman‘s Answers:
pen, man‘s shoes, $ sign, Girl‘s shirt, hill outside, sun‘s
girl‘s hair rays, curtain‘s design,
watermelon, mangoes, ice
cream, juice‘s flavour, lemon
on glass, window
B. Establishing a purpose Ask:
for the lesson What similarities and differences did you find in the
picture?
C. Presenting  The teacher instructs the students to recall the
examples/instances of details in the story ―The Last Leaf‖ and If I Forget
the new lesson Thee, Oh Earth.‖
 The teacher provides strips of possible answers
of similarities and differences of the two stories.
 The students will post their answers on the Venn
diagram.
If I
The Forget
Last Thee,
Leaf Oh Earth…
Choices:
short story hope on the moon friendship
father and son star leaf Greenwich
Village
pneumonia nuclear war use
symbols
D. Discussing new The teacher asks:
concepts and practicing 1. In what aspect are they similar?
new skills #1 2. In what aspect do they contrast?
The Last Leaf If I Forget Thee, Oh
Earth…‖
Setting Greenwich Village On the moon
Characters Johnsy, Sue, Mr. Marvin and his
Behrman father
Message The power of The importance of
hope, friendship living for a purpose
and sacrifice The dangers of
nuclear war
Symbolism leaf star
Theme Hope, Hope, importance
compassion, of memory, home
friendship, and heritage
sacrifice
94
E. Discussing new  The teacher briefly discusses clauses and
concepts and Practicing connectors which are essential in expanding
new skills #2 paragraphs.
 The teacher presents a sample paragraph by
expanding definition through comparison and
contrast.
Speed is a concept that marks our day. Sluggishness

is out. Speed is demanded by industry which is
constantly on the look-out for new inventions.
Sluggishness is penalized, especially in industries where
compensation depends upon output. Speed is the
attractive come-on for short-term courses in cooking,
computerizing, sewing, diving, learning a new language,
and others. The slower long-term courses are not
appealing. Instant coffee is usually preferred to coffee
that needs to be boiled. Yes, speed is the word of the
day.
Students answer the following questions:

1. What is the paragraph about?
2. How are the ideas in the paragraph expanded?
F. Developing mastery The teacher divides the class into 5 groups. Let each
(leads to Formative group give expanded definitions of the following
Assessment #3) elements from the selections.
Group 1- Setting Group 4- Symbolism

Group 2- Character Group 5-Theme
Group 3- Message
G. Finding practical The teacher asks the learners ―How can expanded
application of concepts definition help you in writing/speaking?‖
H. Making The teacher asks:
generalizations of  Why do we need to expand words?
concepts and skills in  How do we expand definitions words through
daily living comparison and contrast?
I. Evaluating learning The teacher will retain the five groups. Each group will
write a paragraph on the words assigned to them
Group 1- destruction - construction
Group 2- optimistic – pessimistic
Group 3- difficult – easy
Group 4- exhilarating- depressing
Group 5- endure - suffer
application or
remediation
V. REMARKS
VI. REFLECTION
95
earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
96
I. OBJECTIVES
of modification.
C. Learning  State the personal significance of the selection to
Competencies/Objectives the reader. EN10RC-IIIf-2.18
(Code)  Compose an independent critique of a chosen
selection. EN10WC-IIIg-14
II. CONTENT Personal Significance of the Lesson
Independent Critique
III. LEARNING
RESOURCES
References
Pages
Pages 380, 384-389
3. Textbook Pages
from LR Portal
5. Other Learning
Resources http://www.crayne.com/howcrit.html
https://www.artfuleditor.com/sample-critique
https://www.montgomery.kyschools.us/userfiles/1501/cla
sses/686/shortstorycritique.pdf

A. Reviewing previous A. Review A. Review
lesson or presenting the The teacher asks The teacher tells the class to
new lesson the students to answer complete the sentences from
the following questions the story ―The Last Leaf.‖
from the story ―The
Last leaf.‖ Complete the sentence.
If I were the author of the story,
If you were the I would ___________________
writer/author of the to make it more interesting
story, would there be because _________________.
changes you will do to
make it more
interesting? What is it?
97
B. Establishing a purpose The teacher will ask the students their observations
for the lesson regarding the elements of a short story ―The Last Leaf‖
and ―If I Forget Thee, Oh Earth.‖
Based on the students‘ answers, the teacher will lead
the class to give words associated to the word critique by
completing the cluster map.
CRITIQUE
Possible answers:
Observation, Evaluation, Assessment, Analysis,

Judgment, Change, Revision, Agreement/Disagreement
C. Presenting The teacher presents lines from the story, ―The Last
examples/instances of Leaf‖ where the students will analyse.
the new lesson Let the students agree/disagree to the statements.
If the students disagree, let them change the
statements.
 In November, a cold, unseen stranger, whom the

doctors called pneumonia, visited the city,
touching one here and one there with his icy
finger.
 After the doctor had gone, Sue went into her own
room and cried. Later, trying not to show her
sadness, she went into Johnsy‘s room, whistling.
 ―I‘ve been a bad girl Sue,‖ said Johnsy.
―Something has made the last leaf stay there to
show me how bad I was. It was a sin to want to
die.
(Students‘ answers vary.)
D. Discussing new The teacher asks these questions.
concepts and practicing 1. What lessons/message did you get from the story?
new skills #1 2. Is there an event in your life which you can relate from
characters in the story?
(Students‘ answers vary.)
E. Discussing new  The teacher discusses what an independent
concepts and Practicing critique is and how to make an independent
new skills #2 critique.
 The teacher will also give an example of a story
critique.
http://www.crayne.com/howcrit.html
https://www.artfuleditor.com/sample-critique
https://www.montgomery.kyschools.us/userfiles/1501/cla
sses/686/shortstorycritique.pdf
98
F. Developing mastery Let the students answer the questions.
(leads to Formative  What is your reaction about the attitudes of the
Assessment #3) characters (Johnsy, Sue, Mr. Behrman) in the
story?
 Are the symbols used effective to the
development of the story? Why do you say so?
 How do you find the ending of the story? Why?
G. Finding practical 1. Why is reading important to you?
application of concepts 2. What is the importance of making an independent
and skills in daily living critique of a selection to your life?
H. Making
generalizations of What are the things to consider in composing an
concepts and skills in independent critique?
daily living
I. Evaluating learning The students will write a draft of an independent critique
on ―The Story of Keesh.
Source: Celebrating Diversity Through World Literature,

pp. 299-305
application or Make a final draft of your independent critique.
remediation Use quotation marks and citations accurately.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
99
I. OBJECTIVES
A. Content Standards The learner demonstrates communicative competence
through his/her understanding of Philippine Literature
and other text types for a deeper appreciation of
Philippine Culture.
B. Performance The learner competently presents a research report on a
Standards relevant socio-cultural issue.
C. Learning  Show respect for intellectual property rights by
Competencies/Objectives acknowledging citations made in the critique.
(Code) EN10ss-IIId-1.6
 Use quotation marks or hanging indentions for
direct quotes. EN10SS-IIId-1.6.6
II. CONTENT Intellectual Property Rights
Quotation Marks and Hanging Indention for direct Quotes
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials Draft of the composition prepared in Day 4
Pages
3. Textbook Pages
from LR Portal
5. Other Learning
Resources
A. Reviewing previous The teacher conducts recapitulation of the previous
lesson or presenting the lesson by calling some students.
new lesson
B. Establishing a purpose Students are asked to put out the draft of the
for the lesson composition they made yesterday.
C. Presenting
the new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
F. Developing mastery The teacher conducts a review on the use of quotation
(leads to Formative marks or hanging indentions for direct quotes and
Assessment #3) respect for intellectual property rights by acknowledging
citations made in the critique.
100
H. Making What is the importance of respecting intellectual
generalizations of property rights?
daily living
I. Evaluating learning  The students write the final draft of the
independent critique of the selection ―The Story of
Keesh‖ using quotation marks or hanging
indentions for direct quotes.
 They will also acknowledge the sources used in
the critique.
 Then, students will present their output to the
class.
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
101
I. OBJECTIVES
of modification.
Standards occasion through utilizing effective verbal and non
C. Learning  React to the falsity and soundness of an
Competencies/Objectives argument. EN10LC-IIIf-3.13
(Code)  Raise questions to clarify issues covered in the
material viewed. EN10VC-IIIe-12
II. CONTENT Falsity and Soundness of an argument
Questions that clarify Issues
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://www.youtube.com/watch?v=XdK0uYjy85o
Resources https://singjupost.com/girl-silenced-world-5-minutes-full-
text/?singlepage=1 The Girl Who Silenced the World
(25 years later)
https://www.google.com/search?q=pictures+of+climate+
change+in+the+philippines&source=lnms&tbm=isch&sa
=X&ved=0ahUKEwj5pIq8-bvkAhXr-
GEKHc7eD3AQ_AUIEigB&biw=13
https://www.google.com/search?biw=1370&bih=607&tb
m=isch&sa=1&ei=ti9yXdn1CuSNr7wPzo-
QoAE&q=climate+change+in+the+philippines&oq=cli&g
s_l=img.1.0.0i67l10.379273.379715..383827...0.0..0.40
2.760.0j1j1j0j1......0....1..gws-wiz-img.LGRtR-
SrVQ8#imgrc=2VDXgv-oeEyINM:
https://www.futurelearn.com/courses/logical-and-critical-
thinking/0/steps/9137 ―What are arguments?‖.
https://gohighbrow.com/types-of-argument-indicators-
conclusion-indicators/ Types Of Argument
Indicators: Conclusion Indicators
https://www.savethechildren.org.ph/our-work/our-
stories/story/watch-should-children-care-about-climate-
change/ Save the Children
https://news.mb.com.ph/2019/09/05/bigger-campaign-
102
against-use-of-plastics-set/ Bigger campaign against
use of plastics set
A. Reviewing previous The teacher shows the following pictures:
new lesson
https://www.google.com/search?q=pictures+of+climate+change+in+t
he+philippines&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj5pIq
8-bvkAhXr-GEKHc7eD3AQ_AUIEigB&biw=13
https://www.google.com/search?biw=1370&bih=607&tbm=isch&sa=
1&ei=ti9yXdn1CuSNr7wPzo-
QoAE&q=climate+change+in+the+philippines&oq=cli&gs_l=img.1.0.
0i67l10.379273.379715..383827...0.0..0.402.760.0j1j1j0j1......0....1..
gws-wiz-img.LGRtR-SrVQ8#imgrc=2VDXgv-oeEyINM:
(The teacher may use other photos)
Ask:
1. What do these pictures show?
2. Why do these happen?
For Average Learners:

Let the students complete the sentence prompt.
1. The pictures show ___________________.
2. I think _______________ happen because
______________________.
B. Establishing a purpose Instruction before viewing:

for the lesson 1. Find out how a teenage girl convinced her
audience to act on climate change.
2. Write down questions based on the video
watched.
103
C. Presenting
the new lesson
Watch the video entitled The Girl Who Silenced the

World (25 years later) ( 8:32 minutes)
url: https://www.youtube.com/watch?v=XdK0uYjy85o
Transcription of the video is provided. See Appendices
D. Discussing new After watching, divide the class into 5 groups.
concepts and practicing Each group will ask questions based on the video
new skills #1 watched.
The group presents their work after 5 minutes.
(This activity will test the students‘ ability to write

questions specifically open-ended type of questions)
After the task, process the students‘ responses.

1. Based on your answers, (questions formulated)
which do you think will help you get further
information?
2. Why do you say so?
3. What type of questions would you use to extract
information and or clarify issues? (Questions that
start with How & Why help us get more details
about a certain topic.)
4. How do you form such questions? What are the
points to be considered?
Four Types of Questions

1. General or Yes/No Questions
Common questions that can be answered with a simple
―yes‖ or ―no‖ are logically called yes/no questions
For example:
Do you like this country? –
Does Jane know about your new job? –
Can I call my sister? –
To ask such general questions, the appropriate rising
intonation should be used at the end of the sentence.
The answer can be a brief ―yes‖ or ―no.‖ Or, a longer
answer can be given: ―Yes, I do.‖ ―No, I don‘t like this
country.‖ The response to a question depends on the
verb used.
104
2. Special or Wh-Questions
A special question uses a certain word at the
beginning of the sentence. The questions
words who, what, where, when, why, how, how
many, etc., are used to begin the question:
 Where is he from? –
 When did you come here? –
 How did you meet her? –
3. Choice Questions
Choice questions are questions that offer a choice of
several options as an answer. They are made up of two
parts, which are connected by the conjunction or.
Choice questions can be either general or specific. If the
question does not center on the subject of the sentence,
a complete answer is needed.
4. Disjunctive or Tag Questions
This type of question is also made up of two parts,
where the first part is a positive statement, and the
second part is negative, or vice-versa.
The first part of the sentence defines the expected
answer. If the statement is positive, a positive answer is
expected; if the statement is negative, a negative
answer is expected.
For example:
 She sent him an invitation, didn‟t she? – Yes,
she did.
 You aren‘t getting married, are you? – No, I
am not.
 Jane isn‘t in France, is she? – No, she isn‘t.
 Our dad will come soon, won‟t he? – Yes, he
will.
(The teacher may refer to the notes in the appendices
for further details. Also, other concept notes from
other references may be included.)
https://preply.com/en/blog/2014/11/13/types-of-
questions-in-english/
Direct students‘ attention to the paragraph below:
Human activities greatly contribute to the massive

increase of greenhouse emission. Carbon Dioxide level
rose as high as 90% due to burning fossil fuels alone.
As a result, the earth will continue to experience warmer
global temperatures of 0.3 to 4.8 degrees Celsius in the
years to come.
1. What are the pieces of evidence cited by the

speaker to convince her audience about her
claim? (Burning fuels caused the carbon dioxide
level by 90%) (Human activities contributed to
the increase of greenhouse emission)
2. What are the expressions/indicators used by the
speaker to express her stand about the issue?
(The expressions used are as a result and due
to)
105
What is an argument?
An argument is a group of statements some of which,
the premises, are offered in support of another
statement, the conclusion. Premises are statements that
lead, support or convince that the conclusion is true.
The conclusion of the argument is the claim that the
writer or speaker is trying to convince another person to
accept.
Arguments are consist of at least two claims: statements

that are true or false. These are used for specific
purpose namely to convince or persuade a listener or
reader. (https://faculty.uncfsu.edu)
To identify the premise and conclusion in an argument,

look for key words that introduce a conclusion or
premise.
Conclusion Premise indicators
indicators
Therefore Because
Thus Since
Hence Supposing that
Consequently Assuming that
Ergo Given that
https://www.futurelearn.com/courses/logical-and-critical-
thinking/0/steps/9137
How to react to falsity or soundness of argument?

To react is to agree or disagree with someone‘s
idea/statement. When one agrees with a person, he/she
thinks or feels the same way as the speaker does.
He/She supports his views. On the other hand, to
disagree means to give an opposite or different view.
Expressions used to agree:
I agree (with you)
I think so, too
I feel the same way.
That‘s right/true.
Definitely
You are absolutely right
Polite expressions used to express disagreement:
I beg to disagree with
I don‘t think so.
I‘m sorry to disagree with you
Excuse me, but I think differently.
I‘m sorry, but I have the opposite view.
You may have a point, but…
I understand what you are saying, but…
That‘s true, but…
I agree, but…
(Functional English for Today III, pp. 247-250)
106
F. Developing mastery Task 1: Task 1:
(leads to Formative The students will watch The students will watch
Assessment #3) another video clip (2:08 min.) another video clip (2:08
min)
https://www.savethechildren.
org.ph/our-work/our-
stories/story/watch-should- https://www.savethechil
children-care-about-climate- dren.org.ph/our-
change/ work/our-
stories/story/watch-
The students work in five should-children-care-
groups. Each group will about-climate-change/
formulate a question based
on the video watched. The students will work
The group presents their into 5. Groups.
work after 5 minutes.
Each group will pick a
Task 2: card that contains open-
The students remain with ended question stem.
their group. Each group is The group will work
given a copy of the article together to form a
―Bigger Campaign against question.
use of plastics set‖. Each
group will write a simple Group 1-How?
reaction (4-5 sentences) to Group 2-Why?
the article read. Remind the Group 3- In what way?
students to identify the Group 4- What?
argument and use Group 5- How?
expressions of agreement or The group presents their
disagreement in writing their work after 5 minutes.
reaction.
Task 2:
The students remain
with their group. Each
group is given a copy of
the article ―Bigger
Campaign against use
of plastics set‖. Each
group will write a simple
reaction (4-5 sentences)
to the article read.
Remind the students to
identify the argument
and use expressions of
agreement or
disagreement in writing
their reaction.
107
In what way can raising questions about issues help us
in our daily lives? Cite examples.
H. Making How do we react to soundness and falsity of
generalizations of arguments? What expressions do we use to react to
concepts and skills in arguments?
daily living What type of questions do we use to raise question on
issues from the material viewed?
I. Evaluating learning The students write a two paragraph reaction about the
topic:
a. Human activities are responsible for climate
change.
For average students: the task can be done by group.
Rubric: See Appendices

application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
108
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: world
literature as source of wisdom in expressing and
resolving conflicts between individuals or groups and
nature; strategies in evaluative reading, writing,
listening, and viewing; special speeches for occasions;
and effective use of structures of modification and
pronouns.
B. Performance The learner transfers learning by composing an
Standards independent critique of a chosen selection and by
delivering special speeches that observe the proper
use and acknowledgment of sources and appropriate
prosodic features, stance and behavior.
C. Learning  Explain how a selection may be influenced by
Competencies/Objectives environment. EN10LT-IIIf-3
(Code)  Use Structures of Modification (phrases)
EN10G-IIIf-30
II. CONTENT Structures of Modification (Phrases)
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
4. Additional Materials https://americanliterature.com/author/matsuo-
from LR Portal basho/short-story/the-aged-mother
https://web-japan.org
https://study.com
5. Other Learning 50 copies of the reading selection
Resources
A. Reviewing previous Note: The teacher may use the same activity for both
lesson or presenting the average and advanced learners.
new lesson A. PRE READING
Task 1: Three-Minute Word Search Puzzle
Direction: Look for the words which are defined in each
item.
1. Unlocking of Difficulties
B R E V E R E N C E
D A H Z T Q U I O V
E D R E A D I K J T
S K P B E L T W A H
P C A M A N D A T E
O L G O U R D L V R
T S H I M Z O I C A
I K F S Q D I U N L
C U B R E L A O S D
A S U M M I T B K S
109
1. D_SP_T_C - characteristic of an
oppressive dictator (despotic)
2. B_ RB_R_ _S -brutal, savage, cruel
(barbarous)
3. RE_ _R_N_ _ - honor or respect (reverence)
4. M_ND_ _ E - an official order (mandate)
5. GO_ _ D - a type of fruit that has a
hard shell (gourd)
6. SU_ _ _T - the highest point of a
mountain (summit)
7. H_R_L_S - an official messenger in the
past (heralds)
8. DR_ _D - to fear that something might
happen (dread)
B. Establishing a purpose 2. Motivation Question

for the lesson How would you feel if our President would order the
killing of senior citizens in our country?
(Answers may vary.)
3. Motive Question (to serve as a prompt before the
reading activity)
How did the son feel when the governor of the province
ordered the killing of old people in their place?
(The son felt terribly sad when he learned about the
said order.)
C. Presenting B. WHILE LISTENING/ PRESENTATION
the new lesson The teacher gives a short background about the
author, Matsuo Basho.
Matsuo Basho is a Haiku poet of the early Edo

Period who was born into a samurai family in Ueno, Iga
Province where he served Yoshitada, the son of the
local feud Lord Todo Yoshikiyo. He was also known by
his ―haiku‖ pen name of Sengin. Most of his writings
were based on firsthand experience.
https://web-japan.org
For Advanced Learners

Silent reading of the selection
For Average Learners

Guided reading of the selection
D. Discussing new C. COMPREHENSION CHECK

new skills #1 1. How did the son feel when the governor of the
province ordered the killing of old people in their place?
(The son felt terribly sad when he learned about the
said order.)
110
2. What did he plan to do to save his mother from the
governor‘s decree? (He decided to bring his mother to
the summit of Obatsuyama, the mountain of the
―abandoning of the aged‖.)
3. Did he leave his mother in the mountain? Why? Why
not? (No, he did not leave his mother in the summit
because he realized how much his mother loved him
when she left twigs along the path to guide him on his
way back home.)
4. What do you think made him change his mind? (His
mother‘s unconditional and unselfish love for him made
him change his mind.)
5. What can you say about the son in the story? (He is
a caring and loving son, etc.)
6. If you were the son, what would you do? Why?
(Answers may vary.)
7. How did the life of Matsuo Basho influence his
writing? (Matsuo Basho was a well-travelled writer and
grew up in a samurai family. Most of his writings were
based on first-hand experience.)
E. Discussing new Note: It is suggested that the teacher will have a short
concepts and Practicing recap on how to identify the following:
new skills #2
a. adjectival phrase- a group of words that describes
a noun or a pronoun.
b. adverbial phrase is a group of words that modifies
or describes a verb, adjective, or another adverb.
Determine whether the underlined phrase in each

sentence is an adjectival or adverbial phrase.
 The trembling mother‘s voice was full of
unselfish love as she gave her last injunction.
(adjectival phrase)
 He wrapped her padded coat more closely
about the stooping shoulders and with tearful
eyes and an aching heart he said farewell.
(adverbial phrase)
 On he went, climbing blindly upward -- ever
upward towards the high bare summit of what is
known as Obatsuyama, the mountain of the
―abandoning of the aged.‖ (adverbial phrase)
F. Developing mastery D. ENRICHMENT ACTIVITY
(leads to Formative I. Determine whether the underlined phrase in each
Assessment #3) sentence is an adjectival or adverbial phrase.
1. The girl in the striped dress is my best friend.
(adjectival phrase)
2. Kristine performed the activity with great enthusiasm.
(adverbial phrase)
3. He whispered in my left ear the words I‘ve been
longing to hear. (adverbial phrase)
4. Students upset about the rising cost of tuition staged
a rally. (adjectival phrase)
5. She was happy about her daughter grabbing the Ms.
Universe crown. (adjectival phrase)
111
H. Making 1. What are adjectival and adverbial phrases?
generalizations of
daily living
I. Evaluating learning WRITING ACTIVITY (Group Task)
The class will be divided into 5 groups. Each group

will write an essay (consisting of 5 to 8 sentences)
about their mother or a person whom they love dearly.
They may write about the things that they have learned
from him/ her which made them better persons. Instruct
the class to underline the adjectival phrases and
encircle the adverbial phrases found in their work. Give
the class 8 minutes to finish the task and 3 minutes
each to present their output.
(See attached rubric for assessment)
Criteria and Advanced Proficient Unsatisfacto

Weight 3 points 2 points ry
1 points
The group Only a few No adjectival
used both adjectival and and adverbial
adjectival and adverbial phrase was
Writing
adverbial phrase were used in each
Strategies
phrases in used in each sentence
each sentence sentence correctly.
correctly. correctly.
Conventions No errors in 1-3 errors in More than 4
punctuation, punctuation, errors in
capitalization, capitalization, punctuation,
and sentence and sentence capitalization,
structure. structure. and sentence
structure.
Organization Used logical Used logical Gaps in logic
progression of progression of or no
ideas with well- ideas but often transitional
executed lacks words used.
transitions. transition.
application or Average Learners:
remediation Write 5 sentences using either adverbial or adjectival
phrases. Underline each phrase used then write
whether it is an adjectival or an adverbial phrase.
Advanced Learners:
Write a short paragraph about the person you admire
most. Use adjectival and adverbial phrases in your
composition. Be able to underline each and classify
them as to adverbial or adjectival phrase.
V. REMARKS
VI. REFLECTION

earned 80% on the
112
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
113
DETAILED LESSON PLAN IN ENLISH 10
I. OBJECTIVES
of modification.
C. Learning  Personal significance of the selection to the
Competencies/Objectives reader (reader-response). EN10RC-IIIf-2.18
(Code)  Use writing conventions to acknowledge
sources. EN10ss-IIIf-1.6.3
II. CONTENT Significance of Selection to Reader & Writing
Conventions
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages Interactions 4th Year pp. 24-26
from LR Portal
5. Other Learning https://images.app.goo.gl/jtyPPG5kzihKkqSp9
Resources https://www.pinterest.ph/pin/188729040604208803/
A. Reviewing previous The teacher shows pictures of the latest situation of
lesson or presenting the marine life in the Philippines.
new lesson
The teacher will ask the following questions:
What message do these pictures tell us? (Students
answer may vary)
How do you feel upon seeing the pictures?
(Students answers may vary)
B. Establishing a purpose The students will answer the question in the activity:
for the lesson Share Your Thoughts!
For Advanced Learners:
Why is marine life at risk of extinction?
For average learners: (This can be done by pair or
group)
Complete the sentence. I think marine life extinction
happens because of ________________________.
C. Presenting Unlocking of difficulties through context clues:
examples/instances of Arrange the jumbled letters inside the parenthesis to
the new lesson find the synonym of the highlighted word in each
sentence.
114
1. Our mangroves have deteriorated in the last 50
years. (NESROW) Ans: WORSEN
2. Mangroves are exploited out of greed.
(DESUBA) Ans. ABUSED
3. Small fishermen toil to make it possible for us to
partake the bounty of the seas has to offer.
(ROBAL) Ans. LABOR
4. Fish production declines due to man‘s
degradation of its habitat. (NOITAILIMUH) Ans.
HUMILIATION
5. Small fisher folk capacity to catch fish can be
improved by giving them enough territory to fish
without worrying about encroachment by
commercial fishing vessels equipped with
advanced techniques.(NOISAVNI) Ans.
INVASION
Motive Question: What causes extinction of marine life?
D. Discussing new The teacher distributes the copy of the reading selection
concepts and practicing entitled ―Marine Life, Our Life‖ (Source: Interactions 4th
new skills #1 Year pp. 24-28)
Comprehension Questions:
1. What causes extinction of marine life?
2. What activities combine to deprive the marine
habitat of its oxygen requirements?
3. Is the red tide phenomenon a human-made
calamity? Justify your answer.
4. What dangers to life and livelihood of municipal
fisher folk are brought about by the destruction
of the habitat marine life?
5. How can students like you contribute to prevent
total extinction of marine life and resources?
Group Task:
Making Connections!
Each group will accomplish the Making Connections

Organizer.
MAKING CONNECTION CHART

Text to Text Text to Self Text to World
In the text we and it and that helps
read this… reminded us us
of.. understand…
(The chart provided is just a sample. The teacher can

modify and improve the content)
115
Process students response:
1. Why are issues on environment such as marine
life relevant? (Students answers vary)
2. What insights have you gained after reading the
selection? (Students answers vary)
3. How can you promote awareness on
environmental issues to others? (Students
answers vary)
E. Discussing new The class is divided into 5 groups. Each group reads
concepts and Practicing closely the paragraph. They are to take note of the
new skills #2 errors then ask the group leader to present the
corrected paragraph.
Effects of Global Warming

https://images.app.goo.gl/jtyPPG5kzihKkqSp9
Scientists measure multiple effects of global warming on

the earth‘s climate These include rising sea levels,
increase acidity of our ocean‘s, global temperature rises
shringking glaciers and more extreme weather events
Each of these effects has different results for our
plantation and its habitants, including a lots of wildlife
habitat and damage due to extreme weather events
becoming more common If you recall the difference
between climate and weather youll know that an
extreming heat wave one summer is not an example of
global warming, but an increase in the earth‘s
temperaute over the past one hundred fifty years is.
Ask:
1. What do you notice about the paragraph?
(There are errors in the paragraph)
2. Can you easily understand the ideas presented in
the paragraph? (No, some of the ideas are unclear)
3. Are all the words correctly spelled? (No, there are
misspelled words)
4. Did it follow the rules on punctuation and
capitalization? (No, it did not follow the rules on
capitalization and punctuations)
5. Aside from punctuations, capitalizations and
spelling, what else is needed in order to improve the
paragraph? (The source where the information was
taken must be included.)
The teacher will have a short discussion on writing

conventions with focus on spelling, punctuation,
capitalizations to acknowledge sources. (This has been
discussed in the previous lessons.)
116
F. Developing mastery Students write a paragraph By Group!
(leads to Formative about the text ―Marine Life, The class works in group
Assessment #3) Our Life‖. of 5. Each group writes a
The writing conventions paragraph about the text
must be observed. Allow ―Marine Life, Our Life‖.
them to use the FB template The writing conventions
below. must be observed. Allow
them to use the FB
template below.
https://www.pinterest.ph/pin/18 https://www.pinterest.ph/pi
8729040604208803/ n/188729040604208803/
G. Finding practical What important activity on saving mother Earth have

application of concepts you participated in? How did you apply the insight you
and skills in daily living gained from the activity to influence others?
H. Making
generalizations of Why are writing conventions important?
daily living
I. Evaluating learning Write a brief reaction paper (3-4 paragraph) about the
Amazon Rainforest Fire. Apply the writing convention
and acknowledge your sources.
See Rubrics under Attachments

application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
117
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
118
I. OBJECTIVES
of modification.
C. Learning  Use correct and appropriate language when
Competencies/Objectives introducing a guest speaker. EN10OL-IIIf-3.9
(Code)  Deliver special speech to introduce a guest
speaker/resource speaker. EN10OL-IIIg-1.10
II. CONTENT Delivering a Speech of Introduction or Introducing a
Guest Speaker/Resource Speaker
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://www.slideshare.net/coopjbb1/introduction-of-the-
Resources cda-chair-orlando-r-ravanera?from_action=save
https://portal.clubrunner.ca/826/page/tips-for-
introducing-a-guest-speaker
https://www.write-out-loud.com/introduction-speech.html
A. Reviewing previous The teacher reminds the students of the performance
lesson or presenting the output that they will present at the end of the week-
new lesson introducing a guest speaker.
B. Establishing a purpose
How do we introduce a guest speaker?
for the lesson
C. Presenting The teacher posts sample speech of introducing a guest
examples/instances of speaker. He/She may assign a student to read the
the new lesson speech.
Introduction of the CDA Chair Orlando R. Ravanera A

product of Xavier University – Ateneo de Cagayan with
Bachelor of Science in Agriculture, Major in Agricultural
Economics and Bachelor of Laws. He is a prominent
environmentalist. He has served as chairman of the
environmental watchdog Task Force Macajalar and has
pursued his environmental advocacies became the
chairman of Sulog. The Chair has also been writing
119
opinion pieces for local papers. He used to write a
regular column for the Gold Star Daily focusing on
Cooperatives, Environment & People Empowerment
believing that the people united can never be defeated.
By heart, the CDA Chair sees cooperativism as a
breakthrough solution and a transformative leading
edge for the empowerment of the people. He virtually
opened more avenues to reach out to the less
privileged, the oppressed and the downtrodden in
whose name and for whose cause he is in government
for. Personally, he is dynamic, a man of character,
eloquent speaker, loaded with wisdom and unlimited in
expressing positive thoughts. He has personified the
Jesuit tradition of being man for others, giving more of
himself for worthwhile causes, which are to love, to give
and to serve especially for the last, the lost and the
least. He is credited for his synthesis on the various fora
and the soul behind the Kawit, Cebu, Davao and
Palawan Declaration. He was recently adjudged as the
Community Champion in a national search by the
Philippine Health Insurance Corporation (PhilHealth),
aptly describing him as a Hero. He served 12 years as
director for Region 10 of the CDA and was appointed by
Pres Aquino last March 2015; He would serve as CDA
chairman for six years or until 2021. A man of great
faith, a loving father and husband. Ladies and
Gentlemen, Fellow Cooperators – help me welcome our
Keynote Speaker The CDA Chair Hon Orlando R.
Ravanera
https://www.slideshare.net/coopjbb1/introduction-of-the-
cda-chair-orlando-r-ravanera?from_action=save
D. Discussing new Ask the following questions:
concepts and practicing 1. What are the information included in a speech
new skills #1 when introducing a guest speaker?
The teacher discusses the tips on how to introduce a
guest speaker.
The introducer‘s job is to

1. Remind the audience why the topic is important to
them.
2. Establish the speaker‘s qualifications to speak on the
topic
3. Get the presentation off on a high note by
establishing an up-beat tone
4. Make the speaker feel especially welcome
(The teacher asks the students to identify each tip in the
speech.)
Ten rules to observe when introducing a guest speaker:
1. Stick to meeting the four objectives of a speech of
introduction; avoid the temptation to make your own
speech, either on the topic or anything else
2. Never try to introduce a speaker from memory; have
good notes
120
3. Never tell a joke. There are no circumstances that
justify telling a joke during a speech of introduction
4. Keep the introduction as short as possible
5. Be up-beat and enthusiastic
6. Avoid clichés such as ―a person who needs no
introduction‖ and ―without further ado‖
7. Look at the audience, not at the speaker, during the
introduction; turn toward the speaker only at the very
end of the introduction
8. Start the applause
9. Wait at the lectern and greet the speaker with a
hearty handshake
10. Go sit down
https://portal.clubrunner.ca/826/page/tips-for-
introducing-a-guest-speaker
E. Discussing new How do you prepare the speech to introduce a guest
concepts and Practicing speaker?
new skills #2
How to prepare the introduction speech:
 the guest speaker's name and, if they have one,
their title. For example; Judge, Sir, The Right
Honorable ...
Do make sure you can say their name properly and
easily! If you're in doubt get the correct
pronunciation from your guest speaker and
practice.
 the guest speaker's biography
Sometimes you'll be given what the guest speaker
wants said about themselves. If that isn't provided
select events, achievements and qualifications to
support establishing him/her as an authority within
the context of the occasion. And do check that your
guest is happy with what you are preparing to say
about them.
 a surprise to delight the audience, something that
is not commonly known, and something revealing
the personality or humanity of the person.
 How to organize your material?
1. Build excitement or interest by piling one piece
of information after another.
2. Make the name of the speech (presentation)
and the speaker, the climax and end of your
speech.
6 tips to make your introduction speech successful:
1. Consider tone and language use
2. Check the length of your speech
3. Resist exaggerating or "puffing up" the speaker's
achievements
4. Always check your facts
5. Remember you are not the star of the show!
6. Rehearse
https://www.write-out-loud.com/introduction-speech.html
121
F. Developing mastery The class works in 5 groups. Have them craft a simple
(leads to Formative introduction speech to the guest speaker based on the
Assessment #3) pre-assigned data of a potential guest speaker. Let
them apply the principles discussed in writing speech.
(15 minute activity)
Group 1-Most inspiring teacher
Group 2-The best student leader in school
Group 3- Most influential TV personality
Group 4- The best youth environmentalist
Group 5- The best community leader (barangay)
(This is just a suggested activity in case the students did
not prepare the assignment (data of a potential guest
speaker). The teacher provides the information needed
then lets the students work on the activity.)
Why is it important to know how to introduce a guest
speaker? How would it help you as a student?
H. Making What are the rules in writing a speech used to introduce
generalizations of a guest speaker speech?
daily living
I. Evaluating learning The teacher will have a short recap on the use of
prosodic features of speech to prepare the students for
the final output- introduce a guest speaker. The teacher
will call at least three students to recite the speech
prepared.
See attached rubric for assessment

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%

on the formative assessment
C. Did the remedial lesson/s work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my
materials did I use/discover which I
wish to share with other teachers?
122
I. OBJECTIVES
of modification.
C. Learning  Show appreciation for songs, poems, plays, etc.
Competencies/Objectives EN10LC-IIIg-14.3
(Code)  Evaluate the information contained in the material
viewed in terms of accuracy and effectiveness.
EN10VC-IIIg-10
II. CONTENT Appreciate and evaluate the effectiveness of the song
―Truth Turn to Power‘‘ by One Republic
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning 1. Picture about nature‘s depletion:
Resources https://businessmirror.com.ph/2017/10/18/phls-natural-
resources-near-brink-of-depletion/
2. Music Video ―Truth Turn To Power‖ by One
Republic
https://www.youtube.com/watch?v=h4DFXUndvbw
A. Reviewing previous (5 minutes)
lesson or presenting the  Introduce to the students the topic of the lesson:
new lesson Express appreciation for songs about nature.
 Inform the students that their main output for the
week is a well-written welcome or closing remarks
about the week‘s theme.
 Elicit students‘ prior knowledge about welcome or
closing remarks.
Note: The students may answer orally.
B. Establishing a purpose TASK 1. REACT TO ACT (5 minutes)

for the lesson Show the picture to the students and let them answer the
questions below. The students will answer orally.
123
1. What is evident in the picture?
(Possible Answer: The picture shows destruction of
our nature specifically deforestation.)
2. What do you think are the reasons for this
scenario?
(Answer may vary.)
3. Suggests ways on how we can prevent this in the
future.
(Answers may vary.)
Source :
Picture about nature‟s depletion:
https://businessmirror.com.ph/2017/10/18/phls-natural-
resources-near-brink-of-depletion/
C. Presenting TASK 2. TRUTH TURN TO POWER (5 minutes)

examples/instances of Instruct the students to watch the video clip.
the new lesson
Source: Music Video “Truth Turn To Power” by One

Republic
https://www.youtube.com/watch?v=h4DFXUndvbw
Note: This is a 3:40 video. The teacher may opt to

play audio first to evaluate the accuracy and
effectiveness of the information.
D. Discussing new TASK 3. CHECK YOUR UNDERSTANDING (5
concepts and practicing minutes)
new skills #1 Ask the students to answer the following questions.
1. Does the video give any information? If yes, what
information or facts can you see in the video?
(Answers may vary)
124
2. Are these ―facts‖ accurate? How will you prove
that?
(Answers may vary)
3. What message does the video want to express?
(Answers may vary)
4. Is it effective in encouraging its message?
Explain. (Answers may vary)
Note: The students will answer orally. This is an

individual activity for the advanced learners. The
average learners may answer the questions with
another student.
E. Discussing new TASK 4. ABOUT THE SONG (5 minutes)
concepts and Practicing Tell the students to answer these questions orally:
new skills #2 1. From whose point of view is the song?
(Possible Answer: The song is written from the
perspective of mother Earth.)
2. What is the song all about?
(Possible Answer: The song is about the 'truth' that
leads to 'power' when it comes to standing up and
helping to create change.)
3. Do you see any relationship between the video
and the song? What is it? Explain.
(Answers may vary.)
F. Developing mastery TASK 5. DECIPHER TIME (10 minutes)
(leads to Formative A. Play the song with the video clip and post the lyrics of
Assessment #3) the song. Repeat the question ―Who is the speaker in the
song?
B. Group the students into three. Let the students

interpret the following lines from the song. They will
present their answer in front of the class. The teacher
may distribute manila papers and markers to the
students.
1. I‘ve seen minutes turn to hours, hours turn to
years
(Possible Answer: At the beginning of the video clip
they say that over a decade later we are still fighting to
save our planet. But it’s almost too late. So this
sentence could be positive because we are still
fighting after so long a time. But on the other hand, we
are almost losing the fight.)
2. And I‘ve seen truth turn to power

(Possible Answer: The author has seen people who
turn the bitter truth into power to change.
Although he is scared that the planet will not be
saved, he still believes that there will be a
solution.)
3. I could tell you I‘m immune to everything, but

that‘s a lie
(Possible Answer: The composer is scared that the
planet can’t be saved anymore. The truth of the
climate change also hits him, but he has trouble
admitting it.)
125
G. Finding practical TASK 6. ACROSS THE CURRICULUM (5 minutes)
application of concepts Have the students recall the video clip and identify the
and skills in daily living problems presented in the video clip. Let them share
their answers to the class. Process the students‘ answers
after and have them enumerate ways to solve the
problem and government agencies and organization that
can be involved.
For advanced learners, this is individual activity. For
average learners, they can work with another. Process
the students‘ answer after.
Note: The students may write their answers in their

notebooks.
H. Making TASK 7. PROMISE ME (5 minutes)
generalizations of
concepts and skills in Based on the video clip, what can you promise to
daily living Mother Earth to protect her from destruction?
Note: The students may answer orally.

I. Evaluating learning Ask the students to answer the following questions in a ½
sheet of paper.
A. Answer the following questions:

1. What makes an information accurate?
(5 points)
B. Observe the picture and answer the following
questions below.
1. What facts are seen in the picture?

2. What message does the picture want to convey?
3. Is the message effectively shown in the picture?
What makes it effective?
Note: The teacher may change the image and scoring

system of the test.
Source: Image about caring for environment

Manilatimes.net
J. Additional activities for Instruct the students to have an advanced reading of

application or the selection entitled, ―The Voice of the Mountain‖.
remediation English 10 LM pages 304-306.
V. REMARKS
126
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
127
I. OBJECTIVES
of modification.
C. Learning  Relate personal significance of the selection to the
Competencies/Objectives reader (reader-response). EN10RC-IIIg-2.18
(Code)  Give expanded definition of words. EN10V-IIIg-13.9
II. CONTENT ―The Voice of the Mountain‖ by Stephen Crane
Expanded Definition of Words
III. LEARNING
RESOURCES
References
1. Teacher’s Guide English 10 Celebrating Multi-culturism Through
Pages World Literature Pages 304-306
2. Learner’s Materials Celebrating Diversity through World Literature pages

Pages 354-359
3. Textbook Pages
4. Additional Materials Projector, laptop, chalk, meta strips
from LR Portal
5. Other Learning
Resources
A. Reviewing previous TASK 1. THE WORLD OF EXPANSION (5 mins)
new lesson Set the mood of the students by asking first their own
ideas about the words listed below. Let the students give
the synonyms of the given words. The teacher may
provide meta strips with the synonyms of the words and
let them post their answers beside the word in the word
pool.
agony obliged soar

enormous delightedly sacred
thunderous stretch forbidden
summon distress manfully
(Possible Answers)
128
Agony- Misery
Enormous – huge
Sacred- holy
Summon- call
Manfully- courageous
obliged- favor for
delightedly- happily
thunderous- resounding
distress- pain
soar- rise
stretch- extend
forbidden- banned
Note: The teacher may write the word pool on the board
or may post the word pool on the board written on a
manila paper. Provide enough space for the students to
post their answers in the meta strips.
B. Establishing a purpose TASK 2. BROKEN VOW (5 minutes)
for the lesson Ask the students the motive question. They can
answer orally.
How would you react to broken promises?

C. Presenting TASK 3. THE VOICE (10 minutes)
examples/instances of Have the students read the text ―The Voice of the
the new lesson Mountain‖ by Stephen Crane. Ask the students to answer
the following questions pertaining to the selection ―The
Voice of the Mountain.‖ For advanced learners, they will
do the activity in a triad and for average learners, they
will do the activity in group of 5.
1. Who are the following characters?

a. Popocatepetl
b. Little animal with two arms, two legs, a head, and
a very brave air
2. What does each word represent in our modern time?
a. White mantle
b. Flat cakes
c. Popocatepetl‘s hunger
d. Popocatepetl‘s rage
e. The little animals dwelling
f. Popocatepetl‘s howling
3. How do the little creatures/ animals respond to
Popocatepetl‘s request for food?
4. What does the little animal promise to Popocatepetl?
Does he keep his promise?
5. Why do you think the little animal made a promise?
6. How does Popocatepetl react with to the little animal‘s
broken promise? How did he express his anger?
Answer Key:
1. A. mountain
B. human
2. a. white mantle
b. valley
c. deforestation
129
d. calamity(landslide, flood, earthquake)
e. houses
f. volcanic eruption, thunder
3. The human ignored Popocatepetl and screwed on him
by making broken promises of feeding him and making
him wings.
4. He promised to feed him but broke it.
5. To encourage him to let them dwell on its valley.
6. Popocatepetl is angry. He reacts through the
calamities that mankind experience.
Note: The students can skim through the selection

while answering the comprehension questions.
Source: Celebrating Diversity through World

Literature pages 355-358
D. Discussing new TASK 4. THE PROMISE (5 minutes)
concepts and practicing Ask the students the questions below. They can
new skills #1 answer orally. For advanced learners, they will do the
activity in a triad and for average learners, they will do
the activity in group of 5.
1. Have you ever made a promise to someone and

purposely did not keep the promise? What was it and
how did you make up for it?
2. What can be said of people who do not keep their
words? Why do think it is important that someone keep
his or her promises?
3. How can you relate the story to your everyday
experience? Give specific situation, mentioned in the
story which you can relate to your life as an individual, as
a member of your family and society as a whole?
(Answers may vary)

E. Discussing new TASK 5. EXPANDED DEFINITION (10 minutes)
concepts and Practicing Discuss how words are defined and expanded.
new skills #2
Concept Note:
Expanding a Word into a Sentence

Word/s + class + characteristics (differentialities)
Example: Sense of humor is the ability to laugh
term class
and make others laugh.
distinguishing characteristics
Ask the students to choose three words among the

word pool below and then define and expand them into
sentences. Give the format below to the students. Call
volunteer students to share their work for feedback-
giving.
130
agony obliged soar
enormous delightedly sacred
thunderous stretch forbidden
summon distress manfully
For advanced learners, they will do the activity in a

triad and for average learners, they will do the activity
in group of 5.
F. Developing mastery Task 6. (5 minutes)
(leads to Formative Ask the students to give 2 sentences in which they
Assessment #3) can relate their personal experiences to the selection
using expanded definition of words. The students can
answer orally.
For advanced learners, they will do the activity in a
in group of 5.
G. Finding practical TASK 7. RELATE (5 minutes)
application of concepts Ask the students to answer the question orally.
and skills in daily living For advanced learners, they will do the activity in a
in group of 5.
 What would you tell Popocatepetl if you were in

the story and had a chance to talk to him? Share
your answer to the class.
H. Making TASK 7. MORAL OF THE STORY (5 minutes)
generalizations of Ask the students to answer the question orally.
concepts and skills in Why is it important to relate personal experiences to the
daily living selection we are reading?
I. Evaluating learning TASK 8. EXPAND... EXPAND…
Instruct the students to expand the words into
sentences. Write their answer in their notebook.
1. Authority
2. Responsibility
3. Respect
J. Additional activities for Research about:
application or 1. Adjectival Clause
remediation 2. Adverbial Clause
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
131
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
132
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of world
nature; strategies in evaluative reading, writing, listening
and viewing; special speeches for occasions; and
effective use of structures of modification and pronouns.
C. Learning  Use structure of modification (adjectival &
Competencies/Objectives adverbial clauses) in writing welcome and closing
(Code) remarks. EN10G-IIIg-30
II. CONTENT Structure of Modification (Adjectival & Adverbial Clauses)
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning WELCOME REMARKS
Resources Chairman's opening speech - Gala Dinner 2014
https://www.youtube.com/watch?v=3ELG8cKA0Pg
CLOSING REMARKS
Norad
https://www.youtube.com/watch?v=fz80YgXA1Js&t=116s
Adjective clauses
http://www.softschools.com/examples/grammar/adjective_clause_
examples/78/
Adverb clauses
https://grammar.yourdictionary.com/parts-of-
speech/adverbs/adverb-clauses.html

A. Reviewing previous Answer the questions:
lesson or presenting the 1. What is a clause? (Possible Answer: A clause is a group
new lesson of words that includes a subject and a verb.)
2. Have you experienced writing a speech? (Possible
Answer: Yes)
3. In your speech, do you use adjectives or adverbial
clauses? Why? (Possible Answer: Yes, adjective and
adverb clauses make the speech clear and concise.)
Tell the students, that the lesson will deal about adjective
and adverbial clauses in writing welcome and closing
remarks.
133
B. Establishing a purpose TASK 1: QUESTIONS TO (The same activity
for the lesson PONDER: will be given to the
Answer the questions: average learners
1. Have you attended a seminar? only that they will be
Have you heard of the welcome grouped into 3.
and closing remarks as part of the
program?
(Possible Answer: Yes)
2. What is the purpose of the
welcome and closing remarks?
(Possible Answer: Welcome
remarks help to set the tone of the
event and closing remarks help the
speaker to thank the audience for
participating in a seminar.)
3. What do you think will be the
reaction of the audience if the
program has no welcome &
closing remarks?
(Possible Answer: The audience
may feel disappointed.)
C. Presenting TASK 2: LET‟S TASK 2: LET‟S ANALYZE
examples/instances of ANALYZE 1. Distribute the copies of the
the new lesson 1. Distribute the welcome and closing remarks.
copies of the welcome Let the students read the
and closing remarks. sample speeches orally.
Let the students read a. WELCOME REMARKS
the sample speeches Chairman's opening speech -
silently. Gala Dinner 2014
a. WELCOME b. CLOSING REMARKS
REMARKS Norad
Chairman's opening (See Appendix for the sample
speech - Gala Dinner copy)
2014 2. Tell the class to work in triad.
b. CLOSING Fill out the similarities and
REMARKS differences of the two in terms of
Norad content through a Venn
(See Appendix for the Diagram.
sample copy)
2. Compare &
contrast the
similarities and
differences of the two
in terms of content
through a Venn
Diagram. (individual
activity)
D. Discussing new CONCEPT NOTE# 1:
new skills #1 -Tell the students that welcome and closing remarks
may contain adjectival and adverbial clause.
An adjective clause is a dependent clause that

functions as an adjective in the sentence. Adjective
clauses can also be called relative clauses.
An adjective clause begins with a relative pronoun or
134
a relative adverb. Often the relative pronoun or relative
adverb will function as the subject of the clause.
Here is a list of relative pronouns:

who whom which that whose
Here is a list of relative adverbs:

when why where
How to find an adjective clause:
1) A dependent clause in a sentence will always contain
both a subject and a verb. Make sure that when you find
something you think is a clause that it does have a
subject and a verb.
2) An adjective clause will begin with a relative pronoun
or a relative adverb. Does the clause that you found
begin with one of those?
3) Finally, does the clause answer the same types of
questions that an adjective answers? Does it tell you
which one, what kind, or how many? Does it give you
more information about a noun or pronoun that comes
before it? If so, then you have found an adjective
clause.
Examples:
Below are some examples of sentences
containing adjective clauses.
1) I do not like people who are mean to animals. (gives
more information about people)
2) Did you go to the school where my friend Jim goes?
(gives more information about school)
3) The moment when the clown burst in to surprise the
teacher was great! (gives more information about the
moment)
4) The reason why I left is a secret. (gives more
information about reason)
5) Can you see the bird that is on the fence? (gives more
information about bird)
6) The boy whose shoes are on the floor is my little
brother. (gives more information about boy)
7) I like pizza,which is also the favorite of my sister Jean.
(gives more information about pizza)
Source:http://www.softschools.com/examples/grammar/adjective
_clause_examples/78/
E. Discussing new CONCEPT NOTE# 2:
concepts and Practicing Adverb clauses, also known as adverbial clauses, are
new skills #2 dependent clauses that function as adverbs. Since they
are dependent clauses, they must have a subordinating
conjunction to connect them to the rest of the sentence.
Being able to spot a subordinating conjunction will help
you recognize an adverb clause. Below are some
examples, which are grouped by what type of adverb
question they answer:
 When: after, when, until, soon, before, once, while,
as soon as, whenever, by the time
135
 How: if, whether or not, provided, in case, unless,
even if, in the event
 Why: because, as, since, so, in order that, now that,
inasmuch as
 Where: wherever, where
Examples Adverb Clauses of Time:

These adverbial clauses answer the question when.
 After the chores are done, we will eat some ice
cream.
 When the clock strikes midnight, she has to leave.
Adverb Clauses of Cause:
These adverb clauses answer the question why.
 She passed the course because she worked hard.
 Since he has long hair, he wears a ponytail.
Adverb Clauses of Purpose:
These adverb clauses also answer the question why.
 So that he would not ruin the carpet, he took off his
shoes.
 He ate vegetables in order that he could stay
healthy.
Adverb Clauses of Condition:
These adverb clauses answer the question how.
 If you save some money, you can buy a new game.
 Unless you hurry, you will be late for school.
-The adjective clause & adverbial clauses help the

writer to have coherent & clear welcome and closing
remarks.
Source: https://grammar.yourdictionary.com/parts-of-
speech/adverbs/adverb-clauses.html
F. Developing mastery TASK 3: LET‟S UNDERLINE
(leads to Formative Tell the class to work individually.
Assessment #3) Underline the adjectival/adverbial clauses used in the
sentence.
1) Bob is the student who I'm most proud of.
2) The place where we used to spend our vacation is
now a private resort.
3) We'll always remember the day when he first visited
us on the farm.
4) He'll only overcome his problem when he sees a
psychoanalyst.
5) Whenever he sings that song, the audience applauds
enthusiastically.
(Answers)
1) who I'm most proud of
2) where we used to spend our vacation
3) when he first visited us on the farm
4) when he sees a psychoanalyst
5) Whenever he sings that song
136
G. Finding practical TASK 4: REFLECTION
application of concepts -Why do you think are adjectival & adverbial clause
and skills in daily living important or helpful in writing a welcome or a closing
remarks? (Possible Answer: The adjective clause &
adverbial clauses help the writer to have coherent & clear
welcome and closing remarks.)
H. Making Answer the questions:
generalizations of 1. What is an adjective clause?
concepts and skills in (Possible Answer: An adjective clause is a dependent clause
daily living that functions as an adjective in the sentence.)
2. What is an adverbial clause?
(Possible Answer: Dependent clauses that function as
adverbs.)
I. Evaluating learning TASK 5: IT‟S TIME TO WRITE! (individual activity)
1. Divide the class into two sets. (Set A & Set B)
2. The students in Set A, will write a welcome remarks
with the theme: “Preventing Nature’s Depletion.” Tell
the students to use the adjective/adverbial clauses in
their speech.
3. The students in Set B, will write a closing remarks
with the theme: “Preventing Nature’s Depletion.” Tell
the students to use the adjective/adverbial clauses in
their speech.
(see Appendix for rubric)
J. Additional activities for . The written welcome and closing remarks will be used
application or in the next lesson.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% on the formative
assessment
C. Did the remedial lesson/s
work? No. of learners who have
D. No. of learners who continue
to require remediation
strategies work well? Why did
these work?
encounter which my
materials did I use/discover
which I wish to share with other
teachers?
137
I. OBJECTIVES
nature; strategies in evaluative reading, writing,
listening and viewing; special speeches for occasions;
and effective use of structures of modification and
pronouns.
C. Learning  Expand ideas using principles of cohesion and
Competencies/Objectives coherence in writing welcome and closing
(Code) remarks. EN10WC-IIIa-14.1.1
II. CONTENT Principles of Cohesion and Coherence in writing
welcome and closing remarks.
III. LEARNING
RESOURCES
References
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Sample Closing Remarks
Resources By: Undersecretary Ramon J. Paje (DENR)-Proceedings
of the International Conference on Timber Plantation
Development
http://www.fao.org/3/ac781e/AC781E13.htm
PRINCIPLES OF COHESION & COHERENCE
http://www.csc.kth.se/utbildning/kth/kurser/DD3001/drtmp15/
Lectures
https://www.slideshare.net/huuphuoc12a2/cohesion-and-
coherence-16234181
https://literaryterms.net/coherence/
COHESIVE DEVICES
https://englishpost.org/types-cohesive-devices/
WELCOME REMARKS
Chairman's opening speech - Gala Dinner 2014
(Transcription)
https://www.youtube.com/watch?v=3ELG8cKA0Pg

A. Reviewing previous TASK 1: THE RECAP
lesson or presenting the The teacher will check the work of the students if they
new lesson used the adjective or adverbial clauses.
B. Establishing a purpose Ask this question:
for the lesson -Why do you think organizing one‘s ideas important?
(Possible Answer: It is important for the audience to
understand clearly the speech.)
138
C. Presenting TASK 2: LET‟S ANALYZE (The same
examples/instances of the Instruct the students to analyze the activity will
new lesson sample closing remarks (excerpt) and to be given to
answer the questions below. the average
Sample Closing Remarks learners
By: Undersecretary Ramon J. Paje only that
(DENR)-Proceedings of the International they will be
Conference on Timber Plantation grouped into
Development
three.)
http://www.fao.org/3/ac781e/AC781E13.
htm
I would like to congratulate all the
participants for your successful contribution
to this historic conference. We believe to our
minds that this is a historic conference
because of the resounding support to the
position of the government in this country to
implement sustainable forest management.
As you know, there is now a serious on-
going debate in the Philippines whether to
implement sustainable forestry or to
implement a total logging ban. It is heart
warming that the presentations and
discussions during the past three days only
showed that there is indeed enough
mechanism, enough approaches to make
management of forestry sustainable.
We have taken the position of sustainable

forest management rather than total log ban
because we agree with you. We believe the
solution is to produce timber. The solution is
to plant and not to ban harvesting. If we have
enough plantation, if we have enough wood
then we can harvest. It is an endowment
from God. It was given to us basically as a
renewable resource for us to harvest. If we
don't harvest it if we have enough, nature will
take it away anyway.
Again, I would like to extend my

congratulations to all the participants for your
contribution in this very successful
conference.
QUESTIONS:
1. What is the closing remarks all about?
(Possible Answer: The closing remarks is
all about thanking the participants for their
contribution in terms of sustainable forest
management.)
2. Is the closing remarks clear and
concise? Why? (Possible Answer: Yes
because it present concisely the speakers
purpose.)
3. What do you think will happen to the
audience if the closing remarks is not
clear and concise? (Possible Answer: The
audience will be confused.)
139
D. Discussing new Concept Note :
concepts and practicing Coherence- The way a text makes sense to readers & writer
new skills #1 through the relevance & accessibility of its concepts & ideas.
Cohesion- The grammatical & lexical relationship of
sentences.
PRINCIPLES OF COHESION & COHERENCE

1.) Begin sentences with subjects that communicate
information your readers are familiar with.
2.) Keep your topics short and reasonably consistent.
3.) Arrange sentences so that they can flow from one to the
next easily.
4.) Sentences should be related with one another.
Source:
Lectures
Cohesive Devices are words or phrases that show the

relationship between paragraphs or sections of
a text or speech.
Let‘s look at these two examples below:
1. Netflix has many movies and it is only $9.
2. The Christmas tree is natural but it is expensive.
As we can see in the sentences above, and it is used to add

something to the previous statement. In the second
sentence, we can see how something positive and negative
is said about the Christmas. We know that because the
word but is used to contrast ideas.
If you want so show similarity, you can use cohesive

devices such as:
and also too similarly equally
If you want to introduce an item in a series, you can use:

First Then In addition Finally
If you need to compare, you can use cohesive devices such

as:
but nevertheless meanwhile however in contrast
For emphasizing, you can use cohesive devices such as:

certainly definitely in fact without any doubt
Source: https://englishpost.org/types-cohesive-devices/
Example:
Credit cards are convenient, but dangerous. People often
get them in order to make large purchases easily without
saving up lots of money in advance. This is especially helpful
for purchases like cars, kitchen appliances, etc., that you may
need to get without delay. However,
this convenience comes at a high price: interest rates. The
more money you put on your credit card, the more the bank
or credit union will charge you for that convenience. If you’re
not careful, credit card debt can quickly break the bank and
leave you in very dire economic circumstances!
1. Topic Sentence. The paragraph starts with a very clear,

declarative topic sentence, and the rest of the paragraph
140
follows that sentence. Everything in the paragraph is tied
back to the statement in the beginning.
2. Key terms. The term ―credit card‖ appears repeatedly in

this short paragraph. This signals the reader that the
whole paragraph is
about the subject of credit cards. Similarly, the
word convenience (and related words) are also
peppered throughout. In addition, the key term ―danger‖
appears in the topic sentence and is then explained fully
as the paragraph goes on.
3. Defined terms. For most readers, the terms in this
paragraph will
be quite clear and will not need to be defined. Some
readers, however, might not understand the term
―interest rates,‖ and they would need an explanation. To
these readers, the paragraph will seem less coherent!
Clear transitions. Each sentence flows into the next quite

easily, and readers can follow the line of logic without too
much effort.
Sources:
Lectures
https://www.slideshare.net/huuphuoc12a2/cohesion-and-
coherence-16234181
https://literaryterms.net/coherence/
E. Discussing new TASK 3: IT‟S TIME TO ANALYZE
concepts and Practicing 1. Tell the students to work in triad.
new skills #2 2. Analyze whether the speech is well-organized or not.
(Sample Welcome Remarks- Chairman's opening speech
- Gala Dinner 2014) (see appendix for the copy of the
speech)
3. Give reasons to your statements.
F. Developing mastery TASK 4: IT‟S TIME TO EDIT (individual activity)
(leads to Formative Using the rubric, the students will edit their
Assessment #3) welcome/closing remarks for cohesion and coherence.
TASK 5:IT‟S TIME TO REFLECT
and skills in daily living - Why do you think organizing one‘s ideas important?
(Possible Answer: Without organization, the people may
find it hard to understand the speech.)
H. Making generalizations Answer the question:

of concepts and skills in -What are the principles of cohesion & coherence?
daily living (Possible Answers: Begin sentences with subjects that
communicate information your readers are familiar with, Keep
your topics short and reasonably consistent, Arrange
sentences so that they can flow from one to the next easily &
Sentences should be related with one another.)
I. Evaluating learning TASK 6: THE WRITER IN ME
The students will be given time to finalize their welcome
and closing remarks.
J. Additional activities for Let the students The teacher will choose the best
application or remediation publish their work from the output of the students.
in the school‘s Then, let the students publish their
news wall. work in the school‘s news wall.
141
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
up with the lesson
continue to require
remediation
did these work?
encounter which my
solve?
to share with other
teachers?
142
I. OBJECTIVES
nature; strategies in evaluative reading, writing, listening
C. Learning  Deliver special speeches like toast and roast
Competencies/Objectives speeches, tributes, welcome and closing remarks,
(Code) speeches to introduce guest speakers/resource
persons etc. effectively in varied speech
situations. EN10OL-IIIg-1.10
II. CONTENT Deliver Welcome & Closing Remarks
Independent Cooperative Learning Session
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Closing remarks by Simon Delekta, Senior Program Officer-
Resources NHCFoundation
https://www.youtube.com/watch?v=h-OC6nVpo30
Five Characteristics You Need to Succeed as a Public
Speaker
https://mannerofspeaking.org/2016/03/19/five-characteristics-
you-need-to-succeed-as-a-public-speaker/
A. Reviewing previous -What are the principles of cohesion and coherence?
lesson or presenting the (Possible Answers: Begin sentences with subjects that
new lesson communicate information your readers are familiar with, Keep
your topics short and reasonably consistent, Arrange
sentences so that they can flow from one to the next easily &
Sentences should be related with one another.)
B. Establishing a purpose TASK 2: FILL OUT THE WORD WEB
for the lesson Instruct the students to fill out the word web with words
that they can associate with welcome and closing
remarks.
143
C. Presenting TASK 3: LET‟S WATCH A VIDEO
examples/instances of Let the class analyze the sample closing remarks and
the new lesson answer the questions that follow.
Source:
https://www.youtube.com/watch?v=h-OC6nVpo30
Closing remarks by Simon Delekta, Senior Program Officer-
NHCFoundation
QUESTIONS:
1. What is the video about?
(Possible Answer: The video is about closing remarks in the
Annual Meeting –Hampshire Non Profit Organization)
2. How did the speaker deliver his closing remarks?
(Possible Answer: The speaker delivers his closing remarks
with confidence and with engagement in the audience.)
3. What are the qualities of a good speaker?
144
(Possible Answers: The speaker should be confident and
knowledgeable in the event he/she is attending.)
D. Discussing new CONCEPT NOTE:
concepts and practicing The teacher will discuss to the students the qualities of a
new skills #1 good speaker.
Five Characteristics You Need to Succeed as a Public

Speaker
1. Confidence- A public speaker who exudes confidence
is viewed as being more confident, accurate,
knowledgeable, intelligent and likable than a speaker
who is less confident of what they are saying.
2. Passion
Passion is a strong feeling of enthusiasm for something.
In order to effectively communicate your speech, you
need to have a passion for the subject.
3. Introspection and Self Awareness
To be a successful public speaker, you must first
understand who you are and what your strongest
qualities are. Most successful speakers work to capitalize
on their strengths.
4. Be Yourself
5. Engagement with your Audience
A good speech should be conversational in nature. It
should engage the audience as much as possible.
Source: https://mannerofspeaking.org/2016/03/19/five-
characteristics-you-need-to-succeed-as-a-public-
speaker/
E. Discussing new
new skills #2
(leads to Formative
Assessment #3)
H. Making
generalizations of
daily living
I. Evaluating learning TASK 4: LET‟S STAND & DELIVER
Based on the welcome/closing remarks made by the
students, they will be given one minute to deliver their
welcome/closing remarks. (see Appendix for the sample
rubrics)
J. Additional activities for TASK 5: LET‟S REFLECT:
application or Based from the presentation, complete the statements
remediation below:
1. I realized that_____________
2. I feel that_______________
3. I learn that______________
V. REMARKS
145
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
146
I. OBJECTIVES
special speeches for occasions; and effective use of
structures of modification and pronouns.
delivering special speeches that observe the proper use
and acknowledgement of sources and appropriate
prosodic features, stance and behaviour.
C. Learning  Give expanded definitions of words. EN10V-IIIe-13.9
Competencies/Objectives  Express personal significance of the selection to the
(Code) reader (reader response). EN10RC-IIIg-2.18
II. CONTENT Personal Significance of the Selection to the Reader
(reader response)
Reading Selection: A Grain As Big A Hen‘s Egg
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials Celebrating Diversity Through World Literature
Pages English LM 10 pages 362-367
3. Textbook Pages
from LR Portal
5. Other Learning https://www.conservation.org/philippines/projects/protecti
Resources ng-biodiversity-in-the-philippines
https://www.pna.gov.ph/articles/1075598
https://www.indiatoday.in/education-today/gk-current-
affairs/story/amazon-forest-fire-deforestation-countries-
sign-forest-pact-1597164-2019-09-09
https://39byfk2z09ab1y1bzj1l5r82-wpengine.netdna-
ssl.com/wp-content/uploads/2017/10/broader01-
101917.jpg
https://www.marineinsight.com/environment/11-threats-
to-marine-environment-you-must-know/
http://lolruss.umn.edu/PopLit/a_grain_as_big_as_a_hen'
s_egg.htm
https://courses.lumenlearning.com/introliterature/chapter/
reader-response-criticism/
http://www.online-literature.com/crane/4373/
147
A. Reviewing previous Have a brief review of the previous lesson.
new lesson
B. Establishing a purpose Tell the students that they are expected to be equipped
for the lesson with knowledge and skills essential to the proper
utilization of the natural resources for the welfare of
mankind.
C. Presenting Task 1. Tell me a Story

examples/instances of Let the students share their insights and tell a brief story
the new lesson about the two sets of pictures below. (answers may vary)
a.
b.
https://www.conservation.org/philippines/projects/protecti
ng-biodiversity-in-the-philippines
https://www.pna.gov.ph/articles/1075598
https://www.indiatoday.in/education-today/gk-current-
affairs/story/amazon-forest-fire-deforestation-countries-
sign-forest-pact-1597164-2019-09-09
https://39byfk2z09ab1y1bzj1l5r82-wpengine.netdna-
ssl.com/wp-content/uploads/2017/10/broader01-
101917.jpg
https://www.marineinsight.com/environment/11-threats-
to-marine-environment-you-must-know/
Then, tell the class that in the reading selection to be

discussed entitled ―A Grain As Big As Hen‘s Egg‖ they
will also find out how humans show disposition towards
nature. (The reading selection could be given as an
assignment prior to the discussion.)
Introduce the Author of the Story.
―A Grain as Big as a Hen‘s Egg‖ written by Leo Tolstoy, a

Russian author who wrote the acclaimed novels ―War
and Peace,‖ and ―Anna Karenina,‖ and still ranks among
the world's top writers.
148
D. Discussing new A. Vocabulary Development
new skills #1 The World of Word Expansion
Let them review the rules in expanding a definition of
word into a sentence. Then, the students should define
the following words taken from the reading selection to
be tackled.
Expanding a word into a Sentence

Word + class + characteristics (differentiates)
Example:
Sense of humor is the ability to laugh and make others
laugh.
a. Totter e. thresh
b. Ravine f. peasant
c. Cease g. crutch
d. Ponder
Answers:
a. Totter is a verb which means to move or walk in a

slow or unsteady way.
b. A ravine is a small narrow –sided valley that is
larger than a gully and smaller than a canyon and
that is usually worn by running water.
c. Cease is a verb which means to stop happening.
d. Ponder is a verb that means to think about or
consider something carefully.
e. Thresh is a verb that means to separate grain
from (a plant), typically with a flail or by the action
of a revolving mechanism.
f. A peasant is a noun that refers to a poor farmer of
low social status who owns or rents small piece of
land for cultivation.
g. A crutch refers to a long stick with a crosspiece at
the top, used as a support under the armpit by a
lame person.
Discussion/Comprehension Check
Let the students answer the following questions.
1. Describe the object that the children picked up from
the ravine.
(The children found an object shaped like a grain of corn,

with groove down the middle, but as large as a hen‘s
egg.)
2. How did the wise men come to know that the object was a
grain of corn?
(When a hen flew in and pecked at it till she made a hole
in it, and then everyone saw it was a grain of corn.)
149
4. What did the king do to find information about the
grain of corn?
(The King asked the learned men to find out when and
where such corn had grown.)
5. Describe the first peasant. What did the peasant say

about the grain?
(Old and bent, ashy pale and toothless, he just managed
with the help of two crutches. He said he never sowed nor
reaped any like it in his fields, nor bought any such.)
4. Describe the peasant’s father. What did he say about

the grain?
(Unlike his son, the peasant‘s father had only one crutch.
He was still able to see and hear better than his son. The
same with his son, he never sowed nor reaped any like it
in his fields.)
5. How did the peasant’s grandfather respond when asked if

he ever bought such a grain?
(He answered in his time, no one ever thought of such a sin as

buying or selling bread and they knew nothing of money. Each man
had corn enough of his own.)
6. Why was the grandfather healthier than both his son and
his grandson?
(Answers may vary.)
7. Why do you think the earth ceased to grow grains of that
size?
(Answers may vary.)
E. Discussing new Using the text which you have read, assess the
concepts and Practicing relationship between humans and nature and how they
new skills #2 respond to each other‘s action or disposition. Divide the
class into four groups and let them discuss the answer to
the following questions. The class will show their
answers through differentiated activities.
1. How did mankind show interest in maximizing the

usefulness of nature? Present it through a simple role
play.
(The curiosity of the king to find out where a grain as big

as hen‘s egg is grown is a sign that the man has still an
interest in maximizing the usefulness of nature. It gives a
glimpse of hope that in that way, men still care about the
nature.)
2. How does God show his appreciation for the

responsible stewardship of human‘s over nature? Portray
your answer through a sketch/painting.
(Answers may vary)
150
3. What happened to humans as a result of their
shortcomings? How did the selection establish the cause
and effect relationship? Show your answer through a
pantomime.
4. From your point of view as a student and citizen of this

country, suggest how people should utilize natural
resources considering the concept of sustainability.
Explain your ideas through a simple spoken poetry.
Answers may vary.
F. Developing mastery To assess the relevance of the text and the activities
(leads to Formative presented, write your comments regarding the following:
Assessment #3)
1. What is the purpose of the author?
2. Discuss the tone and mood of the selection.
3. What is the theme of the story?
4. Explain the personal significance of the story to you.
G. Finding practical Utilizing and Sustaining Nature
and skills in daily living Everyone is responsible for the proper utilization of
natural resources thus, he/she must be aware of the
effects of his/her actions.
Find out whether you are doing what is best for

humankind and nature; check your plan against those of
the authorities by researching on the government‘s
projects and programs. Be able to present your output
through a talk show presentation.
(Note) The teacher may or may not include the talk show
since it will consume a lot of time.
H. Making What is the importance of reader response or expressing
generalizations of the significance of the selection to the reader?
daily living The Purpose of Reader-Response
Reader-response suggests that the role of the reader is

essential to the meaning of a text, for only in the reading
experience does the literary work come alive. Thus, the
purpose of a reading response is examining, explaining,
and defending your personal reaction to a text.
Your critical reading of a text asks you to explore:
 why you like or dislike the text;
 explain whether you agree or disagree with the
author;
 identify the text‘s purpose; and
 Critique the text.
There is no right or wrong answer to a reading response.
Nonetheless, it is important that you demonstrate an
understanding of the reading and clearly explain and
support your reactions.
151
Source:
https://courses.lumenlearning.com/introliterature/chapter/
reader-response-criticism/
How do we write the expanded definition of words?
 In expanding a word into a sentence, we write

first the word, then the word class and its specific
characteristics.
Word + class + characteristics (differentiates)

I. Evaluating learning Let the class reread the selection entitled ―The Voice of
the Mountain by Stephen Crane on pages 355-358 of
your textbook. (The teacher may choose any of the
following tasks.)
A. In pairs, let them answer the following questions:
1. How can you relate the story to your everyday

experience? Give specific situation mentioned in
the story which you can relate to your life as an
individual, as a member of your family, and
society as a whole?
2. What event in the story did you find most
significant? Why?
B. Rate and present the significance of the reading

text (The Voice of the Mountain) to you in terms
of the values emphasized below. Then, write a
reader response essay about the selection.
Values Scale
Poor fair Good Very Excellent
good
Awakening
awareness
Enhancement
of my concern
Assessing my
potentials
Source: Celebrating Diversity Through World Literature

English LM 10 pages 362-367
C. Writing Expanded Definition

Write the expanded definition of the following words:
1. Agony
2. Distress
3. Summon
4. Enormous
5. Soar
152
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
153
I. OBJECTIVES
C. Learning  Use Structures of Modification. EN10G-IIIh-30
Competencies/Objectives
(Code)
II. CONTENT Use Structures of Modification (Adjective and Adverb)
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials English 10 LM pages 359-360
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://www.thoughtco.com/modification-in-grammar-
Resources 1691323
Everyday English That Really Works (Grammar Skill

Book for Grade 10) Francisca B. De la Cruz et.al pages
38-40
A. Reviewing previous Provide a brief recap of the previous lesson on
lesson or presenting the expressing the relevance of the selection entitled ‗A
new lesson Grain as Big As a Hen‘s Egg‖ by asking some students to
share their insights about it. (3 minutes)
B. Establishing a purpose Ask the students: How are meanings of words changed,
for the lesson expanded, and limited?
-The meanings of words could be changed, expanded,

and limited through structures of modification.
Let the class recall their lesson on structures of

modification for nouns and verbs by giving them sample
sentences to be analyzed.
a. That was a strong typhoon. (The adjective strong

modifies the noun typhoon.)
154
b. We went to the pizza parlor. (The noun pizza
modifies the noun parlor.)
c. The students disagree among themselves.
(The prepositional phrase among themselves
modifies the verb disagree.)
d. Sophia talks softly. (The adverb softly modifies
the verb talks.)
e. We actually did it. (The word actually is an adverb
that modifies the verb did.)
C. Presenting Present the following sentences to the class and let them
examples/instances of identify what part of speech they belong and look for the
the new lesson word they modify.
1. The king gave orders that some very old

peasants should be brought before him. (adverb
+ adjective)
2. The old man was so deaf. (Adverb + adjective)
3. Your speech is pleasant to the ear. (adjective +
prepositional phrase)
D. Discussing new Discuss the following to the class.
new skills #1 A main word that gets modified is called a head and the
words that modify them are called modifiers. Nouns,
verbs (lexical), adverbs, and adjectives are classified as
content (lexical) words that can be modified.
Structures of Modification
An adjective is a word that serves a modifier of a noun to

denote quality of the thing named, to indicate its quantity
or extent, or to specify a thing as distinct from something
else.
Adjectives that habitually modify a noun also become the

head of the structure of modification.
a. Qualifiers or adverbs of degree or intensity as

Adjective Modifier
A word that modifies an adjective is called a
qualifier. Words like very, rather, enough, etc are
qualifiers.
Example: She is very pretty.

The sound was loud enough.
b. Adverb as Adjective Modifier

An adverb that modifies an adjective ends in -ly.
They are positioned before the head.
Example: He is a widely famous singer.
My friend is severely ill.
Note: If the adjective comes after the linking verb, the
adverb no longer modifies the adjective. The adjective
functions as the modifier of the structure of
complementation.
155
Example: The house seems clean everywhere.
Her voice always sounds perfect.
c. Noun as Adjective Modifier

In some special expressions, noun can modify
adjective.
Example: stone cold (coffee)

sky blue (cloth)
crystal clear (water)
d. Verb as Adjective Modifier
An adjective can be modified by a verb in present
participle form (-ing form) that usually precedes
the adjective, or by infinitive that follows the
adjective.
Example:
freezing cold hard to say
sizzling hot good to say
e. Adjective as Adjective Modifier

In special expressions, an adjective can modify
another adjective.
Example:
icy cold dark blue deathly pale
f. Prepositional Phrases as Adjective Modifier

Prepositional phrases that function as adjective
modifiers usually follow the adjective.
Example:
easy on the eyes good for nothing
stronger than never annoying to the eyes
E. Discussing new Adverbs as Head
new skills #2 An adverb is a word that describes a verb, an adjective,
another adverb or a sentence and that is often used to
show time, manner, place, or degree.
There are four class words that can modify the adverb.
a. Qualifiers or adverbs of degree or intensity as Adverb

Modifier
Examples:
Rather slowly very carefully
happily enough
b. Adverbs as Adverb Modifier

Examples:
never again always after
inside out somewhere beneath
156
c. Noun as Adverb Modifier
Examples:
face up sun down
way below a meter away
d. Prepositional Phrases as Adverb Modifier

Examples:
away for a week up in the attic
nowhere to be found
somewhere in the dark
F. Developing mastery Identify the structure of modification in each sentence.

(leads to Formative Tell the word classes for each item.
Assessment #3)
1. They were approached by an incredibly wise man.
(Adverb as Adjective Modifier)
incredibly- adverb
wise -adjective (head)
2. The flowers are really fantastically decorative.
3. Quite few of the passengers were badly bruised.
4. Our houses stand close together. (Adverb as Adjective
Modifier)
5. Why are you so terribly impatient? (Adverb as
Adjective Modifier)
G. Finding practical b. As a student, why is it important to learn the structure
application of concepts of modification?
We need to learn the structure of modification in order to
be more proficient in the English language and to
express our ideas clearly and efficiently.
H. Making a. What is structure of modification?
generalizations of
concepts and skills in Modification is a syntactic construction in which
daily living one grammatical element (e.g., a noun) is accompanied
(or modified) by another (e.g., an adjective). The first
grammatical element is called the head (or headword).
The accompanying element is called a modifier.
Modifiers that appear before the headword are

called premodifiers. Modifiers that appear after the
headword are called postmodifiers. In morphology,
modification is a process of change in a root or stem.
b. What are the modifiers of adjectives and adverbs

when they function as head?
1. Adjectives used as head can be modified by adverbs,
nouns, verbs and prepositional phrases.
2. Adverbs can be modified by another adverb, nouns
and prepositional phrases.
Source: https://www.thoughtco.com/modification-in-
grammar-1691323
157
I. Evaluating learning A. Choose the appropriate modifier for each underlined
head/root in the word pool below. Then, identify the
structure of modification in each item.
a. inside out b. very c. in a while

d. quite e. enough f. abundant
g. nice h. hopeless i. to serve
j. inside out k. fairly
1. He looked at me once _________.

2. He speaks ______ good in English.
3. My friend won a ________ large sum of money
in lottery.
4. We were welcomed in a _______ warm room.
5. The story is long ______ to be discussed in one
hour.
6. The _________ generous man gives charity to
the needy.
7. The lady was __________ romantic, she never
had boyfriend since birth.
8. The students are ______ witty.
9. We prepared simple _______recipe dishes.
10. My best friend is beautiful ________.
Answers:
1. c.) once in a while - (Adverb +prepositional

phrase)
2. d.) quite good - (Adverb + Adjective)
3. k) fairly large - (Adverb + Adjective)
4. g.) nice warm – (adjective + Adjective)
5. e.) long enough –adjective + Adverb
6. f ) abundant generous - (adjective + Adjective)
7. h) hopeless romantic - (adjective + Adjective)
8. b) very witty – (Adverb + Adjective)
9. i) simple to serve – Adjective + Prepositional
phrase
10. a) beautiful inside out – Adjective + Adverb
B. Divide the class into 5 groups and let them write a

simple dialogue that focuses on how they can be of
help in harnessing nature‘s potential. Make sure to
make use of the structures of modification in their
output. Have them underline the heads and encircle
the modifiers used. (Answers may vary)
J. Additional activities for Have an advance reading of the sample dedication

application or speech on pages 370-371 of your Learner‘s Manual.
remediation
V. REMARKS
158
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
159
I. OBJECTIVES
C. Learning  Delivers special speeches like speech of
Competencies/Objectives dedication effectively. EN10OL-IIIg-1-10
(Code)
II. CONTENT Delivering a Speech of Dedication
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials LM for English 10 pages 368-369
Pages
3. Textbook Pages
from LR Portal
5. Other Learning https://www.examples.com/education/dedication-speech-
Resources examples.html
A. Reviewing previous Brief review of the previous lesson. (3-5minutes).
new lesson Let some students present their output on the previous
lesson which is the dialogue on students‘ contribution in
harnessing nature‘s potentials.
Then, let them identify at least two heads of the
modification and their modifiers.
B. Establishing a purpose Ask the students:

for the lesson How do you feel about speaking in front of an audience?
Share your experience in delivering a speech.
C. Presenting
examples/instances of Elicit students‘ prior knowledge by asking them the
the new lesson following:
1. What is a speech of dedication?
(In a speech of dedication, the speaker says something
appropriate about the purpose to be served by whatever
is being dedicated and about the person/s, event, or
occasion, being commemorated.)
160
Let the students scan the sample speech of dedication.
See attached copy in the appendices. (This could be
given as a reading assignment on the previous meeting.)
Then, let the students answer the following questions:
1. What is the speech all about?

2. What significant points were discussed in the
speech?
3. Describe how the speaker begin and end his
speech?
D. Discussing new Discuss with the class the following:
new skills #1 Instructions on How to Write a Speech of Dedication
1. Write your introduction with thank you to the

students and faculty for the opportunity to present
at the school dedication. Draft the speech in the
exact words you are going to say to make the
memorization easier. Mention how special an
occasion is. Write an anecdote or use an
inspirational quote related to your topic.
2. Organize the material you want to use in your
speech into main points. Keep the number of your
points between three and seven.
3. Include a story that is relevant to the point of your
speech. Don‘t hesitate to make a joke or use
inspirational, poetic language.
4. Link your introduction, key points and conclusion
with smooth transitions. Take out the points that
are not crucial to the speech. Stay on the target to
keep the audience engaged.
5. Write a conclusion to wrap up your points and
your speech‘s theme. Write the concluding lines
with the intention of leaving the audience with a
lasting and empowered impression.
Celebrating Diversity Through World Literature English

LM for Grade 10 page 369
E. Discussing new Discuss with the class the topic ―Preparing and
concepts and Practicing Delivering a Dedication Speech‖
new skills #2 (See attachment in the appendices)
https://www.examples.com/education/dedication-speech-
examples.html
F. Developing mastery Write-up to Remember
(leads to Formative Divide the class into 5 groups. Let them write a
Assessment #3) dedication speech. They may choose from the topics
given below.
a. Think of a person who implements programs and

projects so that the nature‘s potentials will be
maximized and sustained. In order to show your
sincerity in advocating for their effective
implementation, write a speech of dedication for
him/her.
161
b. Write a dedication speech for a significant or
influential person in your life.
(Remind the students to take note of the guidelines in

composing this type of speech. Then each group shall
select someone who will present their output.)
H. Making  What is a dedication speech?
generalizations of
concepts and skills in A dedication speech is a speech delivered to honour an
daily living individual – family, friends, colleague, etc. It highlights
the subject‘s accomplishments and positive qualities.
 What are the points to remember in writing and
delivering a dedication speech?
I. Evaluating learning Delivering the Dedication Speech.
Each group should have a representative who will
present the speech of dedication.
Be guided of the scoring rubric.
J. Additional activities for After having delivered the speech of dedication, the
application or students should have an advance reading on how to
remediation critique one‘s speech in preparation for the next lesson.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
162
I. OBJECTIVES
C. Learning  Composes a guided critique of a chosen selection
Competencies/Objectives EN10WC-IIIh-14
(Code)
II. CONTENT Guided Critique of a Speech Delivery
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials Celebrating Diversity Through World Literature
Pages English LM 10 pages 371-372
3. Textbook Pages
from LR Portal
5. Other Learning https://classroom.synonym.com/write-speech-critique-
Resources paper-6375122.html
http://sixminutes.dlugan.com/speech-evaluation-1-how-
to-study-critique-speech/
A. Reviewing previous Review of the previous lesson on writing/presenting a
lesson or presenting the speech of dedication.
new lesson
B. Establishing a purpose Orient the students about their task for the day which is
for the lesson to write the guided critiquing of a speech delivery.
C. Presenting Ask a volunteer student to present a sample dedication

examples/instances of speech (output from the previous meeting).
the new lesson
D. Discussing new
A. After the speech, present the following checklist for a
new skills #1 speech critique. This will be the guide of the students in
writing their output. Then, let the class give comments
and suggestions about the presentation.
163
Let the students use the following Checklist for the
Speech Critiquing. This can be done by small groups.
Elements Criteria Scale Remarks
Very Good
Excellent
Good
Poor
Content Relevance
Practical
Application
Timeliness
Values
Integration
Organization of Order of
Ideas Ideas
Delivery Stress
Enunciation
Phrasing
Voice Command
Modulation
Volume
Quality
Discuss with the class some tips on how to write a

speech critique paper. (See attachments below.)
https://classroom.synonym.com/write-speech-critique-
paper-6375122.html
E. Discussing new
new skills #2
F. Developing mastery Have one volunteer student present a dedication speech,
(leads to Formative then using the checklist above let the class evaluate his
Assessment #3) speech presentation. The critiquing could be done orally.
What is the importance of critiquing a speech delivery?
H. Making To critique a speech, it‘s necessary to evaluate the
generalizations of speaker‘s abilities in both speech writing and delivery.
concepts and skills in Determine whether the speaker used facts and
daily living anecdotes to make a convincing case, and decide if his
or her style was engaging enough to keep your attention
through the end. Sharing your critique with the
speaker will help him or her improve.
I. Evaluating learning Tell the students:
From among your classmates, choose one whose

speech you want to critique; then watch him/her deliver a
speech of dedication Use the checklist provided above in
evaluating the speech. After critiquing, present your
speech critique paper in class for discussion.
J. Additional activities for Let the students write their reflection about the lessons
application or for the week in their journals. For this, complete the
remediation following:
164
The lessons presented for the whole week were (add
descriptive words) ___________________.
The insights I gained are ___________________.
They made me ___________________________.
Source: Celebrating Diversity Through World Literature

English LM 10 pages 362-367
Let the students read the following:

(Please refer to appendix of DLP Quarter 3 Week 9 Day 1)
1. ―It‘s officially now the worst ever August for

Amazon deforestation.‖
2. ―Philippines law would require students to plant
10 trees if they want to graduate.‖
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
165
I. OBJECTIVES
nature; strategies in evaluative reading, writing, listening,
and acknowledgment of sources and appropriate
prosodic features, stance, and behavior.
C. Learning  React intelligently and creatively to the text
Competencies/Objectives listened to. EN10LC-IIIi-2.9.
(Code)
II. CONTENT Reactions To The Text
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning  https://www.newscientist.com/article/2214734-its-
Resources officially-now-the-worst-ever-august-for-amazon-
deforestation/
 https://pia.gov.ph/news/articles/1022792
 https://www.independent.co.uk/news/world/asia/phili
ppines-tree-planting-students-graduation-law-
environment-a8932576.html

A. Reviewing previous FOR ADVANCED LEARNERS
new lesson Instructions: Write in color-coded meta cards your point
of view about this week‘s undertakings, the skills which
you have to develop, and your desires as a student. On a
separate sheet of paper, give possible ways on how to
achieve your desire as a student. Then post them in the
area designated for them inside the classroom. Choose
your representative to discuss your output. (5 minutes)
Note: The teacher should briefly process students‘

responses. Discuss only what is essential.
166
Point of View Skills to develop Desire as a
student
FOR AVERAGE LEARNERS

 What can you recall with regard to our previous
lesson?
(The teacher must filter students’ responses as he or she
processes. Just call 2-3 students)
B. Establishing a purpose The teacher asks the following questions to 2-3 students.
for the lesson (Answers may vary. The teacher must process students’
responses)
1. Were you already asked by someone to react on
something?
2. How did you make your reactions?
3. What are the details needed in coming up with an
intelligent and creative reaction?
4. How do you organize your points?
C. Presenting The teacher reads an article entitled, “It's officially now
examples/instances of the worst ever August for Amazon deforestation” by
the new lesson Adam Vaughan. Students should be given a copy of the
article. This article should be given beforehand.
Source: https://www.newscientist.com/article/2214734-
its-officially-now-the-worst-ever-august-for-amazon-
deforestation/
D. Discussing new The teacher asks:
concepts and practicing 1. What does the article want to emphasize? What points
new skills #1 are treated more fully in the Article?
2. How is the work related to problems in our present-day
world?
3. How is the material related to your life, experiences,
feelings and ideas? For instance, what emotions did the
work arouse in you?
4. What bases can we utilize to support our reaction?
5. Did the work increase your understanding of a
particular issue? Did it change your perspective in any
way?
6. What realizations did you have while listening/reading
the article?
E. Discussing new
new skills #2
F. Developing mastery Instructions: Call 2-3 students to react on the selection
(leads to Formative given below. Instruct the students that their reaction
Assessment #3) should follow the order indicated below.
Public urged to volunteer for Bicol natural parks

conservation (An Excerpt)
Source: https://pia.gov.ph/news/articles/1022792
167
The Department of Environment and Natural
Resources in Bicol (DENR-5) is urging the public to
involve themselves in safeguarding the region‘s
biodiversity through conservation and protection of
natural parks.
―Let us plant trees every now and then, which is

beneficial to the planet,‖ DENR-5 Regional Executive
Director Gil A. Aromin, said. DENR-5 and the Protected
Area Management Board (PAMB) vowed stricter
protection to Catanduanes Natural Park in Catanduanes
province and Mt. Isarog Natural Park in Camarines Sur
province.
MY REACTION
A. Topic sentence for first
reaction
B. Topic sentence for
second reaction (Optional)
C. Topic sentence for third
reaction (Optional)
D. Conclusion
G. Finding practical Instructions: The class shall be grouped into 3. Each
application of concepts group shall be asked to listen to the article to be read by
and skills in daily living the teacher entitled, ―Philippines law would require
students to plant 10 trees if they want to graduate‖. After
listening to the text, they shall be asked to conduct a 3-
minute Focused Group Discussion (FGD). The
discussion must tackle their reactions relative to the
issue. After that, they need to create a synthesis of their
reactions and present it to the class. The teacher should
give the criteria to the students. (10 minutes)
(The article must be given to the students ahead of time)
Source:
https://www.independent.co.uk/news/world/asia/philippin
es-tree-planting-students-graduation-law-environment-
a8932576.html
H. Making Ask: (2 or 3 students)
generalizations of  What is the significance of giving our reactions?
concepts and skills in What does it contribute?
daily living Concept Note:
 A reaction or response requires the writer to
analyze a text, then develop commentary related
to it. It is a popular academic assignment
because it requires thoughtful reading, research,
and writing.
 The reader is essential to the meaning of a text
for they bring the text to life. The purpose of
giving reaction is to examine, explain, and defend
your personal reaction to a text.
I. Evaluating learning Students‘ output during the presentation shall serve as
the assessment. Before the presentation, this rubric
should be presented to them.
168
CRITERIA POINTS
Creativity 15
Content 15
Basis/es 10
Grammar and Organization 10
TOTAL 50
application or Instructions: Write a 3-paragraph reaction paper on any
remediation of the following issues:
 Global Warming
 Climate Change
 Dengue
 Deforestation
 Solid Waste Management
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
169
I. OBJECTIVES
nature; strategies in evaluative reading, writing, listening,
and acknowledgment of sources and appropriate
prosodic features, stance, and behavior.
C. Learning  Disclose the personal significance of a material
Competencies/Objectives viewed. EN10VC-IIIi-2.8.
(Code)
II. CONTENT Disclose the personal significance of a material viewed.
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning  https://yourstoryclub.com/short-stories-social-
Resources moral/moral-short-story-eco-day/
 https://www.google.com/search?q=gina+lopez&s
ource=lnms&tbm=isch&sa=X&ved=0ahUKEwj-
gaekua_kAhUTZt4KHewWB7sQ_AUIEigC&biw=
1366&bih=657#imgrc=Er4-q9zoA2_ykM:
 https://www.google.com/search?biw=1366&bih=6
57&tbm=isch&sa=1&ei=qaJrXcfgDMuUr7wP8LO
EkA8&q=Ecosystem&oq=Ecosystem&gs_l=img.3
..35i39j0i67l9.18930.21700..21981...0.0..0.654.31
03.2-4j0j2j2......0....1..gws-wiz-
img.......0.BUvACjeDhpc&ved=0ahUKEwiH2YmW
uq_kAhVLyosBHfAZAfIQ4dUDCAY&uact=5#imgr
c=v1RllI0VxVmTjM:
57&tbm=isch&sa=1&ei=xKJrXZzDGuebmAW42Y
LADA&q=Tree&oq=Tree&gs_l=img.3..0i67l6j0l4.5
70175.570733..572151...0.0..0.388.1267.2-
1j3......0....1..gws-wiz-
img.......35i39.Ur_rshu13rE&ved=0ahUKEwictYej
uq_kAhXnDaYKHbisAMgQ4dUDCAY&uact=5#im
grc=bQgpFuYBxGJnfM:
170
57&tbm=isch&sxsrf=ACYBGNTKmn--
PTL3IOupdlheySFuq_noeg%3A1567926003257&
sa=1&ei=86Z0XbqrD5KNr7wP85eVmAE&q=thro
wing+garbages&oq=throwing+garbages&gs_l=im
g.3..0l4.606500.611097..612396...0.0..0.294.176
9.2-7......0....1..gws-wiz-
img.......35i39.Y69zP7che-
E&ved=0ahUKEwj68NTD08DkAhWSxosBHfNLB
RMQ4dUDCAY&uact=5#imgrc=TZO7T3EO_ZF7
QM:

A. Reviewing previous Recapitulation of previous lesson
lesson or presenting the The teacher collects the assignment regarding their
new lesson reactions on the social issue they selected. The teacher
may select 2 outputs to be shared in class. The teacher
should process what has been shared. (5 minutes)
B. Establishing a purpose The teacher lets the The teacher calls a student to
for the lesson students close their eyes read the article while the
and feel relaxed. He/she teacher manages the class.
should play relaxing He/She makes sure that all of
instrumental background the students listen to the
music while reading the article being read.
article (Suggestopedia).
The teacher says:
I’d like all of you to close

your eyes, sit properly
focus, concentrate and
try to imagine what is
being read in article. Do
not open your eyes
unless told to do so. Do
not create unnecessary
sound.
C. Presenting If all of them are now ready to listen, read properly the
examples/instances of article entitled, ―The Eco Day‖ by Sachin Bhat. You can
the new lesson access the article at: https://yourstoryclub.com/short-
stories-social-moral/moral-short-story-eco-day/. Let them
open their eyes after listening to the text.
D. Discussing new 1. How did you feel after listening to the text? What did
concepts and practicing you imagine?
new skills #1 2. Who is speaking in the story?
3. What part of the story struck you most? Why?
4. What was the strategy made by the speaker to
convince the people to plant trees?
5. How would you describe the speaker? Why did you
say so?
6. If you were the character in the story, what other
strategies would you make?
E. Discussing new
new skills #2
171
F. Developing mastery UNCONFERENCING ACTIVITY
(leads to Formative
Assessment #3) Unconferencing is an informal oral activity that allows all the members of
the group share their viewpoints regarding the topic. Every member’s idea
becomes contributory to the discussion. He or she can agree or disagree.
Instructions: Divide the class into 2 groups. Let each

group form a small circle and discuss the significance of
what is shown in the picture. It is better if all the members
of the group can also express their points. For average
students, they can be allowed to express their points in
Bicol or in Filipino so long as there is someone who will
translate what they said. After the unconferencing, ask a
representative to present the gist of the discussion in the
class.
(The teacher should process students‘ viewpoints)
GROUP 1
Source:
https://www.google.com/search?q=gina+lopez&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwj-
gaekua_kAhUTZt4KHewWB7sQ_AUIEigC&biw=1366&bih=657#imgrc=Er4-
q9zoA2_ykM:
GROUP 2:
Source:
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=qa
JrXcfgDMuUr7wP8LOEkA8&q=Ecosystem&oq=Ecosystem&gs_l=img.3..35i
39j0i67l9.18930.21700..21981...0.0..0.654.3103.2-4j0j2j2......0....1..gws-wiz-
172
img.......0.BUvACjeDhpc&ved=0ahUKEwiH2YmWuq_kAhVLyosBHfAZAfIQ4
dUDCAY&uact=5#imgrc=v1RllI0VxVmTjM:
G. Finding practical Rooting Significance
and skills in daily living Instructions: The picture shall be posted on the board.
Ask 10 students to provide their own idea as to the
benefit of the object presented. Write your idea on a strip
of paper and paste it in the circle. The teacher should
process their answers.
H. Making  What did you realize as you disclose your ideas

generalizations of with your classmates? Did it help them too?
concepts and skills in  Is it important in our daily activities?
daily living  What are then the parameters that we need to
note in one‘s ideas?
Concept Note:
Interpersonal communication is the primary means by
which we get to know others as unique individuals, it is
important to understand the role of self-disclosure. Self-
disclosure is the process of revealing information about
yourself to others that is not readily known by them—you
have to disclose it.
I. Evaluating learning (Using the same group; just change the leaders)
Instructions: The picture shows one of the malpractices
that human do against our nature. Using this picture, try
to imagine what will happen in the future if we keep on
doing it now and then. Each group shall present their
work. Please be guided by the rubric. (10 minutes)
173
Source:
https://www.google.com/search?biw=1366&bih=657&tbm=isch&sxsrf=ACYBGNTKm
n--
PTL3IOupdlheySFuq_noeg%3A1567926003257&sa=1&ei=86Z0XbqrD5KNr7wP85e
VmAE&q=throwing+garbages&oq=throwing+garbages&gs_l=img.3..0l4.606500.6110
97..612396...0.0..0.294.1769.2-7......0....1..gws-wiz-img.......35i39.Y69zP7che-
E&ved=0ahUKEwj68NTD08DkAhWSxosBHfNLBRMQ4dUDCAY&uact=5#imgrc=TZ
O7T3EO_ZF7QM:
Effect?
GROUP 1: Comic Strip
GROUP 2: Short Skit
GROUP 3: Interview/Talk Show
CRITERIA POINTS
Creativity 20
Content 20
Relevance 10
TOTAL 50
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
174
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
175
I. OBJECTIVES
literatures and other text types serve as vehicles of
expressing and resolving conflicts among individuals or
groups; also how to use strategies in critical reading,
listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous
speeches.
B. Performance The learner demonstrates communicative competence
Standards through his/ her understanding of literature and other
texts types for a deeper appreciation of Philippine Culture
and those of other countries.
C. Learning  Evaluate literature as a source of wisdom in
Competencies/Objectives expressing and resolving conflicts between
(Code) individuals or groups and nature. EN10LT-IIIi20
 Compose an independent critique of a chosen
selection. EN10WC-IIIi-14
II. CONTENT Compose Independent Critique
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning Video entitled ―MAN‖
Resources Source:https://www.youtube.com/watch?v=WfGMYdalCl
U

A. Reviewing previous Recapitulation of the previous lesson. (3 mins)
new lesson
B. Establishing a purpose TASK 1: CLARIFYING TASK 1: CLARIFYING
for the lesson CONFLICTS (10 mins) CONFLICTS (10 mins)
Have students work in pairs. The students will list down
While one shares a real-life real-life conflicts they
conflict (can be in the have observed in the
community, family, school, following settings:
peers, etc.), the other listens A. Community
and suggests solutions to B. School
overcome it. C. Family
D. Environment
C. Presenting The class will watch a video, entitled ―MAN‖ at

examples/instances of https://www.youtube.com/watch?v=WfGMYdalClU
the new lesson
176
After watching, ask: (5 mins)
1. What benefits do we get from our planet as shown in
the video? Enumerate them and give examples.
2. Describe the man in the video. How did he use
nature?
3. To what particular issue does the video relate to?
4. What are the consequences of the man‘s actions?
5. Mention the conflicts present in the video.
6. What are our responsibilities as caretakers of the
planet?
D. Discussing new Let the students review on conflicts.
concepts and practicing TASK 2: SPOT ME! (5 mins)
new skills #1 Identify the different conflicts found in the video.
TYPES OF CONFLICT SITUATION IN THE
FOUND IN THE VIDEO VIDEO THAT SHOWS
THE CONFLICT
E. Discussing new TASK 3: CRITIC ME (15 mins)

concepts and Practicing 1. Review on Writing a Critique
new skills #2 2. The class will be grouped into 5.
2. Based on the video, write a critique following guide.
CONTEXT What genre is it?

Adventure?
Science Fiction?
Fantasy? Literary?
AUTHOR‟S INTENTION
What is the author

trying to accomplish
with the story?
YOUR REACTIONS
Note your reactions

when you
read/watch the
video
LITERARY DEVICES
Figures of speech
used and their
purpose
177
LITERARY TECNIQUES
Were these
techniques useful?
ENDING
Does the ending resolve

the plot and bring closure
to the crisis of the
characters?
PROCESS (3 mins)
The groups will present their work to the class. The
teacher critiques their anwers.
F. Developing mastery TASK 4:

(leads to Formative UNCONFERENCING ACTIVITY (5 mins)
Assessment #3) The students will be grouped into 5 share some conflicts
found in the environment and will propose activities and
solutions that will help solve these environmental
problems.
After sharing, each group will consolidate the output in
the form of writing.
What are our roles in taking good care of Mother Earth?
(2 mins)
H. Making What makes literature a source of wisdom?
generalizations of What are the steps in writing an independent critique? (3
concepts and skills in mins)
daily living
I. Evaluating learning
TASK 5: MY OWN CRITIQUE (10 mins)
In the unconferencing activity, the teacher will choose the
best output and will be the subject for critiquing following
the rubrics below.
Rubric:
CRITERIA POINTS
Completeness 30
Content 50
Grammar and 20
Organization
Total 100

application or
remediation
V. REMARKS
178
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
179
I. OBJECTIVES
literatures and other text types serve as vehicles of
expressing and resolving conflicts among individuals
or groups; also how to use strategies in critical
reading, listening, and viewing, and affirmation and
negation markers to deliver impromptu and
extemporaneous speeches.
B. Performance The learner demonstrates communicative competence
Standards through his/ her understanding of literature and other
texts types for a deeper appreciation of Philippine
Culture and those of other countries.
C. Learning  Deliver special speeches like toast and roast
Competencies/Objectives speeches, tributes, welcome and closing
(Code) remarks, speeches to introduce guest
speakers/resource persons etc. effectively in
varied speech situations. EN10OL-IIIi1.10
 Use structures of modification. EN10G-IIIi-30
II. CONTENT Delivery of Special Speeches
Use of Structures of Modification
III. LEARNING
RESOURCES
References
Pages
Pages
3. Textbook Pages
from LR Portal
5. Other Learning  https://www.google.com/url?sa=i&source=images
Resources &cd=&cad=rja&uact=8&ved=2ahUKEwiuhIDOlcHk
AhXIMt4KHe_oByQQjRx6BAgBEAQ&url=https%3
A%2F%2Fwww.123rf.com%2Fphoto_36521942_c
ouple-toasting-wine-
glasses.html&psig=AOvVaw3Wqpcjp3MueJeK98
HaPUHi&ust=1568030121792559

A. Reviewing previous Recapitulation of the previous lesson. (2 mins)
new lesson
B. Establishing a purpose TASK 1: A TOAST OR ROAST (3 mins)
for the lesson Ask:
What does the picture signify?
Where do you normally see this picture?
180
Source:
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&u
act=8&ved=2ahUKEwiuhIDOlcHkAhXIMt4KHe_oByQQjRx6BAgBE
AQ&url=https%3A%2F%2Fwww.123rf.com%2Fphoto_36521942_c
ouple-toasting-wine-
glasses.html&psig=AOvVaw3Wqpcjp3MueJeK98HaPUHi&ust=156
8030121792559
C. Presenting LECTURE: (5 mins)

examples/instances of The Norse, Vikings, and Greeks drank to their gods,
the new lesson and the recorded custom of toasting began. The
British were the ones to coin the word ―toast‖ by
placing bits of bread into the mugs to help improve the
taste of their beverage. Different ethnic cultures have
their own variations on the toasting tradition and
various rules of etiquette have evolved. The toast
continue to be used as a good luck sentiment and a
drink of honor.
D. Discussing new REVIEW (10 mins)
concepts and practicing Group the class into 4. Each group will brainstorm and
new skills #1 review as to how the following speeches are done.
Group 1 Toast and Roast Speeches
Group 2 Tributes
Group 3 Welcome and Closing Remarks
Group 4 Speeches to introduce Guest
Speakers/Resource
E. Discussing new Review on structures of modification (5 mins)
new skills #2
F. Developing mastery LECTURE (15 mins)
(leads to Formative Your toast can be for any occasion - you will tell us the
Assessment #3) reason for the toast as you stand up to speak. As you
compose your toast, keep in mind the importance of
vivid and eloquent language usage. In addition you
must analyze your audience.
1. Personal greeting to the audience (e.g., To begin, I
would like to extend to everyone a heartfelt welcome
as we gather to honor our new supervisor, Chris).
2. Attention device (e.g., Chris might not be aware of
this but the first job of any new supervisor in our
company is to buy a round of drinks, so don't be shy
with your orders tonight folks)
3. Establish a relationship between the audience and
occasion (e.g., We're all here tonight to honor Chris's
accomplishments)
4. Adapt the speech to the audience (e.g, Many of us
remember when Chris was working in the steno pool)
5. Give a personal story about the reason(s) you are
181
toasting (e.g., Recently when I met Chris's family....)
6. Use a quote relevant to the persons for whom the
toast is made (e.g., Irving Berlin once said, "The
toughest thing about success is that you've got to keep
on being a success.")
7. Wish the person(s) well (e.g., May the steps that
brought you here continue to carry you upward on the
ladder of success)
G. Finding practical In what particular contexts do we deliver special
application of concepts speeches? (2 mins)
and skills in daily living Call 2-3 students.
H. Making What are special speeches?
generalizations of What are structures of modification? (3 mins)
daily living
I. Evaluating learning YOUR TASK (15 mins)
Group the students into 4. Each group will construct
the following speeches. Be sure to use structures of
modifications.
Group 1: A toast of speech to Mother Earth
Group 2: A tribute to Mother Earth
Group 3: Welcome and opening remarks about a party
on environmental awareness
Group 4: Introduction o the guest speaker in an
environmental summit
After writing, the students will deliver their speeches.
CRITERIA POINTS
Creativity 40
Uses structure of 40
modifications
Message 10
Impact 10
Total 100
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
182
continue to require
remediation
Why did these work?
encounter which my
solve?
to share with other
teachers?
183
APPENDICES
184
PRETEST IN ENGLISH 10
Instructions: Evaluate the sensory image to which the following phrases/sentences

appeal to.
1. The white-haired, barefoot child is pale.

A. Sight B. Smell C. Sound D. Touch
2. There is a scent of bird-cherry, meadowsweet, and lilies-of-the-valley.

A. Sight B. Sound C. Taste D. Touch
3. Interpret the mood of the statement, ―He longs to tell someone, all that is
haunting him now, but there is no one to tell.‖
A. Confused B. Disappointed C. Excited D. Sad
4-5. What type/s of modifier/s is/are the underlined words in the following
phrases?
4. Heavenly being
5. Great catastrophe
A. Adjective B. Adverb C. Noun D. Verb
Read the lyrics of the song, ―What A Wonderful World.” by: Louis Armstrong then
answer the following questions. Choose the letter of the correct answer.
"What A Wonderful World"
I see trees of green

Red roses too
I see them bloom
For me and you
And I think to myself
What a wonderful world
I see skies of blue

And clouds of white
The bright blessed day
The dark sacred night
The colors of the rainbow

So pretty in the sky
Are also on the faces
Of people going by
I see friends shaking hands
Saying, "How do you do?"
They're really saying
"I love you"
185
I hear babies cry
I watch them grow
They'll learn much more
Than I'll never know
Yes, I think to myself

6. What do trees of green symbolize?

A. Cleanliness and beauty
B. Freshness and freedom
C. Health and wellness
D. Hope and life
7. The bright blessed day and the dark sacred night are symbolism
of_________.
A. Challenges and trials
B. Sorrows and problems
C. Success and failures
D. Triumphs and dreams
8. What is the most beautiful gift of our Nature to human beings?

a) We gain better perspective for our life when we interact with the
nature.
b) We become closer to our Creator when we are closer to the nature.
c) We feel less stressed, more focused, more contented and happier
when we interact with nature.
d) All of the above.
Instructions: Complete the following sentences with the appropriate pronoun

9. The best remedy for the stresses _______ tensions of modern life is simpler
than we might think spend some time outside .
a) yet b) but c) and d) furthermore
10. The children were so excited to join the educational tour. _______ will visit
the national museums and national parks.
a) He b) We c) They d) You
11. Andrea tried her best to look for _________ lost wallet.
a) Her b) She c) It d) Us
12. What tools do writers use to express their ideas with artistic depths?
a) Literary Devices
b) Figurative Language
c) Diction
d) Rhetorical Devices
186
13. In the statement, ―We love walking along the beach watching the scenery of
the sunset,‖ what point of view is used?
a) First-Person Point of View
b) Limited Narration
c) Second-Person Point of View
d) Third- Person Point of View
14. The following scenario can best use a roast speech except what?
a) Promotion
b) Birthday
c) Retirement
d) Death
15. What kind of story talks about how people and societies are affected by
imaginary scientific developments in the future?
a) Biography b) Novel c) Science d) Historic
Novel
16. Which of the following is an Open Question?

a) Did you bring that coffee mug?
b) How did the story spread like wildfire?
c) Did you hear him talk about his parents?
d) Were you his best friends since grades school?
17. Which of the following is a Closed Question?

a) Were you offended by what you heard?
b) What was the headline of today‘s paper?
c) Where did the bank robbery happen?
d) Why did the old man donate all his money to that family?
18. Connotation is _______________.

a) The dictionary meaning of a word
b) An informal definition
c) The idea or feeling that a word involves in addition to its literal or primary
meaning
d) A formal definition
19. ______________ is a speech or piece of writing that usually praises someone

or something highly, typically someone who has died.
a) Elegy b) Eulogy c) Sonnet d) Ode
20. During the mass we gave each other the sign of peace. What is the reciprocal
pronoun in the sentence?
21. Your loud voice woke the baby. The pronoun YOUR is in the _____________
case.
a) Objective b) Superlative c) Possessive d) Nominative
187
22. What is exemplification?
a) Provides examples and illustrations in order to clarify or explain the
concept or subject matter
b) Giving definition by providing synonyms and antonyms
c) Is the dictionary or literal meaning of a word
d) None of the above
23. It is a type of pronoun that is used in asking questions.

a) Demonstrative pronoun
b) Interrogative pronoun
c) Personal pronoun
d) Indefinite pronoun
24. Which of the following is the tone of the story ―How to Build a Fire‖?
a) Joyful
b) Suspenseful
c) Optimistic
d) Hopeful
Replace the word or words in parentheses with the appropriate pronoun.

25. (The squirrels) scampered up the tree.
26. I have seen (the movie) five times.
Complete each sentence by adding a personal pronoun that agrees with the
antecedent.
27. Are John and Kyle going to give _____ multimedia presentation today?
28. Uncle Dwight told us about _____ tour of duty in Vietnam.
29. The theme is important in the story because _______.

a) it gives a story meaning and it creates emotional impact.
b) it gives entertainment.
c) it guides the story liner and creates a focused story.
d) it helps the reader understand several aspects of life.
30. Which of the following is not the theme of the story ―The Last Leaf?‖
a) bravery b) friendship c) hope d) sacrifice
31. A judgment based on a personal point of view is called

a) bias b) claim c) discrimination d. exaggeration.
32. Which of these ideas shows bias?

a) Family is very important to the Hispanic population in my town.
b) In Clooney‘s (2008) study of Kansas City third graders, 35% of the boys
and 68% of the girls were able to complete instructions for a tedious
assignment without showing signs of agitation.
c) Teenager‘s use of cell phones, specifically for texting, has increased 333%
in the last two years (Mc Donald, 2011).
d) The population who were lesbian responded ―No‖ 75% of the time (Martin,
2010).
33. The story ―If I Forget thee, Oh Earth‖ is a science fiction that deals with the
a) adventure of human beings in space.
188
b) extinction of earth due to natural calamities.
c.) future consequences of today‘s technological advancement.
d.) the war between humans and aliens.
Read the paragraph and answer the question below.

Allopathy and homeopathy are quite different. Allopathy is the treatment of
disease of one kind by exciting a disease of another kind or in another part. It is
sometimes incorrectly used as a name for orthodox medicine. Homoepathy, in
contrast, is a system of medicine based on the treatment of a given disease by
administering small quantities of a drug which produces the symptoms of that
disease in a healthy person. The treatment of illness, then, would be markedly
dissimilar because the underlying beliefs are strongly differentiated.
34. How does the definition of words expanded in the paragraph?

a) By cause and effect
b) By comparing and contrasting
c) By describing a process
d) By giving an example
35. Which of the following is not a part of the critique process?

a) Giving examples of improvements
b) Reading other critiques of the story
c) Trying to give feedbacks on what could be changed
d) Writing down your impressions as a reader
36. The following information are included in writing a speech when introducing a
guest speaker, EXCEPT ____________.
a) Name and Title c) Biography
b) Hobby/ies d) Address
37. A/An _____________ is a group of statements, and/or premises that are

offered in support of another statement.
a) Conclusion b) Inference c) Argument d)
Critique
38. The following are rules in introducing a guest speaker, EXCEPT

____________.
a) Always tell a joke.
b) Keep the introduction as short as possible.
c) Be upbeat and enthusiastic.
d) Start the applause.
39. The word _______________ is considered as a conclusion indicator to stress

the part of an argument that is being argued.
a) In addition b) Therefore c) Because d) Although
40–42. Identify whether the underlined phrase in each sentence is an Adjectival

or Adverbial phrase. Write ADJ if it is an adjectival phrase and ADV if it is an
adverbial phrase.
40. The bike was parked right here under the tree.
41. Sheena told me to meet her at the party later this evening.
42. You need to come closer to get a better view.
189
Identify the adjectival/adverbial clauses in the sentence below. Choose the letter of
the correct answer.
43. Bob is the student who I'm most proud of.

a) Bob is the student.
b) who I‘m most proud of.
c) the student who I‘m most proud of.
d) I‘m most proud of.
44. We'll always remember the day when he first visited us on the farm.
a) when he first visited us on the farm
b) We‘ll always remember the day
c) He first visited us on the farm.
d) We‘ll always remember
Identify the cohesive devices used in the sentence below. Choose the letter of the
correct answer.
45. Although, the member states of ASEAN 2015 are currently faced with
numerous challenges, they will eventually reap the rewards of economic
integration.
a) eventually
b) with
c) although
d) numerous
46. In addition, ASEAN 2015 will lead top economic growth and development.
a) lead
b) in addition
c) development
d) will
47. Based on the story entitled ―A Grain as Big as hen‘s Egg, which of the
following does not express its moral lesson?
a) Avoid greed and covetousness. c) Take good care of God‘s
creation.
b) Realize the value of hard work. d) Be honest all the time.
48. To find out more about the grain, who do wise men tell the king to consult?
a) the social media c) the playing children
b) the famous books d) old peasants
49. Which of the following is not included in writing a speech critique?

a) Evaluating the content c) Assessing the delivery
b) Giving a constructive feedback d) Arguing with the speaker
50. It is a kind of speech delivered to honour an individual, a family member,

friend, or colleague. It highlights the subject‘s accomplishments and positive
qualities.
a) Extemporaneous speech c) Prepared speech
b) Dedication speech d) Persuasive speech
190
51. Which is the adverb that modifies the adjective in this sentence? ―I know that
he is extraordinarily good at writing.‖
a) good b) writing c) extraordinarily d) know
52. It is a syntactic construction in which one grammatical element (e.g., a noun)

is accompanied (or described by another (e.g., an adjective).
a. modification b) description c) dedication d) deletion
53. Choose the answer that correctly completes this sentence: The speaker
appeared ___________; his handwritten speech was held ___________ in
his hand.
a) anxious; firmly c) anxiously; firmly
b) anxious; firm d) firmly; anxious
54. Which of the following situation is an example of conflict?

a) The government is one with the aim of promoting good governance in the
country.
b) Filipinos look forward to seeing every citizen successful.
c) Land mining in the country has brought floods and soil erosion.
d) The president has enforced programs for the betterment of the country.
55. How good of you to open my letters. The statement is an example of______.
a) simile b) metaphor c) irony d) personification
56. The way the story is told is called_________

a) point of view c) metaphor
b) simile d) purpose
57. The repetition of initial consonant sounds is called________.

a) assonance c) personification
b) alliteration d) imagery
58. This requires the writer to analyze a text, then develop commentary related to
it.
a) response b) critique c) summary d) research
59. An example of internal conflict is ___________.

a) The road rage between two drivers
b) The students are hesitant in seeking for approval.
c) The officials rallied in front of the building.
d) Nations around the world launched missiles in response to the war.
60. What does a critique reveal?

a) It summarizes the points of a text
b) It reflects the story‘s good moral.
c) It provides background of the author.
d) It points out the salient points of a story.
191
QUARTER 3: ANSWER KEY
1. A
2. B
3. D
4. B
5. A
6. D
7. D
8. D
9. C
10. C
11. A
12. A
13. A
14. D
15. C
16. B
17. A
18. C
19. B
20. EACH OTHER
21. C
22. A
23. B
24. B
25. THEY
26. IT
27. THEIR
28. HIS
29. B
30. A
31. A
32. A
33. C
34. B
35. B
36. D
37. C
38. A
39. B
40. ADV
41. ADV
42. ADV
43. B
44. A
45. C
46. B
47. D
48. D
49. D
50. B
51. C
52. A
53. A
192
Appendix 1: Quarter 3, Week 1, Day 2
193
Appendix 1.1: Quarter 3, Week 1, Day 2
WHAT A WONDERFUL WORLD LYRICS

Louis Armstrong
from album: What A Wonderful World (1968)
I see trees of green........ Red roses too

I see em bloom..... For me and for you
And I think to myself.... What a wonderful world.
I see skies of blue..... Clouds of white

Bright blessed days.... Dark sacred nights
And I think to myself..... What a wonderful world.
The colors of a rainbow..... So pretty.. In the sky

Are also on the faces..... Of people.. Going by
I see friends shaking hands..... Sayin.. How do you do
They're really sayin...... I love you.
I hear babies cry...... I watch them grow

They'll learn much more..... Than I'll never know
And I think to myself..... What a wonderful
The colors of a rainbow..... So pretty.. In the sky

Are there on the faces..... Of people.. Going by
I see friends shaking hands..... Sayin.. How do you do
They're really sayin...*spoken*(I.... Love.... You).
I hear babies cry...... I watch them grow

*Spoken*(you know their gonna learn
A whole lot more than I'll never know)
And I think to myself..... What a wonderful world
Yes I think to myself....... What a wonderful world.
Songwriters: George Weiss, Robert Thiele

What A Wonderful World lyrics © BMG Rights Management, CONCORD MUSIC
PUBLISHING LLC, CARLIN AMERICA INC
194
PHILIPPINES- LAND OF ENCHANTED ISLAND
We often choose places in this world to visit for different reasons. Whether it be to
feel the warmer weather on tropical islands, or to experience the diverse cultures and
landscapes that differ from home. But sometimes those places they can choose us
too.
―Ben?‖
―Where am I? Am I in the Philippines? Oh men!‖
(Music: Gryffin- Just for a Moment)
195
Amazon Rainforest
How long would it take for the world‘s largest rainforest to burn down? If we don‘t do
anything to stop it, we‘ll soon find out. The Amazon rainforest creates 20% of the Earth‘s
oxygen. It‘s home to 30% of the planet‘s species, and it holds the secrets to treating
some of our most deadly diseases. If we destroy the Amazon rainforest, the
consequences would be disastrous, and they‘d be felt all over the world. Could we
survive without it? Why would it have a giant impact on our healthcare? And, would we
ever be able to bring it back? This is What If. And here‘s what would happen if the
Amazon rainforest disappeared.
Recently, massive forest fires have become the biggest threat to the Amazon‘s survival.
But unfortunately, the fires are just part of a much bigger problem. For example, farming,
mining, and logging are already responsible for three football fields worth of deforestation
per minute. If we don‘t do anything to stop this, the Amazon rainforest will disappear
eventually. And we‘d lose any chance we have in the battle against climate change.
The Amazon rainforest is one of the most incredible places on Earth. It covers 40 percent
of South America, drives the South American economy, and stores 86 billion tons of
carbon that would otherwise be polluting our atmosphere. With an area that‘s this
important, you‘d think we would do everything in our power to protect it. But we don‘t.
Since 1978, an estimated 750,000 square kilometers (289, 000 square miles) of
rainforest have been destroyed, all thanks to humans. If this trend continues, the Amazon
rainforest could disappear within 100 years. How bad would that be for our planet? Well,
let‘s take a look. For starters, we‘d be losing a huge amount of our planet‘s biodiversity.
The Amazon rainforest has more plant and animal species than any other terrestrial
ecosystem on Earth. If we destroy the Amazon, we‘ll be destroying all that diversity too,
and wiping out an entire ecosystem at the same time. That would have huge effects on
Earth. We‘d all quickly realize how much we‘d been relying on the Amazon‘s resources
for food and medicine. Most people are surprised when they find out that hundreds of
prescription drugs have come from things in the Amazon rainforest. We‘re not just talking
about simple herbal remedies either. We‘re talking about full-fledged cancer-fighting
drugs that are so important, that they‘ve been classified as essential medicines by the
World Health Organization. And we haven‘t even scratched the surface yet. Scientists
estimate that they‘ve studied less than five percent of the plants in the rainforest for
potential medicinal benefits. So, who knows what other essential treatments we could
lose without the rainforest? But the most critical problem we‘d face if the Amazon
completely disappeared would be a faster pace of climate change.
If the Amazon rainforest continues to wither and die, it will stop being a source of oxygen.
Instead, it will begin to give off carbon, which we all know is fueling climate change. Right
now, the Amazon has a natural stockpile of carbon reserves anywhere from 90 to 140
billion tons of the stuff. If we woke up tomorrow and found the Amazon destroyed,
especially by fire, all that carbon would be floating in the atmosphere. Some experts
believe that if this happens, we would lose the battle against climate change. But it‘s not
all doom and gloom; there is still hope for the Amazon rainforest. Through studies
conducted over the past several decades, researchers have found that tropical forests
may be able to survive human-caused destruction. Even without human help, a rainforest
can start growing again if it has enough seedlings. However, this can only be successful
if the rainforest isn‘t always under attack. So, what can you do to help? Well for starters,
don‘t eat as much beef. Processed beef products, such as fast-food hamburgers, are full
of illegally-sourced beef from the rainforest. Reduce the amount of paper you use, and
choose renewable energy products whenever you can. Renewable energy reduces the
amount of carbon we spew into the atmosphere from fossil fuels, many of which come
from the Amazon rainforest. Maybe, if we all work together, we can restore this beautiful
rainforest to its former glory, but that‘s a topic for another WHAT IF.
196
Appendix 2: Quarter 3, Week 1, Day 3
197
198
199
200
201
A DAY IN THE COUNTRY

by Anton Pavlovich Chekhov (1860-1904)
A dark leaden-coloured mass is creeping over the sky towards the sun. Red zigzags
of lightning gleam here and there across it. There is a sound of far-away rumbling. A
warm wind frolics over the grass, bends the trees, and stirs up the dust. In a minute
there will be a spurt of May rain and a real storm will begin.
Fyokla, a little beggar-girl of six, is running through the village, looking for Terenty the
cobbler. The white-haired, barefoot child is pale. Her eyes are wide-open, her lips are
trembling.
"Uncle, where is Terenty?" she asks every one she meets. No one answers. They
are all preoccupied with the approaching storm and take refuge in their huts. At last
she meets Silanty Silitch, the sacristan, Terenty's bosom friend. He is coming along,
staggering from the wind.
"Uncle, where is Terenty?"
"At the kitchen-gardens," answers Silanty.
The beggar-girl runs behind the huts to the kitchen-gardens and there finds Terenty;
the tall old man with a thin, pock-marked face, very long legs, and bare feet, dressed
in a woman's tattered jacket, is standing near the vegetable plots, looking with
drowsy, drunken eyes at the dark storm-cloud. On his long crane-like legs he sways
in the wind like a starling-cote.
"Uncle Terenty!" the white-headed beggar-girl addresses him. "Uncle, darling!"
Terenty bends down to Fyokla, and his grim, drunken face is overspread with a
smile, such as come into people's faces when they look at something little, foolish,
and absurd, but warmly loved.
"Ah! servant of God, Fyokla," he says, lisping tenderly, "where have you come from?"
"Uncle Terenty," says Fyokla, with a sob, tugging at the lapel of the cobbler's coat.
"Brother Danilka has had an accident! Come along!"
"What sort of accident? Ough, what thunder! Holy, holy, holy…. What sort of
accident?"
"In the count's copse Danilka stuck his hand into a hole in a tree, and he can't get it
out. Come along, uncle, do be kind and pull his hand out!"
"How was it he put his hand in? What for?"
"He wanted to get a cuckoo's egg out of the hole for me."
"The day has hardly begun and already you are in trouble…."Terenty shook his head
and spat deliberately. "Well, what am I to do with you now? I must come… I must,
may the wolf gobble you up, you naughty children! Come, little orphan!"
Terenty comes out of the kitchen-garden and, lifting high his long legs, begins
striding down the village street. He walks quickly without stopping or looking from
side to side, as though he were shoved from behind or afraid of pursuit. Fyokla can
hardly keep up with him.
They come out of the village and turn along the dusty road towards the
count's copse that lies dark blue in the distance. It is about a mile and a half away.
The clouds have by now covered the sun, and soon afterwards there is not a speck
of blue left in the sky. It grows dark.
"Holy, holy, holy…" whispers Fyokla, hurrying after Terenty. The first rain-drops, big
and heavy, lie, dark dots on the dusty road. A big drop falls on Fyokla's cheek and
glides like a tear down her chin.
"The rain has begun," mutters the cobbler, kicking up the dust with his bare, bony
feet. "That's fine, Fyokla, old girl. The grass and the trees are fed by the rain, as we
202
are by bread. And as for the thunder, don't you be frightened, little orphan. Why
should it kill a little thing like you?"
As soon as the rain begins, the wind drops. The only sound is the patter of rain
dropping like fine shot on the young rye and the parched road.
"We shall get soaked, Fyokla," mutters Terenty. "There won't be a dry spot left on
us….Ho-ho, my girl! It's run down my neck! But don't be frightened, silly….The grass
will be dry again, the earth will be dry again, and we shall be dry again. There is the
same sun for us all."
A flash of lightning, some fourteen feet long, gleams above their head. There is a
loud peal of thunder, and it seems to Fyokla that something big, heavy, and round is
rolling over the sky and tearing it open, exactly over her head.
"Holy, holy, holy…" says Terenty, crossing himself. "Don't be afraid, little orphan! It is
not from spite that it thunders."
Terenty's and Fyokla's feet are covered with lumps of heavy, wet clay. It is slippery
and difficult to walk, but Terenty strides on more and more rapidly. The weak little
beggar-girl is breathless and ready to drop.
But at last they go into the count's copse. The washed trees, stirred by a gust of
wind, drop a perfect waterfall upon them. Terenty stumbles over stumps and begins
to slacken his pace.
"Whereabouts is Danilka?" he asks. "Lead me to him."
Fyokla leads him into a thicket, and, after going a quarter of a mile, points to Danilka.
Her brother, a little fellow of eight, with hair as red as ochre and a pale sickly face,
stands leaning against a tree, and, with his head on one side, looking sideways at the
sky. In one hand he holds his shabby old cap, the other is hidden in an old lime tree.
The boy is gazing at the stormy sky, and apparently not thinking of his trouble.
Hearing footsteps and seeing the cobbler he gives sickly smile and says:
"A terrible lot of thunder, Terenty….I've never heard so much thunder in all my life."
"And where is your hand?"
"In the hole….Pull it out, please, Terenty!"
The wood had broken at the edge of the hole and jammed Danilka's hand: he could
push it farther in, but could not pull it out. Terenty snaps off the broken piece, and the
boy's hand, red and crushed, is released.
"It's terrible how it's thundering," the boy says again, rubbing his hand. "What makes
it thunder, Terenty?"
"One cloud runs against the other," answers the cobbler. The party come out of
the copse, and walk along the edge of it towards the darkened road. The thunder
gradually abates, and its rumbling is heard far away beyond the village.
"The ducks flew by here the other day, Terenty," says Danilka, still rubbing his hand.
"They must be nesting in the Gniliya Zaimishtcha marshes….Fyokla, would you like
me to show you a nightingale's nest?"
"Don't touch it, you might disturb them," says Terenty, wringing the water out of his
cap. "The nightingale is a singing-bird, without sin. He has had a voice given him in
his throat, to praise God and gladden the heart of man. It's a sin to disturb him."
"What about the sparrow?"
"The sparrow doesn't matter, he's a bad, spiteful bird. He is like a pickpocket in his
ways. He doesn't like man to be happy. When Christ was crucified it was the sparrow
brought nails to the Jews, and called 'alive! alive!' "
A bright patch of blue appears in the sky.
"Look!" says Terenty. "An ant-heap burst open by the rain! They've been flooded,
the rogues!"
They bend over the ant-heap. The downpour has damaged it; the insects are
scurrying to and fro in the mud, agitated, and busily trying to carry away their
drowned companions.
203
"You needn't be in such a taking, you won't die of it!" says Terenty, grinning. "As
soon as the sun warms you, you'll come to your senses again….It's a lesson to you,
you stupids. You won't settle on low ground another time."
They go on.
"And here are some bees," cries Danilka, pointing to the branch of a young oak tree.
The drenched and chilled bees are huddled together on the branch. There are so
many of them that neither bark nor leaf can be seen. Many of them are settled on
one another.
"That's a swarm of bees," Terenty informs them. "They were flying looking for a
home, and when the rain came down upon them they settled. If a swarm is flying, you
need only sprinkle water on them to make them settle. Now if, say, you wanted to
take the swarm, you would bend the branch with them into a sack and shake it, and
they all fall in."
Little Fyokla suddenly frowns and rubs her neck vigorously. Her brother looks at her
neck, and sees a big swelling on it.
"Hey-hey!" laughs the cobbler. "Do you know where you got that from, Fyokla, old
girl? There are Spanish flies on some tree in the wood. The rain has trickled off them,
and a drop has fallen on your neck—that's what has made the swelling."
The sun appears from behind the clouds and floods the wood, the fields, and the
three friends with its warm light. The dark menacing cloud has gone far away and
taken the storm with it. The air is warm and fragrant. There is a scent of bird-
cherry, meadowsweet, and lilies-of-the-valley.
"That herb is given when your nose bleeds," says Terenty, pointing to a woolly-
looking flower. "It does good."
They hear a whistle and a rumble, but not such a rumble as the storm-clouds carried
away. A goods train races by before the eyes of Terenty, Danilka, and Fyokla. The
engine, panting and puffing out black smoke, drags more than twenty vans after it. Its
power is tremendous. The children are interested to know how an engine, not alive
and without the help of horses, can move and drag such weights, and Terenty
undertakes to explain it to them:
"It's all the steam's doing, children…. The steam does the work…. You see, it shoves
under that thing near the wheels, and it…you see…it works…"
They cross the railway line, and, going down from the embankment, walk towards the
river. They walk not with any object, but just at random, and talk all the way….
Danilka asks questions, Terenty answers them…
Terenty answers all his questions, and there is no secret in Nature which baffles him.
He knows everything. Thus, for example, he knows the names of all the wild flowers,
animals, and stones. He knows what herbs cure diseases, he has no difficulty in
telling the age of a horse or a cow. Looking at the sunset, at the moon, or the birds,
he can tell what sort of weather it will be next day. And indeed, it is not only Terenty
who is so wise. Silanty Silitch, the innkeeper, the market-gardener, the shepherd,
and all the villagers, generally speaking, know as much as he does. These people
have learned not from books, but in the fields, in the wood, on the river bank. Their
teachers have been the birds themselves, when they sang to them, the sun when it
left a glow of crimson behind it at setting, the very trees, and wild herbs.
Danilka looks at Terenty and greedily drinks in every word. In spring, before one is
weary of the warmth and the monotonous green of the fields, when everything is
fresh and full of fragrance, who would not want to hear about the golden may-
beetles, about the cranes, about the gurgling streams, and the corn mounting into
ear?
The two of them, the cobbler and the orphan, walk about the fields, talk unceasingly,
and are not weary. They could wander about the world endlessly. They walk, and in
their talk of the beauty of the earth do not notice the frail little beggar-girl tripping after
them. She is breathless and moves with a lagging step. There are tears in her eyes;
she would be glad to stop these inexhaustible wanderers, but to whom and where
204
can she go? She has no home or people of her own; whether she likes it or not, she
must walk and listen to their talk.
Towards midday, all three sit down on the river bank. Danilka takes out of his bag a
piece of bread, soaked and reduced to a mash, and they begin to eat. Terenty says a
prayer when he has eaten the bread, then stretches himself on the sandy bank and
falls asleep. While he is asleep, the boy gazes at the water, pondering. He has many
different things to think of. He has just seen the storm, the bees, the ants, the train.
Now, before his eyes, fishes are whisking about. Some are two inches long and
more, others are no bigger than one's nail. A viper, with its head held high, is
swimming from one bank to the other.
Only towards the evening our wanderers return to the village. The children go for the
night to a deserted barn, where the corn of the commune used to be kept, while
Terenty, leaving them, goes to the tavern. The children lie huddled together on the
straw, dozing.
The boy does not sleep. He gazes into the darkness, and it seems to him that he is
seeing all that he has seen in the day: the storm-clouds, the bright sunshine, the
birds, the fish, lanky Terenty. The number of his impressions, together with
exhaustion and hunger, are too much for him; he is as hot as though he were on fire,
and tosses from side to side. He longs to tell someone all that is haunting him now in
the darkness and agitating his soul, but there is no one to tell. Fyokla is too little and
could not understand.
"I'll tell Terenty to-morrow," thinks the boy.
The children fall asleep thinking of the homeless cobbler, and, in the night, Terenty
comes to them, makes the sign of the cross over them, and puts bread under their
heads. And no one sees his love. It is seen only by the moon which floats in the sky
and peeps caressingly through the holes in the wall of the deserted barn.
205
APPENDIX 3: Quarter 3, Week 2, Day 1
Nature's Beautiful Gifts - The Spoken Word

The Tabernacle Choir at Temple Square
Published on Sep 30, 2016
The best remedy for the stresses and tensions of modern life is simpler than
we might think: spend some time outside. When we interact with the natural world,
we feel less stressed, more focused, more contented and happy. There‘s something
invigorating about the subtle yet pleasing stimulation of nature—the sound of a
trickling brook, the sight of a bird taking flight, the fresh smell of earth right after a
rainstorm. Nature has an undeniable, uplifting effect on us that‘s hard to define but
easy to feel.
As a society we have long acknowledged the value and importance of nature.

It was 100 years ago that the National Park Service was established to preserve
some of America‘s precious areas of natural beauty. And now research is starting to
prove scientifically what we have long known intuitively.
Studies show that spending time in nature calms our nerves, improves our
brain function, and boosts our mood. Just a few minutes outdoors to literally ―stop
and smell the roses‖ can lower our heart rates, clear our minds, and even redirect our
brain activity away from negative emotions. Simply put, we feel better when we are
outside.
Unfortunately, too many people are not experiencing enough of nature‘s

benefits. Children don‘t play outside as much as they once did; one study found that
only 10 percent of American teens spend time outside each day.
On a given day, the average adult spends more time in the car than outdoors.
And fewer families are visiting national parks—like this one in Yellowstone—that our
National Park Service has been protecting and maintaining now for five generations.
When one woman was going through a particularly difficult time after a
divorce, she found comfort in the outdoors. She walked along mountain trails, gazing
at colorful leaves and wildflowers, spotting animals, and listening to nature‘s soothing
sounds. The time she spent outdoors became a solace to her soul. It helped heal her
broken heart and bring a sense of order and peace to her otherwise unsettled life.
Somehow when we are in nature, we gain better perspective for our life and
the problems we face. Perhaps being closer to creation brings us closer to the
Creator. As George Washington Carver once said, ―I love to think of nature as
unlimited broadcasting stations, through which God speaks to us every day, every
hour, and every moment of our lives, if we will only tune in.‖ So open the windows.
Better yet, open the door, and step outside into the natural world. Breathe deeply as
you listen and look. Feel the wind against your face, and enjoy nature‘s beautiful
gifts.
206
The Three Cases of Pronouns
Nominative Case Objective Case Possessive Case

Singular Plural Singular Plural Singular Plural
1st I We me us my, mine Our, ours
Person
2nd you you you you Your, Your, yours
Person yours
3rd He They Him Them His Their
Person She Her Her, Hers Theirs
It It Its
CASE USE IN SENTENCE

Nominative Subject of a verb
Predicate Nominative
Nominative Absolute
Objective Direct Object
Indirect Object
Object of a Verbal
Object of A Preposition
Subject of an Infinitive
Possessive To show ownership
207
THE STORY OF KEESH BY JACK LONDON

KEESH lived long ago on the rim of the polar sea, was head man of his
village through many and prosperous years, and died full of honors with his name on
the lips of men. So long ago did he live that only the old men remember his name, his
name and the tale, which they got from the old men before them, and which the old
men to come will tell to their children and their children's children down to the end of
time. And the winter darkness, when the north gales make their long sweep across
the ice-pack, and the air is filled with flying white, and no man may venture forth, is
the chosen time for the telling of how Keesh, from the poorest IGLOO in the village,
rose to power and place over them all. He was a bright boy, so the tale runs, healthy
and strong, and he had seen thirteen suns, in their way of reckoning time. For each
winter the sun leaves the land in darkness, and the next year a new sun returns so
that they may be warm again and look upon one another's faces.
The father of Keesh had been a very brave man, but he had met his death in
a time of famine, when he sought to save the lives of his people by taking the life of a
great polar bear. In his eagerness he came to close grapples with the bear, and his
bones were crushed; but the bear had much meat on him and the people were
saved. Keesh was his only son, and after that Keesh lived alone with his mother. But
the people are prone to forget, and they forgot the deed of his father; and he being
but a boy, and his mother only a woman, they, too, were swiftly forgotten, and ere
long came to live in the meanest of all the IGLOOS. It was at a council, one night, in
the big IGLOO of Klosh-Kwan, the chief, that Keesh showed the blood that ran in his
veins and the manhood that stiffened his back. With the dignity of an elder, he rose to
his feet, and waited for silence amid the babble of voices.
"It is true that meat be apportioned me and mine," he said. "But it is ofttimes
old and tough, this meat, and, moreover, it has an unusual quantity of bones."
The hunters, grizzled and gray, and lusty and young, were aghast. The like
had never been known before. A child, that talked like a grown man, and said harsh
things to their very faces! But steadily and with seriousness, Keesh went on.
"For that I know my father, Bok, was a great hunter, I speak these words. It is
said that Bok brought home more meat than any of the two best hunters, that with his
own hands he attended to the division of it, that with his own eyes he saw to it that
the least old woman and the last old man received fair share." "Na! Na!" the men
cried. "Put the child out!" "Send him off to bed!" "He is no man that he should talk to
men and graybeards!" He waited calmly till the uproar died down. "Thou hast a wife,
Ugh-Gluk," he said, "and for her dost thou speak. And thou, too, Massuk, a mother
also, and for them dost thou speak. My mother has no one, save me; wherefore I
speak.
208
As I say, though Bok be dead because he hunted over-keenly, it is just that I,
who am his son, and that Ikeega, who is my mother and was his wife, should have
meat in plenty so long as there be meat in plenty in the tribe. I, Keesh, the son of
Bok, have spoken." He sat down, his ears keenly alert to the flood of protest and
indignation his words had created. "That a boy should speak in council!" old Ugh-
Gluk was mumbling. "Shall the babes in arms tell us men the things we shall do?"
Massuk demanded in a loud voice. "Am I a man that I should be made a mock by
every child that cries for meat?" The anger boiled a white heat. They ordered him to
bed, threatened that he should have no meat at all, and promised him sore beatings
for his presumption. Keesh's eyes began to flash, and the blood to pound darkly
under his skin. In the midst of the abuse he sprang to his feet. "Hear me, ye men!" he
cried. "Never shall I speak in the council again, never again till the men come to me
and say, 'It is well, Keesh, that thou shouldst speak, it is well and it is our wish.' Take
this now, ye men, for my last word. Bok, my father, was a great hunter. I, too, his son,
shall go and hunt the meat that I eat. And be it known, now, that the division of that
which I kill shall be fair.
And no widow nor weak one shall cry in the night because there is no meat,
when the strong men are groaning in great pain for that they have eaten overmuch.
And in the days to come there shall be shame upon the strong men who have eaten
overmuch. I, Keesh, have said it!" Jeers and scornful laughter followed him out of the
IGLOO, but his jaw was set and he went his way, looking neither to right nor left. The
next day he went forth along the shore-line where the ice and the land met together.
Those who saw him go noted that he carried his bow, with a goodly supply of bone-
barbed arrows, and that across his shoulder was his father's big hunting-spear. And
there was laughter, and much talk, at the event. It was an unprecedented
occurrence. Never did boys of his tender age go forth to hunt, much less to hunt
alone.
Also were there shaking of heads and prophetic mutterings, and the women
looked pityingly at Ikeega, and her face was grave and sad. "He will be back ere
long," they said cheeringly. "Let him go; it will teach him a lesson," the hunters said.
"And he will come back shortly, and he will be meek and soft of speech in the days to
follow." But a day passed, and a second, and on the third a wild gale blew, and there
was no Keesh. Ikeega tore her hair and put soot of the seal-oil on her face in token of
her grief; and the women assailed the men with bitter words in that they had
mistreated the boy and sent him to his death; and the men made no answer,
preparing to go in search of the body when the storm abated. Early next morning,
however, Keesh strode into the village. But he came not shamefacedly. Across his
shoulders he bore a burden of fresh-killed meat. And there was importance in his
step and arrogance in his speech.
"Go, ye men, with the dogs and sledges, and take my trail for the better part
of a day's travel," he said. "There is much meat on the ice - a she-bear and two half-
grown cubs." Ikeega was overcome with joy, but he received her demonstrations in
manlike fashion, saying: "Come, Ikeega, let us eat. And after that I shall sleep, for I
am weary."
209
And he passed into their IGLOO and ate profoundly, and after that slept for
twenty running hours. There was much doubt at first, much doubt and discussion.
The killing of a polar bear is very dangerous, but thrice dangerous is it, and three
times thrice, to kill a mother bear with her cubs. The men could not bring themselves
to believe that the boy Keesh, single-handed, had accomplished so great a marvel.
But the women spoke of the fresh-killed meat he had brought on his back, and this
was an overwhelming argument against their unbelief. So they finally departed,
grumbling greatly that in all probability, if the thing were so, he had neglected to cut
up the carcasses. Now in the north it is very necessary that this should be done as
soon as a kill is made. If not, the meat freezes so solidly as to turn the edge of the
sharpest knife, and a three-hundred-pound bear, frozen stiff, is no easy thing to put
upon a sled and haul over the rough ice. But arrived at the spot, they found not only
the kill, which they had doubted, but that Keesh had quartered the beasts in true
hunter fashion, and removed the entrails. Thus began the mystery of Keesh, a
mystery that deepened and deepened with the passing of the days. His very next trip
he killed a young bear, nearly full-grown, and on the trip following, a large male bear
and his mate. He was ordinarily gone from three to four days, though it was nothing
unusual for him to stay away a week at a time on the ice-field. Always he declined
company on these expeditions, and the people marvelled.
"How does he do it?" they demanded of one another. "Never does he take a
dog with him, and dogs are of such great help, too." "Why dost thou hunt only bear?"
Klosh-Kwan once ventured to ask him. And Keesh made fitting answer. "It is well
known that there is more meat on the bear," he said. But there was also talk of
witchcraft in the village. "He hunts with evil spirits," some of the people contended,
"wherefore his hunting is rewarded.
How else can it be, save that he hunts with evil spirits?" "Mayhap they be not
evil, but good, these spirits," others said. "It is known that his father was a mighty
hunter. May not his father hunt with him so that he may attain excellence and
patience and understanding? Who knows?" None the less, his success continued,
and the less skilful hunters were often kept busy hauling in his meat. And in the
division of it he was just. As his father had done before him, he saw to it that the least
old woman and the last old man received a fair portion, keeping no more for himself
than his needs required. And because of this, and of his merit as a hunter, he was
looked upon with respect, and even awe; and there was talk of making him chief after
old Klosh-Kwan. Because of the things he had done, they looked for him to appear
again in the council, but he never came, and they were ashamed to ask.
"I am minded to build me an IGLOO," he said one day to Klosh-Kwan and a

number of the hunters. "It shall be a large IGLOO, wherein Ikeega and I can dwell in
comfort." "Ay," they nodded gravely. "But I have no time. My business is hunting, and
it takes all my time. So it is but just that the men and women of the village who eat
my meat should build me my IGLOO."
And the IGLOO was built accordingly, on a generous scale which exceeded
even the dwelling of Klosh-Kwan. Keesh and his mother moved into it, and it was the
first prosperity she had enjoyed since the death of Bok. Nor was material prosperity
alone hers, for, because of her wonderful son and the position he had given her, she
210
came to he looked upon as the first woman in all the village; and the women were
given to visiting her, to asking her advice, and to quoting her wisdom when
arguments arose among themselves or with the men. But it was the mystery of
Keesh's marvellous hunting that took chief place in all their minds. And one day Ugh-
Gluk taxed him with witchcraft to his face. "It is charged," Ugh-Gluk said ominously,
"that thou dealest with evil spirits, wherefore thy hunting is rewarded." "Is not the
meat good?" Keesh made answer. "Has one in the village yet to fall sick from the
eating of it? How dost thou know that witchcraft be concerned? Or dost thou guess,
in the dark, merely because of the envy that consumes thee?" And Ugh-Gluk
withdrew discomfited, the women laughing at him as he walked away. But in the
council one night, after long deliberation, it was determined to put spies on his track
when he went forth to hunt, so that his methods might be learned. So, on his next
trip, Bim and Bawn, two young men, and of hunters the craftiest, followed after him,
taking care not to be seen. After five days they returned, their eyes bulging and their
tongues a- tremble to tell what they had seen. The council was hastily called in
Klosh-Kwan's dwelling, and Bim took up the tale. "Brothers! As commanded, we
journeyed on the trail of Keesh, and cunningly we journeyed, so that he might not
know. And midway of the first day he picked up with a great he-bear. It was a very
great bear." "None greater," Bawn corroborated, and went on himself.
"Yet was the bear not inclined to fight, for he turned away and made off slowly
over the ice. This we saw from the rocks of the shore, and the bear came toward us,
and after him came Keesh, very much unafraid. And he shouted harsh words after
the bear, and waved his arms about, and made much noise. Then did the bear grow
angry, and rise up on his hind legs, and growl. But Keesh walked right up to the
bear." "Ay," Bim continued the story. "Right up to the bear Keesh walked. And the
bear took after him, and Keesh ran away. But as he ran he dropped a little round ball
on the ice. And the bear stopped and smelled of it, then swallowed it up. And Keesh
continued to run away and drop little round balls, and the bear continued to swallow
them up." Exclamations and cries of doubt were being made, and Ugh-Gluk
expressed open unbelief. "With our own eyes we saw it," Bim affirmed. And Bawn -
"Ay, with our own eyes. And this continued until the bear stood suddenly upright and
cried aloud in pain, and thrashed his fore paws madly about. And Keesh continued to
make off over the ice to a safe distance. But the bear gave him no notice, being
occupied with the misfortune the little round balls had wrought within him." "Ay, within
him," Bim interrupted. "For he did claw at himself, and leap about over the ice like a
playful puppy, save from the way he growled and squealed it was plain it was not
play but pain. Never did I see such a sight!" "Nay, never was such a sight seen,"
Bawn took up the strain. "And furthermore, it was such a large bear." "Witchcraft,"
Ugh-Gluk suggested. "I know not," Bawn replied. "I tell only of what my eyes beheld.
And after a while the bear grew weak and tired, for he was very heavy and he
had jumped about with exceeding violence, and he went off along the shore-ice,
shaking his head slowly from side to side and sitting down ever and again to squeal
and cry. And Keesh followed after the bear, and we followed after Keesh, and for that
day and three days more we followed. The bear grew weak, and never ceased crying
from his pain." "It was a charm!" Ugh-Gluk exclaimed. "Surely it was a charm!" "It
may well be." And Bim relieved Bawn. "The bear wandered, now this way and now
211
that, doubling back and forth and crossing his trail in circles, so that at the end he
was near where Keesh had first come upon him. By this time he was quite sick, the
bear, and could crawl no farther, so Keesh came up close and speared him to
death." "And then?" Klosh-Kwan demanded. "Then we left Keesh skinning the bear,
and came running that the news of the killing might be told." And in the afternoon of
that day the women hauled in the meat of the bear while the men sat in council
assembled. When Keesh arrived a messenger was sent to him, bidding him come to
the council. But he sent reply, saying that he was hungry and tired; also that his
IGLOO was large and comfortable and could hold many men. And curiosity was so
strong on the men that the whole council, Klosh-Kwan to the fore, rose up and went
to the IGLOO of Keesh. He was eating, but he received them with respect and
seated them according to their rank. Ikeega was proud and embarrassed by turns,
but Keesh was quite composed. Klosh-Kwan recited the information brought by Bim
and Bawn, and at its close said in a stern voice: "So explanation is wanted, O Keesh,
of thy manner of hunting. Is there witchcraft in it?"
Keesh looked up and smiled. "Nay, O Klosh-Kwan. It is not for a boy to know
aught of witches, and of witches I know nothing. I have but devised a means whereby
I may kill the ice-bear with ease, that is all. It be headcraft, not witchcraft." "And may
any man?" "Any man." There was a long silence. The men looked in one another's
faces, and Keesh went on eating. "And . . . and . . . and wilt thou tell us, O Keesh?"
Klosh-Kwan finally asked in a tremulous voice. "Yea, I will tell thee." Keesh finished
sucking a marrow-bone and rose to his feet. "It is quite simple. Behold!" He picked up
a thin strip of whalebone and showed it to them. The ends were sharp as needle-
points. The strip he coiled carefully, till it disappeared in his hand. Then, suddenly
releasing it, it sprang straight again. He picked up a piece of blubber. "So," he said,
"one takes a small chunk of blubber, thus, and thus makes it hollow. Then into the
hollow goes the whalebone, so, tightly coiled, and another piece of blubber is fitted
over the whale-bone. After that it is put outside where it freezes into a little round ball.
The bear swallows the little round ball, the blubber melts, the whalebone with its
sharp ends stands out straight, the bear gets sick, and when the bear is very sick,
why, you kill him with a spear. It is quite simple." And Ugh-Gluk said "Oh!" and Klosh-
Kwan said "Ah!" And each said something after his own manner, and all understood.
And this is the story of Keesh, who lived long ago on the rim of the polar sea.
Because he exercised headcraft and not witchcraft, he rose from the meanest
IGLOO to be head man of his village, and through all the years that he lived, it is
related, his tribe was prosperous, and neither widow nor weak one cried aloud in the
night because there was no meat.
212
APPENDIX 5.1: Quarter 3, Week 2, Day 3
THE EARTH‟S PRESENT CONDITION
The Earth has been around for about 5 billion years, and has about another 5
billion years to go. It has been cooling since its formation, and its surface
temperature has stabilized within about 100 degrees F of the freezing point of
water. This is critical, as liquid water appears to be a prerequisite condition for life.
As the Earth cooled, what we would consider a

poisonous atmosphere evolved, containing high concentrations of methane and
some ammonia. "Hard" ultraviolet radiation provided energy to get molecules to react
in the early oceans, and biochemical processes began. Oxygen, then a poisonous
byproduct, began to accumulate in the atmosphere; aerobic life flourished. As
climate conditions altered, life forms altered as well, and will continue to do so.
Atmospheric changes 65 million years ago killed off the dinosaurs; several
"Great Dyings" have been found throughout the Earth's history in the geologic record.
Human population continues to increase, but will begin to slow and
decline. Increasing carbon dioxide production by human activity has exacerbated
what may be a naturally occurring climactic warming trend. The increase in carbon
dioxide in the atmosphere is now considered a poisonous byproduct. Although
humans may live or survive upon the Earth, or may not, the Earth will continue to
exist with some kinds of life. However, all life will cease on the planet when the Sun
goes nova in several billion years.
213
PROPOSAL UNIVERSAL DECLARATION OF THE RIGHTS OF

MOTHER EARTH
Article 3. Obligations of human beings to Mother Earth
(1) Every human being is responsible for respecting and living in harmony
with Mother Earth.
(2) Human beings, all States, and all public and private institutions must:
(a) act in accordance with the rights and obligations recognized in this
Declaration;
(b) recognize and promote the full implementation and enforcement of the
rights and obligations recognized in this Declaration;
(c) promote and participate in learning, analysis, interpretation and
communication about how to live in harmony with Mother Earth in accordance
with this Declaration;
(d) ensure that the pursuit of human wellbeing contributes to the wellbeing of
Mother Earth, now and in the future;
(e) establish and apply effective norms and laws for the defence, protection
and conservation of the rights of Mother Earth;
(f) respect, protect, conserve and where necessary, restore the integrity, of
the vital ecological cycles, processes and balances of Mother Earth;
(g) guarantee that the damages caused by human violations of the inherent
rights recognized in this Declaration are rectified and that those responsible
are held accountable for restoring the integrity and health of Mother Earth;
(h) empower human beings and institutions to defend the rights of Mother
Earth and of all beings;
(i) establish precautionary and restrictive measures to prevent human
activities from causing species extinction, the destruction of ecosystems or
the disruption of ecological cycles;
(j) guarantee peace and eliminate nuclear, chemical and biological
weapons;
(k) promote and support practices of respect for Mother Earth and all beings,
in accordance with their own cultures, traditions and customs;
(l) promote economic systems that are in harmony with Mother Earth and in
accordance with the rights recognized in this Declaration.
214
Background
Ray Bradbury published this story in 1950. Five years earlier, the US had dropped
the first atomic bombs on Japan. One year before the story, the Soviet Union had
tested its own atomic device. This story reflects the fear at that time these rival
nations might unleash their deadly technology and destroy humanity.
THERE WILL COME SOFT RAINS

By: Ray Bradbury
In the living room the voice-clock sang, Tick-tock, seven o'clock, time to get up, time
to get up, seven o 'clock! as if it were afraid that nobody would. The morning house
lay empty. The clock ticked on, repeating and repeating its sounds into the
emptiness. Seven-nine, breakfast time, seven-nine!
In the kitchen the breakfast stove gave a hissing sigh and ejected from its warm
interior eight pieces of perfectly browned toast, eight eggs sunny side up, sixteen
slices of bacon, two coffees, and two cool glasses of milk.
"Today is August 4, 2026," said a second voice from the kitchen ceiling, "in the city of
Allendale, California." It repeated the date three times for memory's sake. "Today is
Mr. Featherstone's birthday. Today is the anniversary of Tilita's marriage. Insurance
is payable, as are the water, gas, and light bills."
Somewhere in the walls, relays clicked, memory tapes glided under electric eyes.
Eight-one, tick-tock, eight-one o'clock, off to school, off to work, run, run, eight-one!
But no doors slammed, no carpets took the soft tread of rubber heels. It was raining
outside. The weather box on the front door sang quietly: "Rain, rain, go away;
umbrellas, raincoats for today. .." And the rain tapped on the empty house, echoing.
Outside, the garage chimed and lifted its door to reveal the waiting car. After a long
wait the door swung down again.
At eight-thirty the eggs were shrivelled and the toast was like stone. An aluminium
wedge scraped them into the sink, where hot water whirled them down a metal throat
which digested and flushed them away to the distant sea. The dirty dishes were
dropped into a hot washer and emerged twinkling dry.
Nine-fifteen, sang the clock, time to clean.
Out of warrens in the wall, tiny robot mice darted. The rooms were a crawl with the
small cleaning animals, all rubber and metal. They thudded against chairs, whirling
their moustached runners, kneading the rug nap, sucking gently at hidden dust.
Then, like mysterious invaders, they popped into their burrows. Their pink electric
eyes faded. The house was clean.
215
Ten o'clock. The sun came out from behind the rain. The house stood alone in a city
of rubble and ashes. This was the one house left standing. At night the ruined city
gave off a radioactive glow which could be seen for miles.
Ten-fifteen. The garden sprinklers whirled up in golden founts, filling the soft morning
air with scatterings of brightness. The water pelted window panes, running down the
charred west side where the house had been burned, evenly free of its white paint.
The entire west face of the house was black, save for five places. Here the silhouette
in paint of a man mowing a lawn. Here, as in a photograph, a woman bent to pick
flowers. Still farther over, their images burned on wood in one titanic instant, a small
boy, hands flung into the air; higher up, the image of a thrown ball, and opposite him
a girl, hands raised to catch a ball which never came down
The five spots of paint - the man, the woman, the children, the ball- remained. The
rest was a thin charcoaled layer.
The gentle sprinkler rain filled the garden with falling light.
Until this day, how well the house had kept its peace. How carefully it had inquired,
"Who goes there? What's the password?" and, getting no answer from lonely foxes
and whining cats, it had shut up its windows and drawn shades in an old-maidenly
preoccupation with self-protection which bordered on a mechanical paranoia.
It quivered at each sound, the house did. If a sparrow brushed a window, the shade
snapped up. The bird, startled, flew off! No, not even a bird must touch the house!
Twelve noon.
A dog whined, shivering, on the front porch.
The front door recognized the dog voice and opened. The dog, once huge and
fleshy, but now gone to bone and covered with sores, moved in and through the
house, tracking mud. Behind it whirred angry mice, angry at having to pick up mud,
angry at inconvenience.
For not a leaf fragment blew under the door but what the wall panels flipped open
and the copper scrap rats flashed swiftly out. The offending dust, hair, or paper,
seized in miniature steel jaws, was raced back to the burrows. There, down tubes
which fed into the cellar, it was dropped into the sighing vent of an incinerator which
sat like evil Baal in a dark corner.
The dog ran upstairs, hysterically yelping to each door, at last realizing, as the house
realized, that only silence was here.
It sniffed the air and scratched the kitchen door. Behind the door, the stove was
making pancakes which filled the house with a rich baked odour and the scent of
maple syrup.
The dog frothed at the mouth, lying at the door, sniffing, its eyes turned to fire. It ran
wildly in circles, biting at its tail, spun in a frenzy, and died. It lay in the parlor for an
hour.
Two o'clock, sang a voice.
216
Delicately sensing decay at last, the regiments of mice hummed out as softly as
blown gray leaves in an electrical wind.
Two-fifteen.
The dog was gone.
In the cellar, the incinerator glowed suddenly and a whirl of sparks leaped up the
chimney.
Two thirty-five.
Bridge tables sprouted from patio walls. Playing cards fluttered onto pads in a shower
of pips. Martinis manifested on an oaken bench with egg-salad sandwiches. Music
played.
But the tables were silent and the cards untouched.
At four o'clock the tables folded like great butterflies back through the paneled walls .
Four-thirty.
The nursery walls glowed.
Animals took shape: yellow giraffes, blue lions, pink antelopes, lilac panthers
cavorting in crystal substance. The walls were glass. They looked out upon color and
fantasy. Hidden films clocked through well-oiled sprockets, and the walls lived. The
nursery floor was woven to resemble a crisp, cereal meadow. Over this ran aluminum
roaches and iron crickets, and in the hot still air butterflies of delicate red tissue
wavered among the sharp aroma of animal spoors! There was the sound like a great
matted yellow hive of bees within a dark bellows, the lazy bumble of a purring lion.
And there was the patter of okapi feet and the murmur of a fresh jungle rain, like
other hoofs, falling upon the summer-starched grass. Now the walls dissolved into
distances of parched grass, mile on mile, and warm endless sky. The animals drew
away into thorn brakes and water holes. It was the children's hour.
Five o'clock. The bath filled with clear hot water.
Six, seven, eight o'clock. The dinner dishes manipulated like magic tricks, and in the
study a click.
In the metal stand opposite the hearth where a fire now blazed up warmly, a cigar
popped out, half an inch of soft gray ash on it, smoking, waiting.
Nine o'clock. The beds warmed their hidden circuits, for nights were cool here.
Nine-five. A voice spoke from the study ceiling: "Mrs. McClellan, which poem would
you like this evening?" The house was silent.
The voice said at last, "Since you express no preference, I shall select a poem at
random."
Quiet music rose to back the voice. "Sara Teasdale. As I recall, your favourite...
217
There will come soft rains and the smell of the ground,
And swallows circling with their shimmering sound;
And frogs in the pools singing at night,
And wild plum trees in tremulous white;
Robins will wear their feathery fire,
Whistling their whims on a low fence-wire;
And not one will know of the war, not one
Will care at last when it is done.
Not one would mind, neither bird nor tree,
If mankind perished utterly;
And Spring herself, when she woke at dawn
Would scarcely know that we were gone."
The fire burned on the stone hearth and the cigar fell away into a mound of quiet ash
on its tray. The empty chairs faced each other between the silent walls, and the
music played.
At ten o'clock the house began to die.
The wind blew. A falling tree bough crashed through the kitchen window. Cleaning
solvent, bottled, shattered over the stove. The room was ablaze in an instant!
"Fire!" screamed a voice. The house lights flashed, water pumps shot water from the
ceilings. But the solvent spread on the linoleum, licking, eating, under the kitchen
door, while the voices took it up in chorus: "Fire, fire, fire!"
The house tried to save itself. Doors sprang tightly shut, but the windows were
broken by the heat and the wind blew and sucked upon the fire.
The house gave ground as the fire in ten billion angry sparks moved with flaming
ease from room to room and then up the stairs. While scurrying water rats squeaked
from the walls, pistolled their water, and ran for more. And the wall sprays let down
showers of mechanical rain.
But too late. Somewhere, sighing, a pump shrugged to a stop. The quenching rain
ceased. The reserve water supply which had filled baths and washed dishes for
many quiet days was gone.
The fire crackled up the stairs. It fed upon Picassos and Matisses in the upper halls,
like delicacies, baking off the oily flesh, tenderly crisping the canvases into black
shavings.
Now the fire lay in beds, stood in windows, changed the colors of drapes!
And then, reinforcements. From attic trapdoors, blind robot faces peered down with
faucet mouths gushing green chemical.
The fire backed off, as even an elephant must at the sight of a dead snake.
Now there were twenty snakes whipping over the floor, killing the fire with a clear
cold venom of green froth.
218
But the fire was clever. It had sent flame outside the house, up through the attic to
the pumps there.
An explosion! The attic brain which directed the pumps was shattered into bronze
shrapnel on the beams The fire rushed back into every closet and felt of the clothes
hung there.
The house shuddered, oak bone on bone, its bared skeleton cringing from the heat,
its wire, its nerves revealed as if a surgeon had torn the skin off to let the red veins
and capillaries quiver in the scalded air. Help, help! Fire! Run, run! Heat snapped
mirrors like the first brittle winter ice. And the voices wailed. Fire, fire, run, run, like a
tragic nursery rhyme, a dozen voices, high, low, like children dying in a forest, alone,
alone. And the voices fading as the wires popped their sheathings like hot chestnuts.
One, two, three, four, five voices died.
In the nursery the jungle burned. Blue lions roared, purple giraffes bounded off. The
panthers ran in circles, changing color, and ten million animals, running before the
fire, vanished off toward a distant steaming river.... Ten more voices died.
In the last instant under the fire avalanche, other choruses, oblivious, could be heard
announcing the time, cutting the lawn by remote-control mower, or setting an
umbrella frantically out and in, the slamming and opening front door, a thousand
things happening, like a clock shop when each clock strikes the hour insanely before
or after the other, a scene of maniac confusion, yet unity; singing, screaming, a few
last cleaning mice darting bravely out to carry the horrid ashes away! And one voice,
with sublime disregard for the situation, read poetry aloud in the fiery study, until all
the film spools burned, until all the wires withered and the circuits cracked.
The fire burst the house and let it slam flat down, puffing out skirts of spark and
smoke.
In the kitchen, an instant before the rain of fire and timber, the stove could be seen
making breakfasts at a psychopathic rate, ten dozen eggs, six loaves of toast, twenty
dozen bacon strips, which, eaten by fire, started the stove working again, hysterically
hissing!
The crash. The attic smashing into kitchen and parlour. The parlour into cellar, cellar
into sub-cellar.
Deep freeze, armchair, film tapes, circuits, beds, and all like skeletons thrown in a
cluttered mound deep under.
Smoke and silence. A great quantity of smoke.
Dawn showed faintly in the east. Among the ruins, one wall stood alone. Within the
wall, a last voice said, over and over again and again, even as the sun rose to shine
upon the heaped rubble and steam:
"Today is August 5, 2026, today is August 5, 2026, today is..."
219
Destruction of coral reefs in WPS could cost PH $350K per

hectare yearly
Read more: https://globalnation.inquirer.net/177443/destruction-of-coral-reefs-in-wps-

could-cost-ph-350k-per-hectare-yearly#ixzz5y94hslpL
MANILA, Philippines – If the destruction of the coral reefs in the West Philippine Sea
(WPS) will continue, it may cost the Philippines around $350,000 per hectare yearly,
an official from the University of the Philippines Marine Science Institute (UP-MSI)
said Wednesday.
UP-MSI Deputy Director for Research Dr. Deo Onda said the losses would come in
the form of lack of access to the benefits or services provided by coral reefs like food,
climate regulation, and tourism.
―What do we stand to lose? Poaching, harvesting, and degradation can lead to loss
of these services. All in all, if we don‘t have access, we are losing $350,000 (worth)
of services per hectare per year,‖ Onda said during a forum at Annabel‘s in Quezon
City.
―That‘s only for one hectare,‖ he added. Onda explained that they used a system
derived from a study by Associate Professor Rudolf de Groot of Wageningen
University in the Netherlands, which specified the WPS‘ services and financial worth
per square hectare per year into four parts.
These are provisional services (worth $55,724), which include sourcing of food and
raw materials; regulating services ($171,478) or waste treatment and erosion
prevention; habitat services ($16,210) for breeding fish species; and cultural services
($108,837) like recreation.
Onda said banning Filipino fisherfolk from venturing into the WPS to prevent further
destruction would not have any effect because poaching activities continue.
―If we limit the access of fishermen in the West Philippine Sea we will lose because
we cannot get provisions like food and raw materials,‖ Onda said.
―It‘s not just about losing access; the habitat is being destroyed,‖ he added.
Onda further explained that corals serve as breeding grounds for fishes in the
biodiversity-rich WPS, which supposedly account for 25 percent of all marine species
in the whole world. These are brought by currents to the country‘s western seaboard,
especially during the southwest monsoon season.
―We have this concept called ocean productivity. Some parts of the sea are
dependent on other areas. Just think of the West Philippine Sea where fishes lay
eggs,‖ he explained.
220
―Currents bring these eggs to different parts of Southeast Asia. In this model, the
West Philippine Sea benefits, especially the area west of Palawan and Northern
Luzon.‘ he added.
Other marine resources also open several possibilities for Filipinos in the field of
medicine, food production, cosmetics, and other still unexplored facets.
―It‘s not just the fishes but other organisms as well that deposit in the West Philippine
Sea. Aside from the corals, there were also fishes and giant clams,‖ he added.
Talks about protecting the West Philippine Sea from foreign poachers have peaked
when a local fishing boat sunk after a colliding with a Chinese vessel supposedly
engaged in fishing activities within the exclusive economic zone (EEZ).
The 22 fishermen who were left adrift at sea by the Chinese vessel were eventually
rescued by a Vietnamese ship.
„Largest number in years‟: Over 100 new whale sharks spotted in Donsol
MANILA, Philippines – Over a hundred new whale sharks have been sighted in the
waters of Donsol in Sorsogon in the first half of 2019 – the ―largest number‖ of the
endangered species sighted in the area in years, the World Wide Fund for Nature
(WWF) said on Friday, August 30, 2019. The WWF Philippines reported that 104 new
whale sharks, including juveniles, were identified in Ticao Pass off the coast of
Donsol from January to June 2019.
―Their presence suggests that the Ticao Pass may be a pupping ground for whale
sharks, further increasing the ecological significance of the area,‖ it said.
―These whale sharks that pass by Donsol aren‘t just important due to their value to
local tourism. More than that, they play an important, systemic role in providing
resilience to the local ecosystem,‖ Narvadez said
―The number of whale sharks spotted in Donsol indicates that its waters are now rich
with plankton, which is their primary food. They have even come here with their
young,‖ he added.
―WWF-Philippines is currently exploring options of expanding the current Marine

Protected Areas (MPA) or establishing new ones in neighboring Masbate municipality
to further protect the Ticao Pass and its inhabitants,‖ WWF said.
– Rappler.com
221
TREES
By JOYCE KILMER
I think that I shall never see

A poem as lovely as a tree.
A tree whose hungry mouth is prest

Against the earth‟s sweet flowing breast;
A tree that looks God all day,

And lifts her leafy arms to pray;
A tree that may in Summer wear

A nest of robins in her hair;
Upon whose bosom snow has lain;

Who intimately lives with rain.
Poems are made by fools like me,

But only God can make a tree.
222
PRONOUNS
INDEFINITE PRONOUNS
Indefinite pronouns refer to people, places, or things, often without specifying

which ones.
SINGULAR
Another, anybody, anyone, anything, each, either, everybody, everyone,
everything, little, much, neither, nobody, no one, nothing, one, other,
somebody, someone. Something
PLURAL
Both, few, many, others, several
SINGULAR or PLURAL
All, any, more, most, none, some
The following examples show indefinite pronouns both with and without
specific antecedents.
Specific antecedents:
Some of the students were late.
No specific antecedents:
Everyone ate something.
The Cases of Pronouns

Case is the form of a noun or a pronoun that indicates its use in a sentence.
The Three Cases
CASE USE IN SENTENCE

Nominative Subject or predicate nominative \
Objective Direct object, Indirect Object, or Object of a
Preposition
Possessive To show ownership
Nominative Objective Possessive

I me my, mine
You you your, yours
He, she, it him, her, it his, her, hers, its
We us our, ours
They them their, theirs
Examples:
Nominative
I do most of the cooking in the family.
223
The one who helped us is he.
Objective
Fran‟s behavior embarrassed me.
The berries gave me a stomachache.
I refuse to speak to him.
Possessive
The lion escaped from its cage.
Your walking in the rain caused the fever.
Is this book his or hers?
Reciprocal Pronouns
A reciprocal pronoun is a pronoun which is used to indicate that two or more

people are carrying out or have carried out an action of some type, with both
receiving the benefits or consequences of that action simultaneously.
Reciprocal Pronouns: EACH OTHER ONE ANOTHER
Examples:
Maria and Juan gave each other gold rings on their wedding day.
The defendants blamed one another for the crime they were charged with.
INFORMATIVE WRITING TECHNIQUES
Below are seven helpful hints to get you started on writing an informative text
that is fact-based, pithy, and powerful:
1. Create a thesis statement that will emphasize your point in writing.
2. Your verbiage should be simple and straightforward. Over embellished

sentences have no place in informative writing?
3. Tell the facts like a good journalist. Put your feelings aside.
4. Have facts from reliable sources as supporting data in your informative

writing.
5. Go to the right sources. Choose your interviewees carefully and

judiciously pick who you want to quote.
6. Use the active construction and powerful adjectives to add proper

emphasis to your thesis and supporting information.
7. Write about what interests you.
224
How to Write a Eulogy
https://www.google.com/amp/s/m/wikihow.com/Write-a-Eulogy%3famp=1
1. Decide on the tone.

2. Consider the audience.
3. Briefly introduce yourself.
4. State the basic information about the deceased.
5. Use specific examples to describe the deceased.
6. Be concise and well – organized.
7. Get feedback.
Eulogy
Eulogy for Mother Earth
Rachael M. Feuer
May 17, 2018 ·
She was gloriously beautiful, yet devastatingly cruel. She conceived life, as
well as, death. Her magnitude and power were unmatched by all that
surrounded her. She was rare and extraordinary, compared to others like her.
She was elegant and natural but was ultimately transformed to be inorganic
and lifeless. She was our home. Where an abundance of different organisms
thrived, learned, played, and battled. Creating equality for all with strength; we
evolved together in her beauty. Over time, we helped shape her, for better or
for worse. Carving out her body, we removed roots of her children with our big
machinery and replaced them with large factories. Robbing her bloodstream,
we emptied her oceans and rivers through our pollution and over-
consumption. Slaughtering her children, we butchered our fellow animals all
for our own personal profit. Clogging her lungs, we turned the air to a
monstrous cloud of chemicals. While we may not be the cause of her demise,
we definitely had an impact. We were her children, these places were our
homes, and we let her die. As her children, we should have fertilized her gifts
so that they could prosper. Yet, we claimed what she gave us for profit. She
was a good mother, she gave us everything we needed. But, we were unruly
and disobedient children. We took her, and all that she gave us, for granted
and now she is gone. Thank you, Earth, for the captivating beauty that you
showed us. For the home that you provided us, bountiful in all wonderous
aspects. You taught us lessons of gracious kindness and lessons of strong
resilience. I will never forget her. YOU must never forget her. So, we say
farewell Earth, we miss you dearly.
Sincerely,
Humankind
225
226
https://hikebiketravel.com/9-reasons-why-you-should-visit-whitehorse-in-winter/
227
https://pixabay.com/photos/yukon-river-yukon-territory-canada-53507/
228
The Butterfly (Struggles)

A man found a cocoon of a butterfly.
One day a small opening appeared. He sat and watched the butterfly for several
hours as it struggled to force its body through that little hole.
Until it suddenly stopped making any progress and looked like it was stuck.
So the man decided to help the butterfly. He took a pair of scissors and snipped off
the remaining bit of the cocoon. The butterfly then emerged easily, although it had a
swollen body and small, shriveled wings.
The man didn‘t think anything of it and sat there waiting for the wings to enlarge to
support the butterfly. But that didn‘t happen. The butterfly spent the rest of its life
unable to fly, crawling around with tiny wings and a swollen body.
Despite the kind heart of the man, he didn‘t understand that the restricting cocoon
and the struggle needed by the butterfly to get itself through the small opening; were
God‘s way of forcing fluid from the body of the butterfly into its wings. To prepare
itself for flying once it was out of the cocoon.
Moral of the story:
Our struggles in life develop our strengths. Without struggles, we never grow and
never get stronger, so it‘s important for us to tackle challenges on our own, and not
be relying on help from others.
https://wealthygorilla.com/10-most-inspirational-short-stories/
229
https://timedotcom.files.wordpress.com/2015/04/lincoln1.jpeg
230
https://www.mirror.co.uk/news/world-news/pensioner-who-claims-adolf-hitler-
11873840
231
https://www.gmanetwork.com/news/news/nation/624632/marcoses-should-return-ill-
gotten-wealth-without-precondition-priest/story/
232
https://www.britannica.com/biography/Nelson-MandelaOpinion
233
ABRAHAM LINCOLN VS. ADOLF HITLER

By David M. Shribman
One displayed the breathtaking depth of human charity, the other the
horrifying depth of human barbarity. One was a surpassing expression of
decency, the other an ominous expression of depravity. One was a symbol of
transcending humanity, the other a symbol of transforming inhumanity.
They were separated by 75 years and -- incongruously, incompatibly,

discordantly -- we mark important anniversaries of them both this month.
In the great march of human history, Abraham Lincoln's Gettysburg Address,

delivered 150 years ago Nov. 19, and Adolf Hitler's Kristallnacht pogrom,
prosecuted 75 years ago Saturday, have nothing in common, except of
course for changing the world. One redeemed a promise set forth in America's
founding document, the Declaration of Independence. The other signalled the
determination to keep the promise set forth in the Nazi Party's founding
treatise, Mein Kampf.
Lincoln's remarks expanded the contours of human possibility and were a

ringing pronouncement of liberty. Hitler's pogrom restricted the liberties of the
Third Reich's Jews and was a menacing declaration of repression. Lincoln's
brief speech foreshadowed a great expansion of human rights; Hitler's brief
night of terror known as the "night of broken glass" foreshadowed a great
reign of persecution. Lincoln promised liberation and a new burst of freedom,
Hitler slavery and a campaign of death.
Lincoln's Gettysburg Address consisted of 272 words, many with Biblical

echoes. Hitler's Kristallnacht consisted of an orchestrated burst of violence
that destroyed 250 German synagogues, smashed 7,000 Jewish businesses,
rained ruin on countless Jewish hospitals, schools and cemeteries, and left
sacred Hebrew texts torn or burned.
234
Exemplification Example 1: Examples that illustrate
https://www.slideshare.net/tinelachica04/lesson-4-patterns-of-development-in-
writing/55
Exemplification Example 2: Example that Explain

―Although they don‘t consider it stealing, many people regularly take things from their
companies. The most common items to disappear are pens and pencils that
employees almost unconsciously stuff into their purses, knapsacks, or briefcases.
Over time, they may accumulate quite a stash of them. Another big item is all kinds of
paper: pads of lined paper, handy little notepads that can be used for shopping lists
and phone messages, and file folders to organize home records. Yet another
innocent theft is the long-distance personal phone call. Those calls cost the company
in two ways: They use company time for personal business, and the company has to
pay for the calls. Even though companies may have special discounted telephone
rates, no call is free. Finally, one of the more significant ways people steal is by
taking home samples of the products the company makes: food, clothing supplies,
and so on. Employees seem to think they are entitled to these products and even
give them to friends. By doing so, they hurt the company by robbing it of a product it
depends on for revenue. These examples may not seem like stealing, but the results
are the same: extra costs to the company, which may result in lower pay raises.‖
https://www.quora.com/What-is-an-example-of-an-exemplification-paragraph
235
Exemplification Example 3: Example that Tell a Story
writing/52
236
Exemplification Example 4: Example that Describe
writing/52
237
REVERSE CREATION
By Bernard Backman
In the end, we destroyed the heaven that was called Earth. The Earth had been
beautiful until our spirit moved over it and destroyed all things.
And we said…
Let there be darkness… and there was darkness. And we liked the darkness; so we
called the darkness, Security.
And we divided ourselves into races and religions and classes of society. And there
was no morning and no evening on the seventh day before the end.
And we said…
Let there be a strong government to control us in the darkness. Let there be armies
to control our bodies so that we may learn to kill one another neatly and efficiently in
our darkness. And there was no evening and no morning on the sixth day before the
end.
And we said…
Let there be rockets and bombs to kill faster and easier; let there be gas chambers
and furnaces to be more thorough. And there was no evening and no morning on the
fourth day before the end.
And we said…
Let there be drugs and other forms of escape, for there is this constant annoyance –
Reality – which is disturbing our comfort. And there was no evening and no morning
on the fourth day before the end.
And we said…
Let there be divisions among the nations, so that we may know who is our common
enemy. And there was no evening and no morning on the third day before the end.
And finally we said…
Let us create God in our image. Let some other God compete with us. Let us say that
God thinks as we think, hates as we hate, and kills as we kill. And there was no
morning and no evening on the second day before the end.
On the last day, there was a great noise on the face of the Earth. Fire consumed the
beautiful globe, and there was silence. The blackened Earth now rested to worship
the one true God, and God saw all that we had done, and in the silence over the
smoldering ruins… God wept.
238
“Modified Crossword Puzzle”

6
1 I E
2 P G
3 K A
4 T E
5 I X
1. The conversation of characters in a literary work.

2. The main character in a story.
3. The writer of ―Seven Ages of Man‖
4. The central idea or statement that unifies and controls an entire literary work.
5. The highest point of interest in a story.
6. What is the hidden word? _ _ _ _ _
239
What is a dramatic monologue? https://www.youtube.com/watch?v=N6b4p-0Pk-A

TRANSCRIPTION
WHAT IS A DRAMATIC MONOLOGUE?
In theatre, a monologue is a speech presented by a single character, most often to
express their mental thoughts aloud, though sometimes also to directly address
another character or the audience. Monologues are common across the range of
dramatic media (plays, films, etc.), as well as in non-dramatic media such as poetry.
Monologues share much in common with several other literary devices including
soliloquies, apostrophes, and aside. There are, however, distinctions between each
of these devices. Monologues are similar to poems, epiphanies, and others, in that,
they involve one 'voice' speaking but there are differences between them. For
example, a soliloquy involves a character relating his or her thoughts and feelings to
him/herself and to the audience without addressing any of the other characters. A
monologue is the thoughts of a person spoken out loud. Monologues are also distinct
from apostrophes, in which the speaker or writer addresses an imaginary person,
inanimate object, or idea. Asides differ from each of these not only in length (asides
are shorter) but also in that asides are not heard by other characters even in
situations where they logically should be (e.g. two characters engaging in a dialogue
interrupted by one of them delivering an aside). In ancient Greek theatre, the origin of
western drama, the conventional three actor rule was preceded by a two actor rule,
which was itself preceded by a convention in which only a single actor would appear
on stage, along with the chorus. The origin of the monologue as a dramatic device,
therefore, is not rooted in dialogue. It is, instead, the other way around; dialogue
evolved from monologue. Ancient Roman theatre featured monologues extensively,
more commonly than either Ancient Greek theatre or modern theatre. One of the key
purposes of these monologues was to indicate the passage of significant amounts of
time (that would be tedious to actually play out in real time) within scenes. This type
of monologue is referred to as a linking monologue. Other monologue types included
"entrance monologues" and exit monologues. In each of these cases a primary
function is indicating the passage of time. From Renaissance theatre onward,
monologues generally focused on characters using the extended speech to pursue
their dramatic need. Postmodern theatre, on the other hand, often embraces the
performative aspects of the monologue, even to the point of challenging the
boundary between character portrayal (e.g. acting) and autobiographical speeches.
Interior monologues involve a character externalizing their thoughts so that the
audience can witness experiences that would otherwise be mostly internal. In
contrast, a dramatic monologue involves one character speaking to another
character. Monologues can also be divided along the lines of active and narrative
monologues. In an active monologue a character is using their speech to achieve a
clear goal. Narrative monologues simply involve a character telling a story and can
often be identified by the fact that they are in the past tense. Actors in theatre, and
sometimes in film and television, may be called upon to use monologues for audition
purposes. Audition monologues demonstrate an actor's ability to prepare a piece and
deliver a performance. These pieces are usually relegated to two minutes
(sometimes less) and are often paired with a contrasting monologue. This can be a
comic monologue paired with a dramatic monologue or it can mean classical paired
with contemporary. The choice of monologues for an audition can often depend on
the play in question or the role the actor wants to land. The audition monologue is a
rite of passage with theatre actors and a tradition that continues today.
240
APPENDIX 14: QUARTER 3, WEEK 5, DAY 1
MAN AND WOMAN

by
Victor Hugo
Man is the most elevated of creatures,

Woman the most sublime of ideals.
God made for man a throne; for Woman an altar.
The throne exalts; the altar sanctifies.
Man is the brain; Woman, the heart.
The brain creates light; the heart, love.
Light engenders; love resurrects.
Because of reason Man is strong.
Because of tears Woman is invincible.
Reason is convincing; tears, moving.
Man is capable of all heroism.
Woman of all martyrdom.
Heroism ennobles; martyrdom sublimates.
Man has supremacy; Woman, preference.
Supremacy is strength.
Preference is the right.
Man is a genius; Woman, an angel.
Genius is immeasurable; the angel indefinable.
The aspiration of man is supreme glory.
The aspiration of woman is extreme virtue.
Glory creates all that is great; virtue, all that is divine.
Man is a code; Woman a gospel.
A code corrects; the gospel perfects.
Man thinks; Woman dreams.
To think is to have a worm in the brain.
To dream is to have a halo on the brow.
Man is an ocean, Woman a lake.
The ocean has the adorning pearl; the lake, dazzling poetry.
Man is the flying eagle; Woman, the singing nightingale.
To fly is to conquer space; to sing is to conquer the soul.
Man is a temple; Woman a shrine.
Before the temple we discover ourselves; before the shrine we kneel.
In short, man is found where earth finishes, woman where heaven begins.
https://iamdoctoreamer.wordpress.com/2016/10/13/poem-man-and-woman-victor-
hugo/
241
Bias is when a statement reflects a partiality, preference, or prejudice for or

against a person, object, or idea. Much of what you read and hear expresses a bias.
Bias is when a writer or speaker uses a selection of facts, choice of words, and the
quality and tone of description, to convey a particular feeling or attitude. Its purpose
is to convey a certain attitude or point of view toward the subject. As you read or
listen to biased materials, keep the following questions in mind:
 What facts has the author omitted?
 What additional information is necessary?
 What words create positive or negative impressions?
 What impression would I have if different words had been used?
Biased information tries to change your mind, how you think. Being aware of bias and
knowing how to identify, analyze, and assimilate biased information properly is a skill
to be treasured. It puts you in charge of how you think instead of the print and media
world.
What are some indicators of bias on a web page?
 The language of the document is often extreme; statements have all or
nothing connotations.
 The argument appeals more to the emotions than to logic.
 Things are worded with the intent to oversimplify or over generalize.
 The author wishes to present a limited view of the topic.
You should expect bias on webpages that are dedicated to selling you something.
Additionally, webpages dedicated to controversial topics are likely to have a bias.
Questions to keep in mind as you seek indicators of bias:
 What is the author's political point of view?
 What does the author stand to gain?
 Who is paying for the website?
 Does the author present alternate points of view?
o If so, are those views presented objectively, or with scorn
https://researchguides.njit.edu/evaluate/bias
242
APPENDIX 15.1: QUARTER 3, WEEK 5, DAY 2
REPORT ABOUT PH IN WORST HUMAN RIGHTS CRISIS,

EJKS „BIASED‟ – PNP
Published January 23, 2018, 3:01 PM
By Martin Sadongdong
The Philippine National Police (PNP) brushed off the ―biased‖ report released by the
Human Rights Watch (HRW) saying that the Philippines has plunged into its worst
human rights crisis since the 1970s or the Marcos era.
In its World Report 2018 released on January 18, the HRW, an international non-
government organization which conducts research and advocacy on human rights,
said President Rodrigo Duterte has ―plunged the Philippines into its worst human
rights crisis since the dictatorship of Ferdinand Marcos in the 1970s and 1980s.‖
Marcos ruled as a dictator under Martial Law from 1972 to 1981.
Philippine National Police Director General Ronald dela Rosa
(Keith Bacongco / MANILA BULLETIN)
The report also said that based on HRW‘s investigation, ―the Philippine National
Police and its agents have repeatedly carried out extrajudicial killings (EJKs) of drug
suspects, and then falsely claimed self-defense.‖ It added that police ―have planted
guns, spent ammunition, and drug packets on victims‘ bodies to implicate them in
drug activities.‖
PNP chief Director General Ronald dela Rosa said he does not believe the HRW
report since the group ―knows nothing‖ about what is really happening on the ground.
―Ang basehan nila, mga media na bias against the government. ‗Yun lang ang ipini-
feed sa kanila. Wala silang alam sa nangyayari sa ground dito sa Pilipinas,‖ he said.
Dela Rosa further stated that the Human Rights Watch have their own ―agenda‖ in
releasing the report so might as well ignore it.
―Hindi naman ako naniniwala dyan sa kanila, hayaan mo sila. May sarili man ‗yang
agenda kaya huwag kayong matakot dyan,‖ he said.
The PNP had been at the forefront of the government‘s anti-illegal drugs campaign
―Oplan Tokhang‖ (knock and plead) which was launched when Duterte became
president in 2016. However, a number of controversial cases forced Duterte to strip
the national police force from being its lead agency.
The first case happened in January 2017 when Korean businessman Jee Ick Joo
was strangled to death in an apparent kidnap-slay case by anti-narcotics agents
inside the Camp Crame; the second happened in October 2017 when Caloocan
police officers shot dead 17-year-old boys, Kian Lloyd delos Santos and Carl Angelo
Arnaiz.
Duterte has since assigned the Philippine Drug Enforcement Agency (PDEA) to lead
the anti-illegal drugs operations.
Latest available figure from the authorities said that from July 1, 2016 to January 17,
2018, there were a total of 3,987 drug personalities who died in 81,919 anti-drug
operations, with various human rights watch groups saying thousands more have
been killed in alleged EJKs. A total of 119,361 drug suspects were also arrested.
More than 1,800 drug-related deaths are still under investigation and the PNP has
previously denied there were EJK cases in the country.
This month, the PNP is preparing for the return of the ―less bloody‖ Oplan Tokhang.
Tags: 'biased', Dela Rosa, EJKs, HRW, human rights crisis, Manila Bulletin, PNP
243
S a m pl e Cr i t i que
F I C T I O N : N O V E L
excerpt of an editor's report
TITLE: The X Game
GENRE: supernatural horror
OVERVIEW
It was a pleasure to read your novel, The X Game. The title itself evokes a sense of
play and mystery—What is the X? And what kind of game is it?
In critiquing your novel, I read it first as a reader, then again as an editor. Although
you will find occasional comments inserted in bubbles in the electronic manuscript,
the majority of my feedback is summarized here in this critique. I will close this
critique with my editorial recommendations and final words.
PLOT & STRUCTURE
This has all the elements of a classic horror story. From the beginning, the main
character, a leader of a mysterious order, turns off the security system inside the
manor, immediately cueing the reader that the protagonist is about to do something
clandestine. There is an underground tunnel and secret doors, and rumors of frightful
things inside the forest. By the end of the prologue, it‘s clear from the tropes you use
that this is a horror story with Gothic elements, and that from this point on, things are
only going to get worse—in a delicious, thrilling way.
You wisely start in the middle of the action and propel the protagonist—and the
reader—into the unknown, which we know is going to be dangerous. There are
encounters—with a mysterious creature and an attack by wolves—that keep the
action going and the reader reading—all good.
After Egri is rescued by Jordan (perhaps too conveniently?) and taken to the manor,
he is confronted by a stranger—Marlo—who is the one who summoned him in the
first place. What Egri does not know, but we readers know, is that Marlo is not a
normal human being. In fact, he too is a supernatural creature, possibly a vampire. In
other words, the protagonist is not really safe nor is he in an ordinary place, but
rather he has entered an extraordinary world, and that as much as he wishes to turn
back, it is too late.
Overall, the plot is unfolding naturally—or perhaps I should say, classically. The
danger in taking this approach is that a sophisticated reader of horror is not going to
find much here that is fresh and new in the way of storytelling. But if it‘s an ordinary
horror story that you‘re hoping to provide, then I think that‘s what you have here.
244
CHARACTERS
Egri is a transparent and expressive character who does not hesitate to act, speak,
or run away (if he has to). His frank manner makes him easily knowable and
perhaps, for some, relatable and even comical. In a sense, he is your average man
who is put into extraordinary circumstances. It‘s that tension between the ordinary
and the extraordinary that keeps the reader interested. As a reader I want to know
how the protagonist is going to react and cope with all that happens to him. In other
words, I want to know if he is going to survive his ordeal and how he will be changed
by it. Having said that, however, I noticed that there are times when Egri over-
expresses verbally and physically, by shouting, talking to himself, and so on, which
can have a theatrical and cartoony effect. Sometimes, subtle words and gestures can
be just as effective in conveying fear, horror, and anger.
Marlo is the second major character and he is intriguing, because not only is he a
vampire, but a remorseful one. That in itself makes him rise a bit above the stock
vampires you see in fiction and movies. As a reader, I want to know more about him
and what he has done in the past and what he hopes to do to rectify his past sins. I
suggest developing this further in subsequent chapters.
POINT OF VIEW (POV)
You‘ve chosen to write in third-person limited POV, starting with Egri, and then
switching to Marlo's in chapter 2. I think this approach works fine, as long as it
remains consistent throughout the novel.
SETTING
The setting is atmospheric and effective. In the opening chapter, it‘s nighttime, there
is a manor, a dark forest, strong winds and rain. The important thing here is to make
sure the weather is consistent. In the forest, it‘s windy and rainy, but when Marlo is
looking through the window, the sky is bluish and clear, with no sign of wind or
rain. So, as a reader, I‘m wondering if the wind and rain in the forest was an isolated
event? Also, Marlo is looking out at a city skyline. This was unexpected, since the
way the beginning is written, it seems we are in the remote countryside, where there
are forests that go on for miles. Something to think about.
VOICE/TONE
Voice is partly how characters speak as well as how the story is written. I found that
the most glaring inconsistency in voice is in the leader's diction. Normally, he speaks
in contemporary diction (the way most people speak today), but occasionally he
switches to more formal and archaic diction, which stops me as a reader because it‘s
as if another voice has taken over. I have flagged these areas in the manuscript for
your review.
Regarding tone, this changes depending on whose POV we are following. When it‘s
the leader's, the tone is one of urgency, fear, and confusion, sometimes anger. When
it‘s Marlo's, there‘s sadness and calm, with a bit of irony too. This works fine as long
as it‘s consistent. What to be careful of is overstressing tone by using ALL CAPS or
exclamation points. There are other, subtler ways to convey tone via gestures,
physical details, metaphors, rhythm, and so on.
245
TIMING/PACING
Above, I briefly mentioned rhythm. Rhythm involves pacing and timing. Sentences
have a rhythm, as do paragraphs and scenes. There are a few instances where this
isn‘t working in the story and the action falls flat (see pages 44 & 52). The dread and
horror of the scenes are not effectively conveyed—and horror relies heavily on timing
and pacing to scare readers. So, I recommend that you rewrite those areas, keeping
in mind pacing and timing—to create surprise, horror, and dread—the hallmark
emotions in horror fiction.
GRAMMAR, PUNCTUATION, WORD USAGE, ETC.
I did a light copyedit with some heavy line editing, refining sentences when
necessary. Wherever I had questions or saw the need for a major change, I inserted
a comment bubble with my query and suggested revision.
EDITORIAL RECOMMENDATIONS
Most of my recommendations have already been given, but to summarize here, I

think what you have written is a contemporary Gothic horror story that, with some
refinements, will no doubt find avid readers of genre fiction. The question you may
need to ask yourself is, Do I want to give readers something new? If so, you may
have to rethink the tropes and motifs you are using and reimagine this story
differently, so as to surprise and satisfy the more sophisticated reader of horror
fiction.
Whatever you decide, I recommend revising the manuscript, keeping in mind my

comments and suggestions. After that, the next step would be to either submit this to
an agent (who specializes in horror fiction) or self-publish, if that is your intention. If
you decide to self-publish, I recommend having your book copyedited and proofread
to ensure that your book is error-free prior to publication.
246
247
248
249
250
Transcription for “The Girl Who Silenced the World in 5

Minutes”
https://www.youtube.com/watch?v=XdK0uYjy85o
https://singjupost.com/girl-silenced-world-5-minutes-full-text/?singlepage=1
Hello, I‘m Severn Suzuki speaking for E.C.O. – The Environmental Children‘s
Organisation.
We are a group of 12 and 13-year-olds from Canada trying to make a difference:

Vanessa Suttie, Morgan Geisler, Michelle Quigg and me. We raised all the money
ourselves to come six thousand miles to tell you adults you must change your ways.
Coming here today, I have no hidden agenda. I am fighting for my future. Losing my
future is not like losing an election or a few points on the stock market. I am here to
speak for all generations to come.
I am here to speak on behalf of the starving children around the world whose cries go
unheard. I am here to speak for the countless animals dying across this planet
because they have nowhere left to go. We cannot afford to be not heard. I am afraid
to go out in the sun now because of the holes in the ozone. I am afraid to breathe the
air because I don‘t know what chemicals are in it.
I used to go fishing in Vancouver with my dad until just a few years ago we found the
fish full of cancers. And now we hear about animals and plants going extinct every
day — vanishing forever.
In my life, I have dreamed of seeing the great herds of wild animals, jungles and
rainforests full of birds and butterflies, but now I wonder if they will even exist for my
children to see.
Did you have to worry about these little things when you were my age?
All this is happening before our eyes and yet we act as if we have all the time we
want and all the solutions. I‘m only a child and I don‘t have all the solutions, but I
want you to realize, neither do you!
You don‘t know how to fix the holes in our ozone layer. You don‘t know how to bring
salmon back up a dead stream.
You don‘t know how to bring back an animal now extinct. And you can‘t bring back
forests that once grew where there is now desert.
If you don‘t know how to fix it, please stop breaking it!
Here, you may be delegates of your governments, business people, organizers,

reporters or politicians – but really you are mothers and fathers, brothers and sister,
aunts and uncles – and all of you are somebody‘s child.
I‘m only a child yet I know we are all part of a family, five billion strong, in fact, 30
million species strong and we all share the same air, water and soil — borders and
governments will never change that.
251
I‘m only a child yet I know we are all in this together and should act as one single
world towards one single goal.
In my anger, I am not blind, and in my fear, I am not afraid to tell the world how I feel.
In my country, we make so much waste, we buy and throw away, buy and throw
away, and yet northern countries will not share with the needy. Even when we have
more than enough, we are afraid to lose some of our wealth, afraid to share.
In Canada, we live the privileged life, with plenty of food, water and shelter — we
have watches, bicycles, computers and television sets.
Two days ago here in Brazil, we were shocked when we spent some time with some
children living on the streets. And this is what one child told us: ―I wish I was rich and
if I were, I would give all the street children food, clothes, medicine, shelter and love
and affection.‖
If a child on the street who has nothing, is willing to share, why are we who have
everything still so greedy?
I can‘t stop thinking that these children are my age, that it makes a tremendous
difference where you are born, that I could be one of those children living in the
Favellas of Rio; I could be a child starving in Somalia; a victim of war in the Middle
East or a beggar in India.
I‘m only a child yet I know if all the money spent on war was spent on ending poverty
and finding environmental answers, what a wonderful place this earth would be!
At school, even in kindergarten, you teach us to behave in the world. You teach
us: not to fight with others, to work things out, to respect others, to clean up our
mess, not to hurt other creatures, to share – not be greedy.
Then why do you go out and do the things you tell us not to do?
Do not forget why you‘re attending these conferences, who you‘re doing this for —
we are your own children. You are deciding what kind of world we will grow up in.
Parents should be able to comfort their children by saying ―everything‘s going to be
alright‖, ―we‘re doing the best we can‖ and ―it‘s not the end of the world‖.
But I don‘t think you can say that to us anymore. Are we even on your list of
priorities? My father always says ―You are what you do, not what you say.‖
Well, what you do makes me cry at night. You grown-ups say you love us. I
challenge you, please make your actions reflect your words. Thank you for listening.
252
DISCUSSING NEW CONCEPTS AND PRACTICING NEW

SKILLS #1
https://preply.com/en/blog/2014/11/13/types-of-questions-in-english/
1. General or Yes/No Questions

Common questions that can be answered with a simple ―yes‖ or ―no‖ are logically
called yes/no questions
As a rule, this kind of question relates to the whole sentence, and not to a separate
element of it.
For example:
Do you like this country? –
Does Jane know about your new job? –
Can I call my sister? –
To ask such general questions, the appropriate rising intonation should be used at
the end of the sentence. The answer can be a brief ―yes‖ or ―no.‖ Or, a longer
answer can be given: ―Yes, I do.‖ ―No, I don‘t like this country.‖ The response to a
question depends on the verb used.
Try to remember this formula: answer the question the way it was asked. If the
question begins with a form of the verb ―to be‖ – am, is, are – then answer ―Yes, I
am/he is/they are,‖ or ―No, I am not/he isn‘t/they aren‘t.‖
It is similar to auxiliary verbs (do/does, did, will, have/has):
 Did she clean the room? – Yes, she did/No, she didn‘t.
 Have you done your homework? – Yes, I have/ No, I haven‘t.
 Will you buy that dress? – Yes, I will/ No, I won‘t.
2. Special or Wh-Questions
A special question, as you can guess, uses a certain word at the beginning of the
sentence. The questions words who, what, where, when, why, how, how many,
etc., are used to begin the question:
 Where is he from? –
 When did you come here? –
 How did you meet her? –
 How many eggs do we need for this cake? –
 Whose children are playing in the yard? –
Note that questions about a subject (who? what?) have their own special structure;
they do not require an auxiliary verb, we replace the subject with the question
word.
For example:
 We go to the cinema. – Who goes to the cinema?
 The glass is on the table. – What is on the table?
 Most girls here wear skirts. – Who wears skirts here?
You can see that after the question words who and what, the third-person singular
form of the verb should be used.
We use special questions to get specific information. This implies that the answer will
be more detailed.
253
3. Choice Questions
Choice questions are questions that offer a choice of several options as an answer.
They are made up of two parts, which are connected by the conjunction or.
Choice questions can be either general or specific. If the question does not
centre on the subject of the sentence, a complete answer is needed.
For example:
 Does she like ice cream or sweets? – She likes ice cream.
 Where would you go, to the cinema or the theatre? – I would go to the
cinema.
 Is he a teacher or a student? – He is a student.
However, when the question concerns the subject, the auxiliary verb comes before
the second option. The answer is short:
 Does she make it or do you? – She does.
 Did they buy that house or did she? – They did.
4. Disjunctive or Tag Questions

This type of question is also made up of two parts, where the first part is a positive
statement, and the second part is negative, or vice-versa.
The first part of the sentence defines the expected answer. If the statement is
positive, a positive answer is expected; if the statement is negative, a negative
answer is expected.
For example:
 She sent him an invitation, didn‟t she? – Yes, she did.
 You aren‘t getting married, are you? – No, I am not.
 Jane isn‘t in France, is she? – No, she isn‘t.
 Our dad will come soon, won‟t he? – Yes, he will.
There are also exceptions:

I am going with you, aren‟t I? – Yes, you are.
You can‘t say, ―I am a great person, am I not?‖ That would be incorrect. Just
remember that when the pronoun ―I‖ is used, the tag is are/aren‟t. Tag questions are
only used in conversational speech to clarify information or to confirm or refute
something if there are doubts.
254
(Developing mastery (leads to Formative Assessment #3)
Bigger campaign against use of plastics set

https://news.mb.com.ph/2019/09/05/bigger-campaign-against-use-of-plastics-set/
International environmental organization World Wide Fund for Nature-Philippines

(WWF-Philippines) will embark on a bigger initiative to stem the flow of plastic waste
in nature by 2030.
WWF-Philippines president and CEO Joel Palma said the ―No Plastics in Nature‖
global initiative reinforces the #AyokoNgPlastik campaign launched last year.
Initially, the #AyokoNgPlastik strategy helped create awareness among Filipinos to
reduce dependence on single-use plastics, such as straws, bags, bottles, and cups,
among others.
With the launch of the ―No Plastics in Nature‖ initiative, WWF intends to stop the flow
of plastics entering nature by 2030 through the elimination of unnecessary plastics,
doubling reuse, recycling and recovery, and ensuring remaining plastic is sourced
responsibly.
―We are hoping to make the Philippines free of unnecessary plastic wastes, but we
cannot do this alone, we need to help everyone,‖ Palma said.
―Every individual, company, and institution should be mindful of the amount of
plastics they produce and use daily, and take action accordingly to make this goal a
reality,‖ he added.
The Philippines has been identified as the world‘s third-largest contributor of plastic
debris in the ocean due to continuous generation of plastic wastes and poor waste
management.
Palma noted that global plastic production in 2016 has reached 396 million metric
tons, which translates to 53 kilograms of plastic per person on the planet. A third of
this number has already become land or marine pollution.
With a projected increase of 40 percent by 2030, an additional 104 million metric tons
will leak into nature in a business-as-usual scenario, he added.
This poses more threat to the environment and human health. It is already estimated
that on average, a person could be ingesting 5 grams of plastic every week.
Palma explained that the initiative will be a holistic approach consisting of four main
strategies, namely lobbying for a global legally-binding agreement on plastic
pollution, Plastic Smart Cities movement for cities and tourism destinations, Plastic
Action for businesses, and #AyokoNgPlastik for the general public.
WWF vowed to continuously push for a new international legally-binding agreement
to comprehensively address marine plastic pollution throughout the full life cycle.
This is the network‘s response to the agreement made at the 14th Conference of
Parties to the Basel Convention, which stresses that the developing countries could
no longer be a plastic dumping ground.
Meanwhile, through the Plastic Smart Cities, cities and tourism destinations will
commit to improved collection, recycling, reduction of key waste plastics, and landfill
management.
Currently, 10 municipalities and cities have been part of this global movement. These
include Davao City, Digos City, Manila, Parañaque, Island Garden City of Samal, and
the municipalities of Lupon, San Isidro, Sta. Cruz, and Donsol.
WWF-Philippines was also able to partner with at least 20 businesses for the
sustainable journey movement where programs to reduce or eliminate single-use
plastics in their supply chain system, workplace, and business operations were
implemented.
This particular program resulted in the prevention of over 1.5 million pieces of plastic
waste from leaking into nature.
255
Rubric
Poor Fair Good Excellent
1 points 2 points 3 points 4 points
Content (1) Does not (1) (1) (1)
demonstrate Demonstrates Demonstrates Demonstrates
comprehension limited comprehension mastery of core
of the topic comprehension of the topic and content in
and/or offers of the topic offers complete reading/video
irrelevant and/or offers responses to environment
responses to superficial the argument and offers
the argument. responses to thoughtful
the argument responses to
the argument.
Format & Few Relationships Relationships Writer

Organization relationships among ideas among ideas expresses
between ideas are sometimes are assisted by relationships
are presented. clear, but transitions and among ideas;
No conveyed logical careful and
conclusion/pre inconsistently. progression of subtle
mise indicator Conclusion/pre ideas. organization
was used. No mise indicator Conclusion enhances
open ended was used and/or premise effectiveness of
question in the interchangeably indicator was communication.
paragraph. . Open ended used. Conclusion
question is and/or premise
weak. indicator was
used. Applied
the rules in
open ended
questions.
Grammar, Errors in Errors in A small number Mastery of

Punctuation & grammar, grammar, of errors in grammar,
Spelling spelling, and spelling, grammar, spelling,
mechanics mechanics spelling and mechanics
cause reader to distract or mechanics do enhances the
frequently stop interfere with not distract from effectiveness of
reading. understanding. the overall communication.
effectiveness of
the paper.
Total Points Earned: _________ / 12 points
256
THE AGED MOTHER

by Matsuo Basho
Also known as The Story of the Aged Mother, this Japanese folktale tells the story
of an unkind ruler who issues cruel orders, including one demand that all old folks are
to be abandoned and left to die. Basho tells a poignant story about a mother and her
son and their love for one another.
Long, long ago there lived at the foot of the mountain a poor farmer and his
aged, widowed mother. They owned a bit of land which supplied them with food, and
they were humble, peaceful, and happy.
Shining was governed by a despotic leader who though a warrior, had a great and
cowardly shrinking from anything suggestive of failing health and strength. This
caused him to send out a cruel proclamation. The entire province was given strict
orders to immediately put to death all aged people. Those were barbarous days, and
the custom of abandoning old people to die was not uncommon. The poor farmer
loved his aged mother with tender reverence, and the order filled his heart with
sorrow. But no one ever thought twice about obeying the mandate of the governor,
so with many deep and hopeless sighs, the youth prepared for what at that time was
considered the kindest mode of death.
Just at sundown, when his day‘s work was ended, he took a quantity of
unwhitened rice which was the principal food for the poor, and he cooked, dried it,
and tied it in a square cloth, which he swung in a bundle around his neck along with a
gourd filled with cool, sweet water. Then he lifted his helpless old mother to his back
and started on his painful journey up the mountain. The road was long and steep; the
narrow road was crossed and re-crossed by many paths made by the hunters and
woodcutters. In some place, they lost and confuse, but he gave no heed. One path or
another, it mattered not. On he went, climbing blindly upward -- ever upward towards
the high bare summit of what is known as Obatsuyama, the mountain of the
―abandoning of the aged.‖
The eyes of the old mother were not so dim but that they noted the reckless
hastening from one path to another, and her loving heart grew anxious. Her son did
not know the mountain‘s many paths and his return might be one of danger, so she
stretched forth her hand and snapping the twigs from brushes as they passed, she
quietly dropped a handful every few steps of the way so that as they climbed, the
narrow path behind them was dotted at frequent intervals with tiny piles of twigs. At
last the summit was reached. Weary and heart sick, the youth gently released his
burden and silently prepared a place of comfort as his last duty to the loved one.
Gathering fallen pine needles, he made a soft cushion and tenderly lifted his old
mother onto it. He wrapped her padded coat more closely about the stooping
shoulders and with tearful eyes and an aching heart he said farewell.
The trembling mother‘s voice was full of unselfish love as she gave her last
injunction. ―Let not thine eyes be blinded, my son.‖ She said. ―The mountain road is
full of dangers. LOOK carefully and follow the path which holds the piles of twigs.
They will guide you to the familiar path farther down‖. The son‘s surprised eyes
looked back over the path, then at the poor old, shriveled hands all scratched and
soiled by their work of love. His heart broke within and bowing to the ground, he cried
aloud: ―oh, Honorable mother, your kindness breaks my heart! I will not leave you.
Together we will follow the path of twigs, and together we will die!‖
257
Once more he shouldered his burden (how light it seemed now) and hastened
down the path, through the shadows and the moonlight, to the little hut in the valley.
Beneath the kitchen floor was a walled closet for food, which was covered and
hidden from view. There the son hid his mother, supplying her with everything she
needed, continually watching and fearing she would be discovered. Time passed,
and he was beginning to feel safe when again the governor sent forth heralds
bearing an unreasonable order, seemingly as a boast of his power. His demand was
that his subjects should present him with a rope of ashes.
The entire province trembled with dread. The order must be obeyed yet who
in all Shining could make a rope of ashes? One night, in great distress, the son
whispered the news to his hidden mother. ―Wait!‖ she said. ―I will think. I will think‖ On
the second day she told him what to do. ―Make rope of twisted straw,‖ she said.
―Then stretch it upon a row of flat stones and burn it on a windless night.‖ He called
the people together and did as she said and when the blaze died down, there upon
the stones, with every twist and fiber showing perfectly, lay a rope of ashes.
The governor was pleased at the wit of the youth and praised greatly, but he
demanded to know where he had obtained his wisdom. ―Alas! Alas!‖ cried the farmer,
―the truth must be told!‖ and with deep bows he related his story. The governor
listened and then meditated in silence. Finally he lifted his head. ―Shining needs
more than strength of youth,‖ he said gravely. ―Ah, that I should have forgotten the
well-known saying, ―with the crown of snow, there cometh wisdom!‖ That very hour
the cruel law was abolished, and custom drifted into as far a past that only legends
remain.
(https://americanliterature.com/author/matsuo-basho/short-story/the-aged-mother)
258
Criteria and Weight Advanced Proficient Unsatisfactory

3 points 2 points 1 points
The group used both Only a few adjectival No adjectival and
adjectival and and adverbial phrase adverbial phrase was
Writing Strategies adverbial phrases in were used in each used in each
each sentence sentence correctly. sentence correctly.
correctly.
Conventions No errors in 1-3 errors in More than 4 errors in
punctuation, punctuation, punctuation,
capitalization, and capitalization, and capitalization, and
sentence structure. sentence structure. sentence structure.
Organization Used logical Used logical Gaps in logic or no
progression of ideas progression of ideas transitional words
with well-executed but often lacks used.
transitions. transition.
259
MARINE LIFE, OUR LIFE

By Albert M. Lagliva
I am an angler and I find it harder to catch fish nowadays. Our bangkero

explains why: ―Namamatay na ang karagatan dahil sap ag aabuso at pagpapabaya
ng tao sa yaman-dagat (Marine life is dying because of man‘s exploitation and
carelessness with its resources)‖.
My connection with the sea is primarily for recreation. But for bangkeros, the
sea is their world and their life. For them, catching fish is always a serious business.
Being an archipelagic country that has a coastline of 36, 289 kilometers, we
have a lot of municipal fisherfolk for women for whom the fish they catch to eat and
sell is the only means of survival. They have no alternative. They must find and catch
fish.
But the catch is getting smaller each year, fishermen from different parts of
the country will tell you. This is because people degrade the habitat that fish need to
reproduce and survive. According to the Fisheries Resources Management Project
(FRMP) of the Bureau of Fisheries and Aquatic Resources (BFAR), our mangroves,
which serve as nursery for fish and other marine life and help trap or absorb
pollution, have drastically deteriorated during the last 50 years. Now mangroves
cover less than 120,000 hectares, only 26 percent of what we had early in the 1900s.
In the name of development, many of these mangroves forests were
destroyed and converted into fishponds for bigger harvest, usually, compromising
environmental concerns. These conversions were done without giving consideration
to the fact that sustainable fishing must emphasize conserving the habitat of marine
life.
The problem is further worsened by wastes coming from infrastructures, like
piers and factories, and agricultural practices, like the use of chemicals and fertilizers
that end up being washed into the sea. The combination of these activities causes
pollution of the sea, chokes the marine habitat of its oxygen requirements and
ultimately kills the fish.
At the expense of the environment, fishpen operators in Bolinao, Pangasinan,
dreaming of big profits, overstocked their fish cages with bangus and fed them
excessively, resulting in mass suffocation leading to losses amounting to around
P600 million. There have also been reports of an ―oyster kill‖ in Pangsinan due to
unregulated activities that compromise the marine ecosystem. Worse is that these
pollutants destroy not only marine life, but also human life as in the case of the red
tide organisms that have claimed so many lives.
Another marine habitat that needs to be protected from further destruction is
our coral reefs. Home to various marine plants and animals, our coral reefs have
been exploited mainly by destructive fishing methods. Dynamite fishing does not only
kill indiscriminately smaller and younger fish but more importantly it damages the
habitat and thus disrupts their natural reproductive process and growth. Cyanide
fishing poisons the fish as well as the corals. Pounding the corals in order to drive the
fish out kills the corals and fingerlings. Because of these illegal ways of catching
marine life, the FRMP says that less than 5 percent of our reefs are in good
condition. It will take decades to rehabilitate the reefs that are dying.
When the habitat of marine life is destroyed, life for the municipal fisherfolk
becomes doubly hard. Now they have to stay longer out at sea to catch a sufficient
amount of fish and go further out to find schools of fish that have long deserted
coastal waters. They risks lives, trusting that their old and dilapidated bancas stand
the pressure of strong waves.
260
Despite the grim situation in which they find themselves, municipal fisherfolk
still accounted for 30.7 percent of the total fish production in 2001. The figure can be
improved if the government is serious in its poverty reduction commitments. The
effective and sustainable way is to enhance a sufficient territory to fish without
worrying about encroachments by commercial fishing vessels with their advanced
techniques. Continuous government assistance is also crucial for a community-based
coastal resource management and development program that includes marine
habitat conversation, rehabilitation and protection.
Taking care of the marine life and its habitat is a responsibility of us all.
Protecting the rights of every small fisherman, whose toil and labor make it possible
for us to partake of the bounty that the sea has to offer, is a cause we must advocate.
We are connected to the sea as we are to the land. Coastal resources are as
important as land-based resources. Marine life is also our life. With the declining fish
production due to man‘s degradation of its habitat, we may soon find ourselves
without any fish on our table-not even galunggong or dilis.
―Commentary‖
Philippine Daily Inquirer
September 29, 2002
Reference: Interactions 4th Year pp. 24-26
261
APPENDIX 19.1: Quarter 3, Week, 6 Day, 3
Reference: https://www.pinterest.ph/pin/188729040604208803/
262
Rubric
Poor Fair Good Excellent

1 points 2 points 3 points 4 points
Content Does not Demonstrates Demonstrates Demonstrates
demonstrate limited comprehension mastery of core
comprehension comprehension of the topic and content in
of the topic of the topic offers complete reading/video
and/or offers and/or offers responses to environment
irrelevant superficial issue. and offers
responses to responses to thoughtful
the issue. the issues. responses to
the issue.
Source Selection Few sources Some sources Most sources Sources chosen
chosen are chosen are chosen are are highly
relevant to the relevant to the relevant to the relevant to the
topic; writer topic; writer topic; May topic; Sources
may require may need require a small adds greatly to
significant additional amount of research
additional sources to additional potential; few, if
research. complete research any additional
research sources needed
Grammar, Errors are Some Occasional Virtually free
Punctuation & distracting, but significant minor errors do from
Spelling the meaning is errors are not distract the mechanical,
still clear; only present, but the reader; the grammatical,
some of the overall meaning majority of punctuation,
assignment is clear; about assignment and spelling
requirements half of the requirements errors; All of the
were me assignment were met assignment
requirements requirements
were met were met
Acknowledging Each sources Most sources Some sources Few sources
Sources has a proper have proper have proper have a proper
citation; All citation; Most citation; Some citation; Few
citations are citations are citations are citations are
complete; All complete; Most complete; some complete; few
are in the are in the are in the are in the
proper APA proper APA proper APA proper APA
format format format format
Total Points Earned: _________ / 16 points
263
RUBRIC
Fair Good Excellent
2 points 3 points 4 points
Speaker was Speaker was Speaker was
hard to hear easy to hear enjoyable to
Rate & Volume and understand and understand. hear; used
of Speech expression and
emphasis.
Pitch, Voice or tone Tone was Speaker used
Articulation, and distracted from conversational, voice to create
Pronunciation purpose or but with an emotional
presentation. purpose. Voice response in
Excessive use sounded audience.
of verbal fillers. natural, neither
patterned nor
monotone.
Speaker
pronounced
words clearly,
correctly, and
without verbal
fillers.
Content of the Introduction Introduction is Introduction
written speech does not catch not very catchy; catches the
in introducing a the reader‘s details used are attention of the
guest speaker attention at all. not clear. Some reader and
Details used are of the follow the
not clear. The guidelines are guidelines in
guidelines are followed. introducing a
not followed. guest speaker.
Conventions of Some Occasional Virtually free
Language significant minor errors in from
(Punctuation, errors in punctuation, mechanical,
Capitalization, punctuation, capitalization, grammatical,
Spelling, capitalization, spelling & punctuation and
Grammar, spelling & grammar do not spelling errors.
Acknowledgmen grammar are distract the Citations are
t of Sources present, but the reader but the complete with
overall meaning overall meaning proper format.
is clear. Few is clear. Some
sources have sources have
citations. citations with
complete proper
format.
Total Points Earned: _________
264
TRUTH TO POWER
One Republic
I could tell you I was fragile

I could tell you I was weak
I could write you out a letter
Tell you anything you need
I've seen minutes turn to hours
Hours turn to years
And I've seen truth turn to power
If you could see me the way I see you

If you could feel me the way I feel you
You'd be a believer
You'd be a believer
Minutes turn to hours

Hours turn to years
And I've seen truth turn to power
I could tell you I was ageless

But I know you'll see the light
I could tell you I'm immune to everything
But that's a lie
Dust don't turn to flowers
Skies don't disappear
But I've seen truth to power
Oh, if you could see me the way I see you

If you could feel me the way I feel you
You'd be a believer (believer)
You'd be a believer (believer)
You'd be…
265
THE VOICE OF THE MOUNTAIN

By Stephen Crane
The old man Popocatepetl was seated on a high rock with his white mantle about his
shoulders. He looked at the sky, he looked at the sea, he looked at the land—
nowhere could he see any food. And he was very hungry, too.
Who can understand the agony of a creature whose stomach is as large as a
thousand churches, when this same stomach is as empty as a broken water jar?
He looked longingly at some island in the sea. "Ah, those flat cakes! If I had them."
He stared at storm-clouds in the sky. "Ah, what a drink is there." But the King of
Everything, you know, had forbidden the old man Popocatepetl to move at all,
because he feared that every footprint would make a great hole in the land. So the
old fellow was obliged to sit still and wait for his food to come within reach. Any one
who has tried this plan knows what intervals lie between meals.
Once his friend, the little eagle, flew near, and Popocatepetl called to him. "Ho, tiny
bird, come and consider with me as to how I shall be fed."
The little eagle came and spread his legs apart and considered manfully, but he
could do nothing with the situation. "You see," he said, "this is no ordinary hunger
which one goat will suffice—"
Popocatepetl groaned an assent.
"—but it is an enormous affair," continued the little eagle, "which requires something
like a dozen stars. I don't see what can be done unless we get that little creature of
the earth—that little animal with two arms, two legs, one head, and a very brave air,
to invent something. He is said to be very wise."
"Who claims it for him?" asked Popocatepetl.
"He claims it for himself," responded the eagle.
"Well, summon him. Let us see. He is doubtless a kind little animal, and when he
sees my distress he will invent something."
"Good!" The eagle flew until he discovered one of these small creatures. "Oh, tiny
animal, the great chief Popocatepetl summons you!"
"Does he, indeed!"
"Popocatepetl, the great chief," said the eagle again, thinking that the little animal
had not heard rightly.
"Well, and why does he summon me?"
"Because he is in distress, and he needs your assistance."
The little animal reflected for a time, and then said, "I will go."
When Popocatepetl perceived the little animal and the eagle he stretched forth his
great, solemn arms. "Oh, blessed little animal with two arms, two legs, a head, and a
very brave air, help me in my agony. Behold I, Popocatepetl, who saw the King of
Everything fashioning the stars, I, who knew the sun in his childhood, I, Popocatepetl,
appeal to you, little animal. I am hungry."
After a while the little animal asked: "How much will you pay?"
"Pay?" said Popocatepetl.
266
"Pay?" said the eagle.
"Assuredly," quoth the little animal, "pay!"
"But," demanded Popocatepetl, "were you never hungry? I tell you I am hungry, and
is your first word then 'pay'?"
The little animal turned coldly away. "Oh, Popocatepetl, how much wisdom has flown
past you since you saw the King of Everything fashioning the stars and since you
knew the sun in his childhood? I said pay, and, moreover, your distress measures my
price. It is our law. Yet it is true that we did not see the King of Everything fashioning
the stars. Nor did we know the sun in his childhood."
Then did Popocatepetl roar and shake in his rage. "Oh, louse—louse—louse! Let us
bargain then! How much for your blood?" Over the little animal hung death.
But he instantly bowed himself and prayed: "Popocatepetl, the great, you who saw
the King of Everything fashioning the stars, and who knew the sun in his childhood,
forgive this poor little animal. Your sacred hunger shall be my care. I am your
servant."
"It is well," said Popocatepetl at once, for his spirit was ever kindly. "And now, what
will you do?"
The little animal put his hand upon his chin and reflected. "Well, it seems you are
hungry, and the King of Everything has forbidden you to go for food in fear that your
monstrous feet will riddle the earth with holes. What you need is a pair of wings."
"A pair of wings!" cried Popocatepetl delightedly.
"A pair of wings!" screamed the eagle in joy.
"How very simple, after all."
"And yet how wise!"
"But," said Popocatepetl, after the first outburst, "who can make me these wings?"
The little animal replied: "I and my kind are great, because at times we can make one
mind control a hundred thousand bodies. This is the secret of our performance. It will
be nothing for us to make wings for even you, great Popocatepetl. I and my kind will
come"—continued the crafty, little animal—"we will come and dwell on this beautiful
plain that stretches from the sea to the sea, and we will make wings for you."
Popocatepetl wished to embrace the little animal. "Oh, glorious! Oh, best of little
brutes! Run! run! run! Summon your kind, dwell in the plain and make me wings. Ah,
when once Popocatepetl can soar on his wings from star to star, then, indeed—"
Poor old stupid Popocatepetl! The little animal summoned his kind, they dwelt on the
plains, they made this and they made that, but they made no wings for Popocatepetl.
And sometimes when the thunderous voice of the old peak rolls and rolls, if you know
that tongue, you can hear him say: "Oh, traitor! Traitor! Traitor! Where are my wings?
My wings, traitor! I am hungry! Where are my wings?"
But the little animal merely places his finger beside his nose and winks.
"Your wings, indeed, fool! Sit still and howl for them! Old idiot!"
267
WELCOME REMARKS
(Transcription)
Your excellencies, my lord, distinguished guests, ladies and gentlemen, good

evening to all of you. As Chairman of the Brazilian Chamber of Commerce, it‘s my
pleasure to welcome you to this edition of the Personality of the Year Awards in our
Annual Gala Dinner, this evening as we do every year, we pay tribute to two
outstanding business leaders who play major roles in fostering bilateral trade and
investment between our countries Brazil and United Kingdom.
This year, we honor Lord Bamford, Chairman of JCB and Andres theory‘s,
Chief Executive Officer of Medici-Pac 12. Their achievements reflect the strength of
the partnership between our countries and a crucial role played by infrastructure in
one case and financial services under Lord Bamford leadership. JCB has become a
global player in manufacturing with over 20 plants in four continents. Its success is
based on innovation, sustainability and investment.
As an example in Brazil, the company has recently invested in a new factory

in some of the state, supplying construction equipment to municipalities for major
infrastructure projects, as well as for sport events. Lord Bamford has right the last
minutes been prevented from joining us but I am delighted to welcome Joseph
Bamford, his son who will be collecting the award on Lord Bamford behalf. Andres
Davis, one of Brazil‘s most successful businessman and under his leadership, B&B
has become the leading investment bank in Brazil and the wider Latin America region
with over 2,000 staff and offices on four continents. In London, the bank is building
up its hub today. It‘s major center for asset management & for commodities trading.
We are delighted to have the Governor of the Central Bank of Brazil as our
guest of honor. & keynote speaker, the Brazilian Chamber remains over its seventy
years committed to supporting the development of cross-border business, providing a
hub for the private sector in terms of information, networking & opportunities for
partnership between our countries. I would like to thank the members of the
chamber who are supporting this event in particularly Banco de Brazil & BNDS.
I wish you all a very enjoyable and fruitful evening.
Source: https://www.youtube.com/watch?v=3ELG8cKA0Pg
268
CLOSING REMARKS
Norad
(Transcription)
First of all, I would like to thank, the Evaluation Department for your
information & for organizing this. I think this has been a very good seminar where it
has been a very interesting and very good intervention. I can see there are a lot of
challenges that I come forward to a lot of questions that have been raised and not all
of the answers has been given, so there‘s ample time for all of it to continue.
I think I will not try to conclude on anything that has been said here. I think, I
will concentrate on the value of evaluations.& responsibilities for us as donors in this
context. We‘ve have now been talking about what the UN been doing on different
evaluations & on different operations. It‘s quite clear that what you are not doing on
the evaluations is based on money & policy from donor. We are asking the UN to do
evaluations. It‘s big responsibility to ask somebody to do the evaluations, also to our
side to actually follow up and there‘s great demand out there.
I mean evaluations is all about it operates in a political environment both in

the countries that we have been talking about where evaluations were taken place
but also in our own country where a lot of development assistance & expecting
results. Reporting what is done with our money. My department is actually
responsible for half of the Norwegian development assistance system budget. That ‗s
15 billion Norwegian aid and of course Parliament want to see something happens
with those money and I want to see the results. When were talking about the results&
evaluations, I think we need to go back to what Cedric said on his introduction. & it
was also pointed out by the UNDP when it comes about people.
Its all about everyday life in the field and its all about people seeing what is
happening. I think we need to remember that all the times, we don‘t sort of going
back to theoretical discussion about what our revelations, what do we want, how do
we want it to do to perform so on & so forth because this is all about wanted to
change the life of the people and then that also means that if you want to change the
life of real people, we need to follow up what we are doing and what we are saying
should be done.
So I think I just conclude that from my side, from my department side and
from the Ministry of the Foreign Affairs side is that we need to be honest & say that
we are not good enough to follow up on evaluations. We are very good at telling UN
organizations that you have to follow up the recommendations & the evaluations but
we are not good enough in using evaluations & I think we have to admit that. I
promise to use this to improve what is happening on the ground & to change the life
of people. Thank you very much.
Source: https://www.youtube.com/watch?v=fz80YgXA1Js&t=116s
269
RUBRIC IN WRITING A SPEECH
Source :
https://www.google.com/search?biw=1750&bih=862&tbm=isch&sxsrf=ACYBGNSLWVR3m9K
1oGEWUhFvCMYX_CRQFg%3A1568296620504&sa=1&ei=rE56Xcq3Htfj-
AaH8a3QDg&q=rubric+in+writing+cohesive+devices&oq=rubric+in+writing+cohesive+devices
&gs_l=img.3...42472.47554..47839...0.0..0.120.1898.0j17
270
SAMPLE CLOSING REMARKS

By: Undersecretary Ramon J. Paje (DENR)-Proceedings of the International
Conference on Timber Plantation Development
http://www.fao.org/3/ac781e/AC781E13.htm
I would like to congratulate all the participants for your successful contribution to this
historic conference. We believe to our minds that this is a historic conference
because of the resounding support to the position of the government in this country
to implement sustainable forest management. As you know, there is now a serious
on-going debate in the Philippines whether to implement sustainable forestry or to
implement a total logging ban. It is heart warming that the presentations and
discussions during the past three days only showed that there is indeed enough
mechanism, enough approaches to make management of forestry sustainable.
We have taken the position of sustainable forest management rather than total log
ban because we agree with you. We believe the solution is to produce timber. The
solution is to plant and not to ban harvesting. If we have enough plantation, if we
have enough wood then we can harvest. It is an endowment from God. It was given
to us basically as a renewable resource for us to harvest. If we don't harvest it if we
have enough, nature will take it away anyway.
Again, I would like to extend my congratulations to all the participants for your
contribution in this very successful conference.
271
WELCOME REMARKS
(Transcription)
Your excellencies, my lord, distinguished guests, ladies and gentlemen, good

evening to all of you. As Chairman of the Brazilian Chamber of Commerce, it‘s my
pleasure to welcome you to this edition of the Personality of the Year Awards in our
Annual Gala Dinner, this evening as we do every year, we pay tribute to two
outstanding business leaders who play major roles in fostering bilateral trade and
investment between our countries Brazil and United Kingdom.
This year, we honor Lord Bamford, Chairman of JCB and Andres theory‘s,
Chief Executive Officer of Medici-Pac 12. Their achievements reflect the strength of
the partnership between our countries and a crucial role played by infrastructure in
one case and financial services under Lord Bamford leadership. JCB has become a
global player in manufacturing with over 20 plants in four continents. Its success is
based on innovation, sustainability and investment.
As an example in Brazil, the company has recently invested in a new factory

in some of the state, supplying construction equipment to municipalities for major
infrastructure projects, as well as for sport events. Lord Bamford has right the last
minutes been prevented from joining us but I am delighted to welcome Joseph
Bamford, his son who will be collecting the award on Lord Bamford behalf. Andres
Davis, one of Brazil‘s most successful businessman and under his leadership, B&B
has become the leading investment bank in Brazil and the wider Latin America region
with over 2,000 staff and offices on four continents. In London, the bank is building
up its hub today. It‘s major center for asset management & for commodities trading.
We are delighted to have the Governor of the Central Bank of Brazil as our
guest of honor. & keynote speaker, the Brazilian Chamber remains over its seventy
years committed to supporting the development of cross-border business, providing a
hub for the private sector in terms of information, networking & opportunities for
partnership between our countries. I would like to thank the members of the
chamber who are supporting this event in particularly Banco de Brazil & BNDS.
I wish you all a very enjoyable and fruitful evening.
Source: https://www.youtube.com/watch?v=3ELG8cKA0Pg
272
RUBRIC IN WRITING A SPEECH
Source:
https://www.google.com/search?biw=1750&bih=862&tbm=isch&sxsrf=ACYBGNSLWVR3m9K
1oGEWUhFvCMYX_CRQFg%3A1568296620504&sa=1&ei=rE56Xcq3Htfj-
AaH8a3QDg&q=rubric+in+writing+cohesive+devices&oq=rubric+in+writing+cohesive+devices
&gs_l=img.3...42472.47554..47839...0.0..0.120.1898.0j17
273
TRANSCRIPT- Closing remarks by Simon Delekta, Senior

Program Officer- NHCFoundation
Let‘s give one more big round of applause to Alec and those amazing pipes
on the Opera to go team and while we‘re at it the last time. I‘ll ask you to applaud
tonight but we have special thanks to give to the Foundation‘s communications
department, Kristin Louis and Stephanie for pulling off such an amazing event
tonight. Thank you very much.
My name is Simon, I‘m a Senior Program Officer at the foundation and that
means when I go to work, I get to sit down and learn about the amazing things that
our non profits are doing to make our communities are better place. Pretty great job
right? I also get to hear from non profits like the ones you heard from today. So, all
of our speakers tonight, Victor and Larry, David and Jerry Ann, Ellaine and the young
women from girls at work, thank you for everything you do for New Hampshire. To all
of you, New Hampshire non profits, many of which are representative in the room
here tonight. Thank you for doing the work that needs to be done. It couldn‘t be
possible, without you.
We‘ve had a few examples of stories tonight and its now our turn to ask you
to help share those stories. Melinda mentioned in the beginning, here are the
stickers, if you haven‘t filled out one yet please do and here‘s what you going to do,
once you peel it off, put it on, wear it proud and use it to start the conversation in the
reception tonight. Use it to make a friend, then maybe take a selfie with that friend,
post it to Facebook, post it to Twitter, use the on omission hashtag and keep the
conversation going throughout the evening.
If you don‘t have the sticker, or one of those cool sharpies, don‘t worry there
are lots more when you exit this room tonight, there will be plenty for you to pick up.
There‘s actually another important way for you to show New Hampshire non profit
pride at 6:00 pm tonight about 25 minutes ago, the New Hampshire for non profits
launched the third Annual New Hampshire Gives Day. Its a 24 hour marathon event
using non profit stories to raise as much awareness and money as for their work as
possible.
Now New Hampshire, every organization that‘ s in our annual report and
hundreds more are featured on this platform. We want you to give and I‘ll tell you
how, in the lobby there are New Hampshire Gives Giving Platform, stations you can
visit, you can visit the site on your mobile device and you can also check it out when
you get home. I‘ll be making online donation tonight and I hope you join me by 6 Pm
tomorrow. A huge thanks to Kathleen Reardon for her leadership and the entire
Center for non profits staff for making this event such an awesome success, the
foundation is proud to be a sponsor. Have a great time. Thank you so much for
joining us this evening and have a great night.
274
SPEECH AND PRESENTATION GRADING RUBRIC

Public Speaking and Oral Presentation Component
Emerging Developing Advanced Score

(0-12 points) (13-16 points) (17-20 points)
1. Organization Ideas may not Main idea is Ideas are clearly
(20 points) be focused or evident, but the organized,
developed; the organizational developed, and
main purpose is structure many supported to
not clear. The need to be achieve a
introduction is strengthened; purpose; the
undeveloped. ideas may not purpose is clear.
Main points are clearly The introduction
difficult to developed or gets the attention
identify. always flow of the audience
Transitions may smoothly and and clearly states
be needed. the purpose is the specific
There is no not clearly purpose of the
conclusion or stated. The speech. Main
may not be clear introduction may points are clear
the presentation not be well and organized
has concluded. developed. Main effectively. The
Conclusion does points are not conclusion is
not tie back to clear. satisfying and
the introduction. Transitions may relates back to
Audience cannot be awkward. introduction. (If
understand Supporting the purpose of
presentation material may the presentation
because there is lack in is to persuade,
no sequence of development. there is a clear
information. The conclusion action step
may need identified and an
additional overt call to
development. action.)
Audience has
difficulty
understanding
the presentation
because the
sequence of
information is
unclear.
2. Topic Student does not Student has a Student has a
Knowledge have grasp of partial grasp of clear grasp of
(20 points) information; the information. information.
student cannot Supporting Citations are
answer material may introduced and
questions about lack in attributed
the subject. Few, originality. appropriately and
if any, sources Citations are accurately.
are cited. generally Supporting
275
Citations are introduced and material is
attributed attributed original, logical
incorrectly. appropriately. and relevant.
Inaccurate, Student is at Student
generalized, or ease with demonstrates full
inappropriate expected knowledge (more
supporting answers to all than required) by
material may be questions but answering all
used. Over fails to class questions
dependence on elaborate. Over with explanations
notes may be dependence on and elaboration.
observed. notes may be Speaking outline
observed. or note cards are
used for
reference only.
3. Audience The presenter is The presenter is The presenter is
Adaptation not able to keep able to keep the able to effectively
(20 points) the audience audience keep the
engaged. The engaged most of audience
verbal or the time. When engaged. Material
nonverbal feedback is modified or
feedback from indicates a need clarified as
the audience for idea needed given
may suggest a clarification, the audience verbal
lack of interest speaker makes and nonverbal
or confusion. an attempt to feedback.
Topic selection clarify or restate Nonverbal
does not relate ideas. Generally, behaviors are
to audience the speaker used to keep the
needs and demonstrates audience
interests. audience engaged.
awareness Delivery style is
through modified as
nonverbal and needed. Topic
verbal selection and
behaviors. Topic examples are
selection and interesting and
examples are relevant for the
somewhat audience and
appropriate for occasion.
the audience,
occasion, or
setting. Some
effort to make
the material
relevant to
audience needs
and interests.
4. Language Language Language used Language is
Use choices may be is mostly familiar to the
(Verbal limited, respectful or audience,
Effectiveness) peppered with inoffensive. appropriate for
(20 points) slang or jargon, Language is the setting, and
too complex, or appropriate, but free of bias; the
too dull. word choices are presenter may
276
Language is not particularly ―code-switch‖
questionable or vivid or precise. (use a different
inappropriate for language form)
a particular when appropriate.
audience, Language
occasion, or choices are vivid
setting. Some and precise.
biased or
unclear
language may
be used.
5. Delivery The delivery The delivery The delivery is
(Nonverbal detracts from the generally seems extemporaneous
Effectiveness) message; eye effective – -- natural,
(20 points) contact may be however, confident, and
very limited; the effective use of enhances the
presenter may volume, eye message –
tend to look at contact, vocal posture, eye
the floor, control, etc. may contact, smooth
mumble, speak not be gestures, facial
inaudibly, fidget, consistent; some expressions,
or read most of hesitancy may volume, pace,
the speech; be observed. etc. indicate
gestures and Vocal tone, confidence, a
movements may facial commitment to
be jerky or expressions, the topic, and a
excessive. The clothing and willingness to
delivery may other nonverbal communicate.
appear expressions do The vocal tone,
inconsistent with not detract delivery style, and
the message. significantly from clothing are
Nonfluencies the message. consistent with
(―ums‖) are used The delivery the message.
excessively. style, tone of Delivery style and
Articulation and voice, and clothing choices
pronunciation clothing choices suggest an
tend to be do not seem out- awareness of
sloppy. Poise of of-place or expectations and
composure is disrespectful to norms. Limited
lost during any the audience or use of
distractions. occasion. Some nonfluencies is
Audience use of observed.
members have nonfluencies are Articulation and
difficulty hearing observed. pronunciation are
the presentation. Generally, clear. All
articulation and audience
pronunciation members can
are clear. Most hear the
audience presentation.
members can
hear the
presentation.
Source: https://www.google.com/search?ei=_oFiXa6cGMnh-
AbC67DwAw&q=rubric+for+delivering+a+speech&oq=rubric+FOR+DELIVER&gs_l=psy-
ab.1.1.0l2j0i22i30l7.438.9934..11980...4.2..0.867.2059.8j2j1j6-1......0....1..gws-wiz.......0i71j35i39j0i67j0i20i263.pcjocDvR
277
http://lol-russ.umn.edu/PopLit/a_grain_as_big_as_a_hen's_egg.htm
A GRAIN AS BIG AS A HEN'S EGG

One day some children found, in a ravine, a thing shaped like a grain of corn,
with a groove down the middle, but as large as a hen's egg. A traveller passing by
saw the thing, bought it from the children for a penny, and taking it to town sold it to
the King as a curiosity.
The King called together his wise men, and told them to find out what the
thing was. The wise men pondered and pondered and could not make head or tail of
it, till one day, when the thing was lying on a window-sill, a hen flew in and pecked at
it till she made a hole in it, and then every one saw that it was a grain of corn. The
wise men went to the King and said:―It is a grain of corn.‖
At this the King was much surprised; and he ordered the learned men to find
out when and where such corn had grown. The learned men pondered again, and
searched in their books, but could find nothing about it. So they returned to the King
and said:―We can give you no answer. There is nothing about it in our books. You will
have to ask the peasants; perhaps some of them may have heard from their fathers
when and where grain grew to such a size.‖
So the King gave orders that some very old peasant should be brought before
him; and his servants found such a man and brought him to the King. Old and bent,
ashy pale and toothless, he just managed with the help of two crutches to totter into
the King's presence.
The King showed him the grain, but the old man could hardly see it; he took it,
however, and felt it with his hands. The King questioned him, saying: ―Can you tell
us, old man, where such grain as this grew? Have you ever bought such corn, or
sown such in your fields?‖
The old man was so deaf that he could hardly hear what the King said, and
only understood with great difficulty.
―No!' he answered at last, ―I never sowed nor reaped any like it in my fields,
nor did I ever buy any such. When we bought corn, the grains were always as small
as they are now. But you might ask my father. He may have heard where such grain
grew.‖
278
THE VOICE OF THE MOUNTAIN

By Stephen Crane
http://www.online-literature.com/crane/4373/
The old man Popocatepetl was seated on a high rock with his white mantle
about his shoulders. He looked at the sky, he looked at the sea, he looked at the
land—nowhere could he see any food. And he was very hungry, too.
Who can understand the agony of a creature whose stomach is as large as a
thousand churches, when this same stomach is as empty as a broken water jar?
He looked longingly at some island in the sea. "Ah, those flat cakes! If I had
them." He stared at storm-clouds in the sky. "Ah, what a drink is there." But the King
of Everything, you know, had forbidden the old man Popocatepetl to move at all,
because he feared that every footprint would make a great hole in the land. So the
old fellow was obliged to sit still and wait for his food to come within reach. Any one
who has tried this plan knows what intervals lie between meals.
Once his friend, the little eagle, flew near, and Popocatepetl called to him.
"Ho, tiny bird, come and consider with me as to how I shall be fed."
The little eagle came and spread his legs apart and considered manfully, but
he could do nothing with the situation. "You see," he said, "this is no ordinary hunger
which one goat will suffice—"
Popocatepetl groaned an assent.
"—but it is an enormous affair," continued the little eagle, "which requires
something like a dozen stars. I don't see what can be done unless we get that little
creature of the earth—that little animal with two arms, two legs, one head, and a very
brave air, to invent something. He is said to be very wise."
"Who claims it for him?" asked Popocatepetl.
"He claims it for himself," responded the eagle.
"Well, summon him. Let us see. He is doubtless a kind little animal, and when
he sees my distress he will invent something."
"Good!" The eagle flew until he discovered one of these small creatures. "Oh,
tiny animal, the great chief Popocatepetl summons you!"
"Does he, indeed!"
"Popocatepetl, the great chief," said the eagle again, thinking that the little
animal had not heard rightly.
"Well, and why does he summon me?"
"Because he is in distress, and he needs your assistance."
The little animal reflected for a time, and then said, "I will go."
When Popocatepetl perceived the little animal and the eagle he stretched
forth his great, solemn arms. "Oh, blessed little animal with two arms, two legs, a
head, and a very brave air, help me in my agony. Behold I, Popocatepetl, who saw
the King of Everything fashioning the stars, I, who knew the sun in his childhood, I,
Popocatepetl, appeal to you, little animal. I am hungry."
After a while the little animal asked: "How much will you pay?"
"Pay?" said Popocatepetl.
"Pay?" said the eagle.
279
"Assuredly," quoth the little animal, "pay!"
"But," demanded Popocatepetl, "were you never hungry? I tell you I am
hungry, and is your first word then 'pay'?"
The little animal turned coldly away. "Oh, Popocatepetl, how much wisdom
has flown past you since you saw the King of Everything fashioning the stars and
since you knew the sun in his childhood? I said pay, and, moreover, your distress
measures my price. It is our law. Yet it is true that we did not see the King of
Everything fashioning the stars. Nor did we know the sun in his childhood."
Then did Popocatepetl roar and shake in his rage. "Oh, louse—louse—louse!
Let us bargain then! How much for your blood?" Over the little animal hung death.
But he instantly bowed himself and prayed: "Popocatepetl, the great, you who
saw the King of Everything fashioning the stars, and who knew the sun in his
childhood, forgive this poor little animal. Your sacred hunger shall be my care. I am
your servant."
"It is well," said Popocatepetl at once, for his spirit was ever kindly. "And now,
what will you do?"
The little animal put his hand upon his chin and reflected. "Well, it seems you
are hungry, and the King of Everything has forbidden you to go for food in fear that
your monstrous feet will riddle the earth with holes. What you need is a pair of
wings."
"A pair of wings!" cried Popocatepetl delightedly.
"A pair of wings!" screamed the eagle in joy.
"How very simple, after all."
"And yet how wise!"
"But," said Popocatepetl, after the first outburst, "who can make me these
wings?"
The little animal replied: "I and my kind are great, because at times we can make one
mind control a hundred thousand bodies. This is the secret of our performance. It will
be nothing for us to make wings for even you, great Popocatepetl. I and my kind will
come"—continued the crafty, little animal—"we will come and dwell on this beautiful
plain that stretches from the sea to the sea, and we will make wings for you."
Popocatepetl wished to embrace the little animal. "Oh, glorious! Oh, best of
little brutes! Run! run! run! Summon your kind, dwell in the plain and make me wings.
Ah, when once Popocatepetl can soar on his wings from star to star, then, indeed—"
Poor old stupid Popocatepetl! The little animal summoned his kind, they dwelt
on the plains, they made this and they made that, but they made no wings for
Popocatepetl.
And sometimes when the thunderous voice of the old peak rolls and rolls, if
you know that tongue, you can hear him say: "Oh, traitor! Traitor! Traitor! Where are
my wings? My wings, traitor! I am hungry! Where are my wings?"
But the little animal merely places his finger beside his nose and winks.
"Your wings, indeed, fool! Sit still and howl for them! Old idiot!"
280
SAMPLE DEDICATION SPEECH FOR PARENTS

https://www.indiacelebrating.com/speech/thank-you-speech-for-parents/
Dear friends, I would like to thank you all for assembling here and being a
part of our celebration. As you all know, I have been selected to accomplish a project
in the UK; so for the next 2 years, I‘ll be staying there. While, I am very glad and
highly excited about the achievement, I am getting little emotional at the same time.
I would like to utilize this opportunity to thank the people who have been the pillars of
my success. Most of you, including my colleagues, seniors and bosses have seen
only the successful part of mine; my parents are the only people who have worked
day in and day out to prepare me for the challenges in life.
I would specifically like to thank my father for making me realize what I was
and am capable of, for giving me the strength that I required to pursue my dreams
and for believing that I have the necessary skills and capability to accomplish my
goals. There had been times, when I gave up; it was only you, who walked along with
me to give me the much needed support. I still remember my childhood when you
spent countless hours after returning from work and helped me learning Maths: the
one subject that always scared me. You taught me methods to solve the problems so
easily. I didn‘t realise at that time, you will play the same role for the emotional
aspects too, today when I feel disheartened; you show me ways to tackle me
problems easily and if the problem persists, you give me your shoulder to rest upon
my problems. You are the most important pillar of my life and the biggest strength
that God has given me.
My father always said that our house was incomplete without the contribution
of my mother. I can never thank her enough for making me what I am today. You
have always been so dedicated and supportive in all stages of my life. You cook,
arrange my room, make available everything at the right place and at the right time,
say nice and appreciative words and feel proud of me. And you do all these, despite
managing your work life. I often wonder, is my mother a super woman? I believe that
this is not at all possible for an ordinary person like me. Today, I am standing here
amidst all my near and dear ones in order to celebrate my success.
But this is all because of my parents who prepared me for this success. They
have loved me, cared for me, trusted me when I would lose hope, stayed awake
during my exam days for meeting my dietary needs, stayed awake with me when I
fell sick, cried with me when I lost the medical entrance test.
I can‘t thank you both enough for everything you have done for me. Without you both,
I stand nowhere; the coming 2 years will be difficult for me, because I may not get the
warmth of your hug, but I‘ll stay connected through the technology.
Once again, thank you dear parents!
281
PREPARING AND DELIVERING A DEDICATION SPEECH

https://www.examples.com/education/dedication-speech-examples.html
Delivering speeches in general is a nerve-wracking experience. Speaking

in front of a crowd – be it small or large, will definitely make you nervous. Even if
you are delivering a speech about something you are very familiar with you still
get jitters and a feeling of dread before delivering your speech. It is quite normal
to stutter, stammer and forget your script. However, proper preparation can help
calm those nerves down.
A dedication speech is a speech delivered to honor an individual – family,
friends, colleague, etc. It highlights the subject‘s accomplishments and positive
qualities. It often takes place in retirement parties, anniversaries, awarding
ceremonies or turn-over events for new buildings or facilities. It is intended to give
importance to the honoree‘s impact to a company, community and other people.
Sharing personal anecdotes, other colleagues‘ personal experiences and a
sprinkle of humor will surely grab the audiences attention. A dedication speech is
also a wonderful opportunity to celebrate important milestones and express
gratitude for the past years you have been with the celebrated individual.
Dedication Speech Writing Tips
Ask for context
Ask the individual or company that asked you to deliver a dedication
speech for some context. Ask for the expected time limit for the speech, who the
audiences are and how much are expected to attend the event, is there a theme
the speech should adhere to, etc. This way you can write your speech in
accordance to the context of the event.
Think of a primary image or trait that best describes the subject
The goal is to string together whatever, image, metaphor, characteristics
or trait you choose to the subject of your speech. This helps you as the speaker to
focus on the thought of the speech. It will also help the audience have a vivid
image of the subject and help them make the connection between the subject and
the purpose for the speech. Good images, metaphors, characteristics could
be Struggles before Success, Purpose in Pain, Humility, Resilience, etc.
Go for a creative introduction
Your introduction starts the tone of your speech. ou can start it in a mellow
or an upbeat tone. You can use your primary image as an introduction or a
personal anecdote that connects the subject to speech. You can also start with a
joke, a story or a memory you share with the subject, this way it is easier for the
audience to connect it with the subject. Make sure you use easily visualized
words to help the audience picture the subject in a way that you would like.
Use compelling examples
Think of a few compelling examples that best illustrates the primary image
or characteristic you have chosen. These examples will be introduced in the body
of your speech. The amount of examples you use depends on the length your
speech is expected to last. The best examples are those that directly connect
your honoree to the image, metaphor or characteristics you chose to introduce
with. Say fro example, ―John Doe is just like a bamboo, not because he has long
limbs, but because just like a bamboo he is resilient and he doesn‘t let strong
winds or problems breaks him apart. Instead, he is steadfast, flexible and
enduring.‖
Use pertinent conclusion
The conclusion is your last chance to give emphasis to the main point of
your speech. And it is your last chance to give your audience something to
282
remember about the speech for the days, weeks, or maybe even months after the
event. Use relatable examples but at the same time it should tug the heart of the
audiences. You can use a significant memory you have with the subject or a
favorite quote that best describes him/her. You can also leave the audience with a
question relating to the honoree‘s experience that gives them something to
ponder about.
Celebrate the honoree
Sometimes, speakers forget that a dedication speech is not about them. A
dedication speech is about the honoree‘s achievements and positive impact.
Although it needs more personal inputs, remember to give emphasis on the
honoree instead of always connecting it back to you. Other people‘s input and
experiences with the honoree will make your speech more diverse and not one-
sided.
How to Deliver a Dedication Speech
Your dedication speech can be based on your personal relationship with
the honoree. You can also ask significant people to the honoree for inputs for the
speech. Make sure to highlight the honoree‘s accomplishments and successes.
But significant failures that led to his/her success can be a turning point for the
speech.
Share your speech with some of the people in attendance of the event.
This way you gauge their reaction and get feedback about your
speech. Oftentimes, a dedication speech relies on your humor. As it is important
to make the audience enjoy the speech, make sure nobody will be offended by
your humor. Family and friends of the honoree will be in attendance and the
humor you and the honoree share might not be understood by the guests.
Through this you can make small adjustments to your speech before taking the
stage.
Familiarize your speech, don‘t memorize. Memorizing your entire speech
may lead to stuttering and stammering when you forget the next part of your
speech. Familiarizing will help you remember the points of your speech easily.
However, delivering your speech through memory or familiarization is way
different from just reading your entire speech. If you are familiar with your speech,
you won‘t need to look at your printed copy all the time while delivering the
speech.
While waiting to deliver your speech, relax and take deep breaths, talk with
other guests or drink water to help calm your nerves. Remember that your speech
delivery doesn‘t have to be perfect, don‘t make yourself more anxious by thinking
it has to be. Instead, keep calm and don‘t fret.
On delivering your speech, speak clearly and at a normal pace. Don‘t talk
as if your trying to pass the elevator test. It is a joyous event, you don‘t need to be
stiff and sound authoritative. People need to hear you speak clearly so they can
understand the significance of your speech.
283
SPEECH RUBRIC
Speaker‘s name: _________________ Evaluator: _______________________
Criterion Rating Rating Rating Rating Score

Excellent Good Satisfactory Needs
Improvement
Points 10-9 Points 9-8 Points 8-7 Points 7-6
Introduction (1) Gets Meets any Meets any two Meets only one
attention three of the of the four of the four
(2) Clearly four criteria criteria criteria
identifies topic
(3) Establishes
credibility
(4) Previews
the main points
Body Main points are Main points are Main points Main points
clear, somewhat need clarity are not clear
well supported, clear, and support and have no
and some support, lack of support
sources are and sources and and no sources
documented some documentation or
documentation documentation
Conclusion (1) Reviews Reviews main Brings closure Does not bring
main points points , brings closure; the
(2) Brings closure audience is left
closure hanging
(3) Memorable
Eye Eye contact Eye contact Eye contact Little or no eye
Contact with audience with audience with audience contact
virtually all the less than 80% less than 75%
time (except of the time of the time
for brief
glances at
notes)
Use of Use of Use of Use of Use of
Language language language does language language is
contributes to not have causes inappropriate
effectiveness negative potential
of the speech, impact, and confusion,
and vocalized vocalized and/or
pauses pauses vocalized
(um uh er etc.) (um uh er etc.) pauses
not distracting not distracting (um uh er etc.)
are distracting
284
Body Body Body Body Body
language language, language, language, language,
gestures, and gestures, and facial gestures, and
facial facial expressions facial
expressions expressions and gestures expressions
adds greatly to compliment lack variety are lacking or
the message message and inappropriate
spontaneity
Clarity Speaks clearly Speaks clearly Speaks clearly Often mumbles

and distinctly and distinctly and distinctly or can not be
all the time nearly all the most of the understood
with no time with no time with no with more than
mispronounced more than one more than two three
words mispronounced mispronounced mispronounced
word words words
Topic is Topic is Topic is clear Topic lacks No specific
specific, specific, appropriate clarity purpose--
follows appropriate and and focus inappropriate
assignment and somewhat needs adapting for
Adapted to adapted adapted to audience or
audience audience occasion
(Adapted from Dan Rooney)
285
APPENDIX 28:Quarter 3, Week 8, Day 4
HOW TO WRITE A SPEECH CRITIQUE PAPER

https://classroom.synonym.com/write-speech-critique-paper-6375122.html
Many classes that focus on or include public speaking require critique papers to help
develop your understanding of what makes a speech effective. These steps will help
you pen a thoughtful paper critiquing a classmate's or co-worker's speech.
1. Gather the notes you took during the speech and any guidelines you have for the
length and breadth of the paper. If you have a recording of the speech, you may wish
to listen to it a second time. Record your impressions and observations---what you
liked, what you didn't like. Note the specific parts where you felt confused, where
your attention started to wander (i.e. the speaker lost your interest), where the
speaker sounded awkward or hesitant and where the speaker did well. Also jot down
any turn of phrase that caught your attention.
2. Elaborate on your thoughts, creating a very rough draft of the critique paper. At
this stage, don't worry about smooth, polished phrasing or spelling the speaker's
name right. Just get your thoughts down. It helps to write a longer rough draft than
you need, so that later, after you revise, you won't have to fret about your paper
being too short.
3. Revise the speech critique paper, starting with macro-level issues like structure
and working your way down into the level of individual word choice. Delete repetitive
phrases and weak or vague criticisms.
4. Remember that a speech critique paper typically begins with an introduction that
includes the speaker's full name (check that you spell it right) and the topic of her
speech. The body of the paper should cover the things that the speaker did well and
the things the speaker could have done better. The conclusion should reiterate the
things done well and offer a note of encouragement or expression of confidence that,
with practice, the speaker will grow to be a dynamic, invigorating orator.
REFERENCES
https://classroom.synonym.com/write-speech-critique-paper-6375122.html
286
IT'S OFFICIALLY NOW THE WORST EVER AUGUST FOR

AMAZON DEFORESTATION
By Adam Vaughan
New figures show the amount of the Amazon rainforest being cleared in Brazil this
month has hit a record high.
Preliminary data from the Brazilian space agency, INPE, reveals that 1145 square
kilometres of the world‘s greatest rainforest has been cleared in August so far. That
marks the highest level in the past five years.
The worst hit region is the northern state of Pará, where almost half of the clearances
(513 sq km) have taken place. Deforestation, which is often carried out by dragging
strong chains between powerful tractors, is typically a prelude to drying out
vegetation before fires are deliberately started to clear land for ranching.
A decree by Bolsonaro, expected to be officially published today, will ban the setting
of fires for 60 days with some exceptions for forestry and agriculture. The move will
come just after Brazil accepted Chile‘s offer of firefighting aircraft but rejected $22
million of aid offered by the G7.
The international fallout from the fires has spread beyond politics to business too. VF,
the company that owns the Vans, Timberland and North Face brands, said in a
statement yesterday that it would no longer source leather and hides from Brazil
―until we have the confidence and assurance that the materials used in our products
do not contribute to environmental harm in the country‖.
Greenpeace UK said it was unsurprising the brands did not want to be associated
with Bolsonaro‘s policies. But Bolsonaro took to social media to say that there had
been no such suspension and leather exports were occurring as normal.
The Brazilian president has said in recent days that NGOs were the ―biggest
suspects‖ for starting the fires, which are releasing huge amounts of carbon and
creating smoke hazes across South America.
However, one of Brazil‘s most respected scientists, Carlos Nobre of Sao Paulo
University, says that is nonsense. ―In fact, a number of NGOs have been arduously
287
working to develop capacity among farmers and cattle ranchers to use fire rationally
and to prevent forest fires,‖ he says.
There have been around 85,000 fires in Brazil this year so far, according to INPE, up
75 per cent on the same period last year. Nobre wrote a paper last year warning of
an ecological tipping point in the Amazon, where fires and deforestation cause the
region to flip to a non-forest ecosystem. He says at the current rate of destruction,
this tipping point will arrive within 30 years.
He is also scathing about the Brazilian government‘s attacks on the integrity of INPE,
which is considered a gold standard in satellite monitoring by international
researchers. ―The federal government‘s attack on INPE reflects the era of darkness
that Brazil is moving in,‖ he says.
288
PHILIPPINES LAW WOULD REQUIRE STUDENTS TO PLANT

10 TREES IF THEY WANT TO GRADUATE
By: Harry Cockburn
Source: https://www.independent.co.uk/news/world/asia/philippines-tree-planting-
students-graduation-law-environment-a8932576.html
A new Filipino law would require all graduating high school and college students to
plant at least 10 trees each before they can graduate.
The law, which has been passed by the country‘s lower parliamentary house,
formalises a tradition of planting trees upon graduation, which is also hoped to
simultaneously combat global climate change.
The proponents of the law say the legislation could result in as many as 525 billion
trees planted in a generation if it is properly adhered to. It has not yet been
considered by the Senate (the upper parliamentary chamber), which must approve it
before it can be signed into law by the president.
The Philippines‘ Magdalo Party representative Gary Alejano, who was the principal
author of the legislation, said: ―With over 12 million students graduating from
elementary and nearly five million students graduating from high school and almost
500,000 graduating from college each year, this initiative, if properly implemented,
will ensure that at least 175 million new trees would be planted each year.
―In the course of one generation, no less than 525 billion can be planted under this
initiative,‖ Mr Alejano said in the bill‘s explanatory note.
―Even with a survival rate of only 10 per cent, this would mean an additional 525
million trees would be available for the youth to enjoy, when they assume the mantle
of leadership in the future.‖
The trees will apparently be planted in mangroves, existing forests, some protected
areas, military ranges, abandoned mining sites and selected urban areas, according
to CNN‘s Philippines news service.
The backers of the bill said the species selected for planting must be appropriate to
each location, climate and topography of the area and there will also be a preference
for indigenous species.
In addition to the immediate carbon-absorbing impact of the trees, it is hoped the

legislation will help bring environmental understanding to future generations and lead
to further ecological initiatives.
289
THE ECO DAY

by Sachin Bhat
Source: https://yourstoryclub.com/short-stories-social-moral/moral-short-story-eco-
day/
This was the very first day for me in the village. This village was really going through
a bad period--unusual heavy rainfall, sometimes heavy drought period for a long
time. I, as an environment lover, have only one dream in life and that is to explore as
many eco-friendly and green places as I can. And this village was my last stop.
I had heard a lot about this place from my father. Fresh water lakes, lots of trees,
clean atmosphere but at my visit this all was missing. The lakes were fully polluted,
lots of trees were smashed down by the engineers for their work, and also the air
seems to be a bit polluted, the children were suffering from deadly diseases. In short
the village was suffering from a really bad period.
On my first day to the place I met a person there in the middle of a street. I asked him
about the situation of the place and he just asked me a question back,
―Are you a visitor?‖
―No, not really. My dad wanted me to live here after my retirement, so I am here.‖ I
replied.
―So, you are not a visitor, hmmm.‖
―yes. So tell me, what happened here.‖
―something bad, really bad. We are experiencing a lot of unusual rainfall and heavy
winds for about a month. These winds have done wrong to our crops and also to our
pockets.‖
―oh , that‘s so sad‖
―Yes, it is. Can you give me 100 bucks, I will give you back someday.‖
―Ok, then, can you give me shelter in return?‖
―Hmmm, ok come on you can stay with me. Follow me. ‖
While following him to his house I asked him lots of questions about the place. This
place was different than the place my dad had seen. People are giving away their
lands for construction, their trees to the city businessmen. I was shocked and he also
told me that the people living there are only good to visitors not to the people who are
coming to live there for the rest of their lives. And I was one of them.
This place was really a great experience, cool breeze at night for the whole year. But
at night due to cold, I have seen that the people were cutting the trees at a high
quantity, burning it and throwing it away the remaining material. Burning wood to high
extent also results in pollution and also throwing of this waste wood in the lake
pollutes the environment.
An idea of making people aware about these activities came in my mind. I just
wanted them to plant more and more trees. Then I told my friend all about these
things and he was really impressed by my idea but the people were not happy with
my saying. When I told them not to consume so much of wood every day, a person
shouted
―Are you mad. How can we people make our food without burning wood? This person
is mad.‖
This means of me was total waste. Then to accomplish my mission I made a great
plan. As the city people were cutting trees and doing construction by fooling the
village people. I will do the same but for the good will of the people. I told the people
to write letters about your lost to the biggest tree in the village by assuring them that
290
god will help them by doing this. The people did that and were waiting for the miracle
to happen.
The next day all letters were missing from the place and everyone got some money
from some unknown person. It was me, I had enough money in my account to help
them. Then I requested the people to come near that tree. As I said‘
―These trees are the real gods and this is why, you should plant more and more trees
in the village.‖
I became the prime idol and people started planting more and trees in the village and
made the place clean as it was before.
291
References:
 https://www.youtube.com/watch?v=A3yCcXgbKrE
 https://youtu.be/qi52KQs67MY
 https://news.abs-cbn.com/business/04/03/18/uncertainty-clouds-looming-
 https://youtu.be/pRZKGLIc9DA
 http://www.lyricsfreak.com/l/louis+armstrong/what+a+wonderful+world_20085
347.htm
 http://clippartlook.com/img-11139.html
 https://www.google.com/search?q=clipart+colored+eyes&tbm=isch&ved=2ah
UKEwjhnZafwbjkAhUUEIgKHcVIB8AQ2-
cCegQIABAC&oq=clipart+colored+eyes&gs_I=mobile-gws-wiz-
img.3..0i8i7i30.10044.11334.11430...0.0..1.194.1243.0j8......0....1.........0i67j0.
Pm7RKdfhNxQ&ei=CGJwXeH5O5SgoATFkZ2ADA&bih=654&biw=360&prmd
=ivn&hl=en#imgrc=NzEhb2-Qq-PTLM
 https://www.google.com/search?q=clipart+mouth&tbm=isch&ved=2ahUKEwi
EmcXBwbjkAhUNDN4KHZBmBpAQ2-
cCegQIABAC&oq=+clipart&gs_I=mobile-gws-wiz-
img.1.4.41j41i7i30j0i67I4.4346.4833..6869...0.0.0.0.177.588.0j4......0....1........
.0j0i10j0i7i30._Abl-s_kJeM&ei=UWJwXcSsA42Y-
AaQzZmACQ&bih=654&biw=360&prmd=ivn&hl=en#imgrc=9JPeFE-dQdslwM
 https://www.google.com/search?bih=626&biw=1307&hl=en&tbm=isch&sa=1&
ei=-ah1XZGOGYqZr7wP1o-
ewAk&q=clipart+hands&oq=clipart+hands&gs_l=img.3..0l10.20718.22643..26
885...0.0..0.1162.8414.3-1j0j1j2j5......0....1..gws-wiz-
img.......0i67.VU7uQg5vdy0&ved=0ahUKEwjR7t7MycLkAhWKzIsBHdaHB5g
Q4dUDCAY&uact=5#imgrc=iDGPXBRBvDCuHM:
 https://www.google.com/search?bih=626&biw=1307&hl=en&tbm=isch&sa=1&
ei=-ah1XZGOGYqZr7wP1o-
ewAk&q=clipart+ears&oq=clipart+ears&gs_l=img.3..0l10.1067.5853..8239...0.
0..0.2694.7821.9-3......0....1..gws-wiz-img.......0i67.QQ2DP_Oh-
lk&ved=0ahUKEwjR7t7MycLkAhWKzIsBHdaHB5gQ4dUDCAY&uact=5#imgrc
=K5rUgVXwjxck_M:
 https://www.classicshorts.com/stories/DayCountry.html
 http://linguasphereus.blogspot.com/2011/04/structure-of-modification.html
 http://www.youtube.com/watch?v=QRxcc_didA
 https://www.leaf.tv/articles/how-to-write-a-toast-speech/
 https://www.tripsavvy.com/give-a-great-wedding-toast-1864083
 http://m/youtube.comm/watch?v=HNoh7Aslhiw
tbn0.gstatic.com/images?q=tbn%3AANd9GcTD7LH8DnewR5xaKUnKlnCNuf
PShp29mbTrsKuvMawi6B6RBieS
tbn0.gstatic.com/images?q=tbn%3AANd9GcQfNnHeLrgozZ0V8bVneeTv-
ZKFLqTjA3MipNU8Ea6Yx9Rio0lI
292
tbn0.gstatic.com/images?q=tbn%3AANd9GcQCJntGgIFIWgMR3vk31RnPBA
oFttuAU5IWjazJDUlr_JodE6yn
tbn0.gstatic.com/images?q=tbn%3AANd9GcTfoevkMEgB4gGMHeU_ARkhzL
cggF2ODfj4jLDe8WLPYLe-u8I2
 https://m.youtube.com/watch?v=rAl1pfAkdKw
 https://arctic.ru/population/20170203/544948.html
 http://justfunfacts.com/interesting-facts-about-the-arctic/
 https://examples.yourdictionary.com/examples-of-point-of-view.html
 https://pwccc.wordpress.com/2010/04/24/proposal-universal-declaration-of-
the-rights-of-mother-earth/
 https://www.sarahbeekmans.com/10-environmental-issues/
 https://www.bubbleupclassroom.org/reading-an-image.html
 www.dennissylvesterhurd.com/blog/softrain.htm
 https://globalnation.inquirer.net/177443/destruction-of-coral-reefs-in-wps-
could-cost-ph-350k-per-hectare-yearly
 https://study.com › academy › lesson › clarifying-questions-definition-
examples
 https://www.rappler.com/science-nature/environment/238898-increase-
sighting-whale-sharks-donsol-sorsogon
 https://medium.com@rachaelfeuer/eulogy-for-mother-earth-3528036682d6
 https://www.poetryfoundation.org/poetrymagazine/poems/12744/trees
 https://www.google.com/search?q=connotation&oq=conno&aqs=chrome.3.69
i57j69i60j35i39j69i59j0.4761j0j4&client=ms-android
 https://medium.com@rachaelfeuer/eulogy-for-mother-earth-3528036682d6
 https://www.google.com/amp/s/m/wikihow.com/Write-a-Eulogy%3famp=1
 https://www.gingersoftware.com/content/grammar-rules/reciprocal-pronouns/
 Pictures for A
 https://pixabay.com/photos/yukon-river-yukon-territory-canada-53507/
 https://hikebiketravel.com/9-reasons-why-you-should-visit-whitehorse-in-
winter/
 http://www.yukonweb.com/community/dawson/klondike_sun/dec21-01.htmld/
 Interrogative Pronouns
 https://www.gingersoftware.com/content/grammar-rules/interrogative-
pronouns/
 https://www.k12reader.com/worksheet/interrogative-pronouns/
 Pictures
 https://timedotcom.files.wordpress.com/2015/04/lincoln1.jpeg
 https://www.britannica.com/biography/Nelson-Mandela
 https://www.mirror.co.uk/news/world-news/pensioner-who-claims-adolf-hitler-
11873840
 https://www.gmanetwork.com/news/news/nation/624632/marcoses-should-
return-ill-gotten-wealth-without-precondition-priest/story/
 http://archive.jsonline.com/news/opinion/abraham-lincoln-vs-adolf-hitler-
b99132655z1-230121511.html
293
 https://www.aresearchguide.com/marxist-criticism.html
 https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literar
y_theory_and_schools_of_criticism/marxist_criticism.html
 https://www.history.com/topics/world-war-ii/adolf-hitler-1
 https://www.ducksters.com/biography/uspresidents/abrahamlincoln.php
 https://opinion.inquirer.net/123467/gina-lopez-environmental-champion
 https://www.slideshare.net/tinelachica04/lesson-4-patterns-of-development-in-
writing/52
 https://www.quora.com/What-is-an-example-of-an-exemplification-paragraph
 https://encyclopedia.ushmm.org/content/en/article/kristallnacht
 www.scribd.com/doc/30172684/reverse-creation
 nationalgeoghraphic.com
 cnbc.com
 earther.gizmodo.com
 mixitupartstudio.com
 youtube.com/watch?v=avhxhWha6Ck
 youtube.com/watch?v=es369w6lyv8
 https://iamdoctoreamer.wordpress.com/2016/10/13/poem-man-and-woman-
victor-hugo/
 https://countercurrents.org/2016/07/power-and-the-bomb-conducting-
international-relations-with -the-threat-of-mass-murder
 https://pwb.princeton.edu/2014/08/27/accounting-of-greenhouse-gas-
emissions-coming-up-short/
 https://www.climatechangenews.com/2014/09/12/criminal-deforestation-
poses-growing-climate-threat/
 https://study.com/academy/lesson/recognizing-biases-assumptions-
stereotypes-in-written-works.html
 https://news.mb.com.ph/2018/01/23/report-about-ph-in-worst-human-rights-
crisis-ejks-biased-pnp/
 https://youtube.be/ORLqmqJ2368
 http://www.champak.in/spot-the-difference/puzzles-for-kids-spot-the-
difference
 http://www.crayne.com/howcrit.html
 https://www.artfuleditor.com/sample-critique
 https://www.montgomery.kyschools.us/userfiles/1501/classes/686/shortstoryc
ritique.pdf
 https://businessmirror.com.ph/2017/10/18/phls-natural-resources-near-brink-
of-depletion/
 https://www.youtube.com/watch?v=h4DFXUndvbw
 https://www.youtube.com/watch?v=3ELG8cKA0Pg
 https://www.youtube.com/watch?v=fz80YgXA1Js&t=116s
 http://www.softschools.com/examples/grammar/adjective_clause_examples/7
8/
 https://grammar.yourdictionary.com/parts-of-speech/adverbs/adverb-
clauses.html
 http://www.fao.org/3/ac781e/AC781E13.htm
294
 http://www.csc.kth.se/utbildning/kth/kurser/DD3001/drtmp15/Lectures
 https://www.slideshare.net/huuphuoc12a2/cohesion-and-coherence-
16234181
 https://literaryterms.net/coherence/
 https://englishpost.org/types-cohesive-devices/
 https://www.youtube.com/watch?v=3ELG8cKA0Pg
 https://www.youtube.com/watch?v=h-OC6nVpo30
 https://mannerofspeaking.org/2016/03/19/five-characteristics-you-need-to-
succeed-as-a-public-speaker/
 https://www.conservation.org/philippines/projects/protecting-biodiversity-in-
the-philippines
 https://www.pna.gov.ph/articles/1075598
 https://www.indiatoday.in/education-today/gk-current-affairs/story/amazon-
forest-fire-deforestation-countries-sign-forest-pact-1597164-2019-09-09
 https://39byfk2z09ab1y1bzj1l5r82-wpengine.netdna-ssl.com/wp-
content/uploads/2017/10/broader01-101917.jpg
 https://www.marineinsight.com/environment/11-threats-to-marine-
environment-you-must-know/
 http://lolruss.umn.edu/PopLit/a_grain_as_big_as_a_hen's_egg.htm
 https://courses.lumenlearning.com/introliterature/chapter/reader-response-
criticism/
 http://www.online-literature.com/crane/4373/
 https://www.thoughtco.com/modification-in-grammar-1691323
 https://www.examples.com/education/dedication-speech-examples.html
 https://classroom.synonym.com/write-speech-critique-paper-6375122.html
 http://sixminutes.dlugan.com/speech-evaluation-1-how-to-study-critique-
speech/
 https://www.newscientist.com/article/2214734-its-officially-now-the-worst-
ever-august-for-amazon-deforestation/
 https://pia.gov.ph/news/articles/1022792
 https://www.independent.co.uk/news/world/asia/philippines-tree-planting-
students-graduation-law-environment-a8932576.html
 https://yourstoryclub.com/short-stories-social-moral/moral-short-story-eco-
day/
 https://www.google.com/search?q=gina+lopez&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwj-
gaekua_kAhUTZt4KHewWB7sQ_AUIEigC&biw=1366&bih=657#imgrc=Er4-
q9zoA2_ykM:
 https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=qaJ
rXcfgDMuUr7wP8LOEkA8&q=Ecosystem&oq=Ecosystem&gs_l=img.3..35i39j
0i67l9.18930.21700..21981...0.0..0.654.3103.2-4j0j2j2......0....1..gws-wiz-
img.......0.BUvACjeDhpc&ved=0ahUKEwiH2YmWuq_kAhVLyosBHfAZAfIQ4d
UDCAY&uact=5#imgrc=v1RllI0VxVmTjM:
 https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1&ei=xKJ
rXZzDGuebmAW42YLADA&q=Tree&oq=Tree&gs_l=img.3..0i67l6j0l4.570175
.570733..572151...0.0..0.388.1267.2-1j3......0....1..gws-wiz-
295
img.......35i39.Ur_rshu13rE&ved=0ahUKEwictYejuq_kAhXnDaYKHbisAMgQ4
dUDCAY&uact=5#imgrc=bQgpFuYBxGJnfM:
 https://www.google.com/search?biw=1366&bih=657&tbm=isch&sxsrf=ACYB
GNTKmn--
PTL3IOupdlheySFuq_noeg%3A1567926003257&sa=1&ei=86Z0XbqrD5KNr7
wP85eVmAE&q=throwing+garbages&oq=throwing+garbages&gs_l=img.3..0l
4.606500.611097..612396...0.0..0.294.1769.2-7......0....1..gws-wiz-
img.......35i39.Y69zP7che-
E&ved=0ahUKEwj68NTD08DkAhWSxosBHfNLBRMQ4dUDCAY&uact=5#im
grc=TZO7T3EO_ZF7QM:
 https://www.youtube.com/watch?v=WfGMYdalClU
 https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved
=2ahUKEwiuhIDOlcHkAhXIMt4KHe_oByQQjRx6BAgBEAQ&url=https%3A%2
F%2Fwww.123rf.com%2Fphoto_36521942_couple-toasting-wine-
glasses.html&psig=AOvVaw3Wqpcjp3MueJeK98HaPUHi&ust=15680301217
92559
 https://www.youtube.com/watch?v=XdK0uYjy85o
 https://singjupost.com/girl-silenced-world-5-minutes-full-text/?singlepage=1
 https://www.google.com/search?q=pictures+of+climate+change+in+the+philip
pines&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj5pIq8-bvkAhXr-
GEKHc7eD3AQ_AUIEigB&biw=13
 https://www.google.com/search?biw=1370&bih=607&tbm=isch&sa=1&ei=ti9y
Xdn1CuSNr7wPzo-
QoAE&q=climate+change+in+the+philippines&oq=cli&gs_l=img.1.0.0i67l10.3
79273.379715..383827...0.0..0.402.760.0j1j1j0j1......0....1..gws-wiz-
img.LGRtR-SrVQ8#imgrc=2VDXgv-oeEyINM:
 https://www.futurelearn.com/courses/logical-and-critical-thinking/0/steps/9137
 https://gohighbrow.com/types-of-argument-indicators-conclusion-indicators/
https://www.savethechildren.org.ph/our-work/our-stories/story/watch-should-
children-care-about-climate-change/
 https://news.mb.com.ph/2019/09/05/bigger-campaign-against-use-of-plastics-
set/
 https://americanliterature.com/author/matsuo-basho/short-story/the-aged-
mother
 https://web-japan.org
 https://study.com
 https://images.app.goo.gl/jtyPPG5kzihKkqSp9
 https://www.pinterest.ph/pin/188729040604208803/
 https://www.slideshare.net/coopjbb1/introduction-of-the-cda-chair-orlando-r-
ravanera?from_action=save
 https://portal.clubrunner.ca/826/page/tips-for-introducing-a-guest-speaker
 https://www.write-out-loud.com/introduction-speech.html
296

GRADE 10-3rd Quarter DLP in English Final PDF

Uploaded by

Copyright:

Available Formats

You might also like

GRADE 10-3rd Quarter DLP in English Final PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GRADE 10-3rd Quarter DLP in English Final PDF

Uploaded by

Copyright:

Available Formats

DETAILED

THIRD QUARTER ENGLISH GRADE 10

MAI ANNE D. RONDOLA

THIRD QUARTER ENGLISH GRADE 10

PRETEST ANSWER KEY 192

Appendix 1: Quarter 3, Week 1, Day 2 193

Appendix 1.1: Quarter 3, Week 1, Day 2 194

Appendix 1.2: Quarter 3, Week 1, Day 2 195

Appendix 1.3: Quarter 3, Week 1, Day 2 196

Appendix 2: Quarter 3, Week 1, Day 3 197

Appendix 2.1: Quarter 3, Week 1, Day 3 198

Appendix 2.2: Quarter 3, Week 1, Day 3 199

Appendix 2.3: Quarter 3, Week 1, Day 3 200

Appendix 2.4: Quarter 3, Week 1, Day 3 201

Appendix 2.5: Quarter 3, Week 1, Day 3 202

APPENDIX 3: Quarter 3, Week 2, Day 1 206

APPENDIX 4: Quarter 3, Week 2, Day 2 207

APPENDIX 5: Quarter 3, Week 2, Day 3 208

APPENDIX 5.1: Quarter 3, Week 2, Day 3 213

APPENDIX 5.2: Quarter 3, Week 2, Day 3 214

APPENDIX 6: Quarter 3, Week 3, Day 1 215

APPENDIX 7: Quarter 3, Week 3, Day 2 220

APPENDIX 8: Quarter 3, Week 3, Day 3 222

APPENDIX 9: Quarter 3, Week 3, Day 4 223

APPENDIX 10: Quarter 3, Week 4, Day 1 226

APPENDIX 10.1: Quarter 3, Week 4, Day 1 227

APPENDIX 10.2: Quarter 3, Week 4, Day 1 228

APPENDIX 11: Quarter 3, Week 4, Day 2 230

APPENDIX 11.1: Quarter 3, Week 4, Day 2 231

APPENDIX 11.2: Quarter 3, Week 4, Day 2 232

APPENDIX 11.3: Quarter 3, Week 4, Day 2 233

APPENDIX 11.4: Quarter 3, Week 4, Day 2 234

APPENDIX 11.5: Quarter 3, Week 4, Day 2 235

APPENDIX 11.6: Quarter 3, Week 4, Day 2 236

APPENDIX 11.7: Quarter 3, Week 4, Day 2 237

APPENDIX 12: Quarter 3, Week 4, Day 3 238

APPENDIX 13: Quarter 3, Week 4, Day 4 239

APPENDIX 13.1: Quarter 3, Week 4, Day 4 240

APPENDIX 14: Quarter 3, Week 5, Day 1 241

APPENDIX 15: Quarter 3, Week 5, Day 2 242

APPENDIX 15.1: Quarter 3, Week 5, Day 2 243

APPENDIX 16: Quarter 3, Week 5, Day 4 244

APPENDIX 16.1: Quarter 3, Week 5, Day 4 247

APPENDIX 16.2: Quarter 3, Week 5, Day 4 248

APPENDIX 17: Quarter 3, Week 6, Day 1 251

APPENDIX 17.1: Quarter 3, Week 6, Day 1 253

APPENDIX 17.2: Quarter 3, Week 6, Day 1 255

APPENDIX 17.3: Quarter 3, Week 6, Day 1 256

APPENDIX 18: Quarter 3, Week 6, Day 2 257

APPENDIX 18.1: Quarter 3, Week 6, Day 2 259

APPENDIX 19: Quarter 3, Week 6, Day 3 260

APPENDIX 19.1: Quarter 3, Week, 6 Day, 3 262

APPENDIX 19.2: Quarter 3, Week 6, Day 3 263

APPENDIX 21: Quarter 3, Week 7, Day 1 265

APPENDIX 22: Quarter 3, Week 7, Day 2 266

APPENDIX 23: Quarter 3, Week 7, Day 3 268

APPENDIX 23.1: Quarter 3, Week 7, Day 3 269

APPENDIX 23.2: Quarter 3, Week 7, Day 3 270