Grade 10 Lesson Plan

ENGLISHTEK 10
LEARNING PLANS
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1
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Tenth edition, 2020

Published by TechFactors, Inc.
Printed in the Philippines
Authors: Johans B. Cruz, Noel Dolot, Cristina G. Saulo

Editors: Dyea C. Dolot, Vincent A. Isidro, Donna T. Sabido
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ENGLISHTEK 10
UNIT 1
Lesson 1: Politics
Period: 5 days
I. OBJECTIVES
At the end of this lesson, the students will be able to:
a. evaluate objectivity in biography;
b. assess the necessary skills of a leader;
c. create a blog post arguing for solutions;
d. analyze a biography;
e. revise passages for clarity;
f. develop an action plan for a project;
g. list ideas using a concept map; and,
h. summarize information using a chart.
DepEd competencies
EN10RC-Ia-2.15.2-Determine the effect of textual aids like advance organizers, titles, non-
linear illustrations, etc. on the understanding of a text.
EN10LC-Ia-11.1-Get information that can be used in everyday life from news reports,
speeches, informative talks, panel discussions, etc.
EN10VC-Ia-Determine how connected events contribute to the totality of a material
viewed.
EN10V-Ia-13.9-Differentiate formal from informal definitions of words.
EN10LT-Ia-14.2-Explain how the elements specific to a selection build its theme.
EN10WC-Ia-12.1-Identify features of persuasive texts.
EN10OL-Ia-3.14-Identify the factors of public speaking.
EN10G-Ia-27-Use reflexive and intensive pronouns.
II. SUBJECT MATTER

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

Students form groups of five and choose one biography to read. They will conduct a
personal research to find more information about the life of the person. After reading, they
will write how the biography compares to the information gathered. Avoiding of wordiness
must be observed.
Skills: biographies, reading biographies, avoiding wordiness, primary research
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ENGLISHTEK 10
UNIT 1
Lesson 2: Hospitality
Period: 5 days
I. OBJECTIVES
a. Assess the use of local color in a short story;
b. Justify reasons for verdict;
c. Construct arguments for a parliamentary debate;
d. Hypothesize what happens next from a given passage;
e. Identify the proper use of this and these;
f. Defend one’s arguments by participating in an American Parliamentary Debate;
g. Use this and these correctly in sentences; and,
h. Gather relevant information from multiple authoritative print and digital sources.
DepEd competencies
EN10RC-Ib-2.15.2-Determine the effect of textual aids like advance organizers, titles, non-
EN10LC-Ib-4-Determine the implicit and explicit signals, verbal as well as non-verbal
used by the speaker to highlight significant points.
EN10VC-Ib-Determine how connected events contribute to the totality of a material
viewed.
EN10V-Ib-13.9-Differentiate formal from informal definitions of words.
EN10LT-Ib-14.2-Explain how the elements specific to a selection builds its theme.
EN10WC-Ib-12.1-Identify features of persuasive texts.
EN10OL-Ib-3.15-Describe and interpret the ethics of public speaking.
EN10G-Ib-27-Use reflexive and intensive pronouns.
II. SUBJECT MATTER

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

Students form groups of five and choose a current issue in the Philippines, giving
hypothesis as to how the issue will turn out in the following months. They are to refer to
and cite printed materials to support their hypothesis.
Skills: hypothesis, printed materials
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ENGLISHTEK 10
UNIT 1
Lesson 3: Transformation
Period: 5 days
I. OBJECTIVES
a. analyze a character using a cluster map;
b. create a PowerPoint presentation of a character analysis;
c. compare and contrast a fictional and real-life person;
d. create a blog comparing and contrasting standards of beauty through time;
e. make connections between one’s experiences and those of a character’s;
f. use compound adjectives in sentences;
g. analyze the relationship of the two characters in a movie;
h. create a blog about the importance of kindness; and,
i. organize information from multimedia resources.
DepEd competencies
EN10RC-Ic-2.15.2-Determine the effect of textual aids like advance organizers, titles, non-
EN10LC-Ic-4-Determine the implicit and explicit signals, verbal as well as non-verbal,
used by the speaker to highlight significant points.
EN10VC-Ic-Determine how connected events contribute to the totality of a material
viewed.
EN10V-Ic-13.9-Differentiate formal from informal definitions of words.
EN10LT-Ic-14.2-Explain how the elements specific to a genre contribute to the theme of a
particular literary selection.
EN10WC-Ic-12.2-Formulate a statement of opinion or assertion.
EN10OL-Ic-3.16-Describe the techniques in effective public speaking.
EN10G-Ic-26-Using words and expressions that emphasize a point.
II. SUBJECT MATTER

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

Students form groups of five. Each member must choose a fictional character that inspired
him or her. The group will perform a 10-minute skit combining all those characters in a
story wherein they showcase their analyses of the characters’ personality and the areas in
which the group members identify with them. Each member will play the role of the
character he or she chooses. They are to use media sources to further understand and flesh
out their chosen characters.
Skills: analyzing characters, identifying with the characters, media sources
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ENGLISHTEK 10
UNIT 1
Lesson 4: Leadership
Period: 5 days
I. OBJECTIVES
a. organize ideas one associates with the term “politician”;
b. explain the term “Machiavellian”;
c. write a character sketch essay of a Machiavellian character;
d. participate in a debate regarding Machiavellian’s philosophy of leadership;
e. create a booklet or pamphlet on the topic, “How to be a Leader”;
f. evaluate the persuasive force of a text;
g. revise a text so it uses persuasive language;
h. identify nouns that are used as adjectives;
i. use compound nouns formed from proper nouns in sentences;
j. identify some common online sources; and,
k. gather possible online sources for one’s topic.
DepEd competencies
EN10RC-Id-2.15.2-Determine the effect of textual aids like advance organizers, titles, non-
EN10LC-Id-4.1-Single out direct and indirect signals used by a speaker.
EN10VC-Id-25-Express insights based on the ideas presented in the material viewed.
EN10V-Id-13.9-Differentiate formal from informal definitions of words.
EN10LT-Id-14.2-Explain how the elements specific to a genre contribute to the theme of a
EN10WC-Id-12.2-Formulate a statement of opinion or assertion.
EN10OL-Id-3.16.1-Employ the techniques in public speaking in a sample public speaking
situation.
EN10G-Id-26-Using words and expressions that emphasize a point.
II. SUBJECT MATTER

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

Students will present a monologue portraying their favorite Machiavellian character in a
book or film. They are to cite online sources to learn more about the character and use
persuasive words to influence the audience.
Skills: Machiavellian character, revising for persuasive language, online sources
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ENGLISHTEK 10
UNIT 1
Lesson 5: Patriarchy
Period: 5 days
I. OBJECTIVES
a. Identify passages that illustrate Chekhov’s principles of a good story;
b. Analyze advantages and disadvantages of the patriarchal system;
c. Compare the platforms of different organizations;
d. Assess the main events of a story;
e. Make conclusions based on the main ideas and supporting details;
f. Use quotation marks in sentences and paragraphs;
g. Construct an action plan report about a social program; and,
h. Compile a list of reliable references about a given topic.
DepEd competencies
EN10RC-Ie-2.15.2-Determine the effect of textual aids like advance organizers, titles, non-
EN10LC-Ie-14.1-Point out the effectiveness of the devices used by the speaker to attract
and hold the attention of the listener.
EN10VC-Ie-25-Express insights based on the ideas presented in the material viewed.
EN10V-Ie-13.9-Differentiate formal from informal definitions of words.
EN10LT-Ie-14.2-Explain how the elements specific to a genre contribute to the theme of a
EN10WC-Ie-12.2-Formulate a statement of opinion or assertion.
EN10OL-Ie-3.16.1-Employ the techniques in public speaking in a sample public speaking
situation.
EN10G-Ie-26-Using words and expressions that emphasize a point.
II. SUBJECT MATTER

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

Students form groups of five and perform a talk show discussing and forming conclusions
about a compelling current event in the Philippines. Two members will act as hosts, and
three as experts of the field. They are to use reliable sources to cite the information they
use.
Skills: drawing conclusions, credible sources
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ENGLISHTEK 10
UNIT 1
Lesson 6: Hierarchies
Period: 5 days
I. OBJECTIVES
a. identify the features and significance of Southern Gothic literature;
b. perform a short monologue as the main character from the literary selection;
c. write an analysis essay of the macabre aspects of other Southern Gothic literature;
d. differentiate point of view and perspective;
e. analyze a text based on the point of view used;
f. retell a story using a different point of view;
g. explain how a story would change when the point of view is changed;
h. compose meaningful sentences using the comma correctly;
i. Iidentify ways of gathering information such as through letters, emails, interviews, and
surveys; and,
j. correspond with people who can give information for one’s research topic.
DepEd competencies
EN10RC-If-21-Compare new insights with previous learnings.
EN10LC-If-14.2-Determine the rules of discourse markers in signalling the functions of
statements made.
EN10VC-If-25-Express insights based on the ideas presented in the material viewed.
EN10V-If-13.9-Differentiate formal from informal definitions of words.
EN10LT-If-14.2-Explain how the elements specific to genre contribute to the theme of a
EN10WC-If-12.3-Compose a persuasive text of three paragraphs expressing one’s stand on
an issue.
EN10OL-If-3.16.1-Employ the techniques in public speaking in a sample public speaking
situation.
EN10G-If-3.6-Use modals.
II. SUBJECT MATTER

a. Topics:
 A Rose for Emily by William Faulkner
 Point of view and perspective
 Uses of comma
 Correspondence: letter, email, interview, survey
b. Reference:
18
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will provide an appropriate meaning for each word (refer to EnglishTek
10 Worktext, pp. 64-65).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, A Rose for Emily.
2. The teacher will discuss Southern Gothic Literature. Southern Gothic literature is
a genre of Southern writing particular to the United States. The stories focus on
grotesque themes.
3. The teacher will discuss point of view. Point of view refers to the type of narrator
the author chooses to tell the story through.
Grammar
The teacher will ask the students to explain the use of commas to gauge their prior
knowledge. The teacher will then discuss the use of comma. Commas are used when
separating independent clauses and after an introductory word or phrase.
Writing
The teacher will discuss correspondence. Correspondence is one way to gather first-
hand information. This may be in the form of a letter, email, survey, or interview.
C. Application
1. Students will discuss the activity questions about gossip (refer to EnglishTek 10
Worktext, p. 66).
2. Students will choose a character from the story and write an epitaph for Emily from
the perspective of that character. Afterwards, they will write a script about how the
townsfolk reacted upon seeing the body of Homer Baron on the bed (refer to
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3. Students will imagine themselves as Emily and convey their inner thoughts and
motivations in the form of a short monologue (refer to EnglishTek 10 Worktext, p.
68).
4. Students will write an essay about Southern Gothic literature (refer to EnglishTek 10
Worktext, p. 68).
5. Students will choose a character from the story and retell their perspective of the
Miss Emily affair. Then, they will look for a story in which the use of point of view
is integral and explain how the story would change if the POV was different (refer
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and write an action plan report on the specific actions the
group decides to do in order to support or refute the provisions of the Kasambahay Bill.
They are to use the commas correctly (refer to EnglishTek 10 Worktext, p.73).

Students will read another Southern Gothic literature of choice. Afterwards, they will
interview each other regarding their thoughts on Southern Gothic literature, as we well as
their preferred point of view in both stories they have read. The recordings will be
combined into a single video and will be shown in class.
Skills: Southern Gothic literature, point of view, correspondence
20
ENGLISHTEK 10
UNIT 1
Lesson 7: Otherness
Period: 5 days
I. OBJECTIVES
a. identify racial stereotypes dominant in a text;
b. explain postcolonial literary theory and the concept of otherness;
c. analyze a text using postcolonial theory;
d. identify instances of oppression and otherness in literature and other contexts;
e. create a graphic organizer to show how racial stereotypes affect a community;
f. write a postcolonial analysis of two texts of one’s choice;
g. write a literary analysis of the context of “Mother and Child”;
h. identify the functions of the semicolon;
i. apply strategies to quote and paraphrase ideas from different sources; and,
j. use quoting and paraphrasing to write a research report.
DepEd competencies
EN10RC-Ig-21-Compare new insights with previous learnings.
EN10LC-Ig-8.7-Make generalizations.
EN10VC-Ig-25-Express insights based on the ideas presented in the material viewed.
EN10V-Ig-13.9-Differentiate formal from informal definitions of words.
EN10LT-Ig-14.2-Explain how the elements specific to genre contribute to the theme of a
EN10WC-Ig-12.3-Compose a persuasive text of three paragraphs expressing one’s stand
on an issue.
EN10OL-Ig-3.16.1-Employ the techniques in public speaking in a sample public speaking
situation.
EN10G-Ig-3.6-Use modals
II. SUBJECT MATTER

a. Topics:
 Mother and Child by Langston Hughes
 Identifying literary context
 Semicolon
 Quoting and paraphrasing
b. Reference:
21
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will search the definitions for the given words and write a sentence using
those words (refer to EnglishTek 10 Worktext, p. 77).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Mother and Child. After reading the
selection, the students will answer comprehension questions.
2. The teacher will discuss post-colonial theory. Post-colonial theory heavily focuses
on the idea of Otherness wherein one culture oppresses the other and actively views
the latter as the inferior.
Grammar
The teacher will discuss the uses of a semi-colon. A semi-colon marks the end of an
independent clause, but also prepares the reader for an additional information in the
form of another independent clause.
Writing
The class will discuss quoting and paraphrasing in writing. Quoting is the usage of the
exact statement from the original source. Paraphrasing is rewriting an excerpt from
the original material into one’s own words.
C. Application
1. Students will list the racial stereotypes about Filipinos and the way these affect
them (refer to EnglishTek 10 Worktext, p. 78).
2. Students will watch and listen to a spoken-word performance of the poem
“Ambiguous” (refer to the link: https://www.youtube.com/watch?v=o-nS8wgQNRk)
and answer the guide questions (refer to EnglishTek 10 Worktext, p. 78).
3. Students will answer the questions about postcolonial theory (refer to EnglishTek
10 Worktext, p. 80).
4. Students will design and complete a graphic organizer showing how racial
stereotypes create more differences and disunity among members of a community
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5. Students will browse some postcolonial literature in the school library or through
online sources that shares the same theme with the reading selection, Mother and
Child. They are to choose two and write a short literary analysis paper about them
6. Students will research the terms given by the teacher and write a literary analysis of
the short story addressing those terms (refer to EnglishTek 10 Worktext, p. 81).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and produce a 5- to 10-minute documentary about the
problem of exploitation in the country (refer to EnglishTek 10 Worktext, p. 83).

Students will form groups of five and write a play about a character who may have
suffered from racial oppression in the Philippines. Quote or paraphrase famous
personalities who have said something related to the said oppression.
Skills: post-colonial theory, quoting and paraphrasing
23
ENGLISHTEK 10
UNIT 1
Lesson 8: Equality
Period: 5 days
I. OBJECTIVES
a. analyze the roles of male and female characters in the story;
b. interpret textual evidence to support an argument;
c. present a research about a renowned woman through a graphic organizer;
d. compose a cause-and-effect essay relating Confucianism and women’s roles in China;
e. compose a reaction paper to a peer’s cause-and-effect essay;
f. make inferences based on textual evidence;
g. design a plan of action for a program helping the marginalized in society; and,
h. synthesize the stylistics of three African short stories through an essay.
DepEd competencies
EN10RC-Ih-21-Compare new insights with previous learnings.
EN10LC-Ih-14.3-Show appreciations for songs, poems and other listening texts.
EN10VC-Ih-1.5-Draw generalizations and conclusions based on the materials viewed.
EN10V-Ih-13.9-Differentiate formal from informal definitions of words.
EN10LT-Ih-2.3-Draw similarities and differences of the featured selections in relation to
the theme.
EN10WC-Ih-12.3-Compose a persuasive text of three paragraphs expressing one’s stand
on an issue.
EN10OL-Ih-3.16.1-Employ the techniques in public speaking in a sample public speaking
situation.
EN10G-Ih-3.6-Use modals
II. SUBJECT MATTER

a. Topics:
 The New Year’s Sacrifice by Lu Hsun
 Making inferences
 Colon
 Summarizing
b. Reference:
III. MATERIALS
24
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will write a possible synonym of definition for each word (refer to
EnglishTek 10 Worktext, p. 87)
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The New Year’s Sacrifice. After
reading the selection, the students will answer the comprehension questions.
2. The teacher will ask the students to share instances of discrimination against
women that they have seen in real life or depicted in media. The teacher will then
discuss feminist theory. The feminist theory aims to recognize the existence of
discrimination against women.
3. The teacher will discuss making inferences. Making inferences is about searching
for information that the author purposely leaves out in the text.
Grammar
The teacher will discuss what a colon is. A colon is used to enumerate items in a list
and add another clause that is a continuation of the one before it.
Writing
The teacher will ask the students to share their experiences summarizing the thoughts
or stories of other people. The teacher will then discuss summarizing. Summarizing is
reducing a long text into a shorter version that still contains the most important point
of the text.
C. Application
1. Students will answer the activity questions about holidays (refer to EnglishTek 10
Worktext, p. 88).
2. Students will listen as the teacher reads a story (refer to the link:
https://www.echineselearning.com/blog/nian-de-gushi-the-story-of-nian-a-beast-
beginner), and fill in the blanks with the correct words (refer to EnglishTek 10
3. Students will answer the activity questions about feminism (refer to EnglishTek 10
4. Students will research about a woman who excels in her field and fill out the
graphic organizer provided (refer to EnglishTek 10 Worktext, pp.91-92).
25
5. Students will compose a cause and effect essay discussing the effects of the ancient
Chinese’s adherence to Confucianism (refer to EnglishTek 10 Worktext, p. 93).
6. Students will fill out the table about the author’s biography (refer to EnglishTek 10
Worktext, p. 93).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and design a program to help a chosen marginalized
group that they think needs empowerment (refer to EnglishTek 10 Worktext, p. 96).

Students will form groups of five and choose a book to read a novel with feminist theme.
Each group will read the first two chapters and infer what could happen next. Afterwards,
the groups will record a trailer including the important parts of the chapter, as well as their
inference of the ending. Trailers will be shown in the class.
Skills: feminist theory, making inferences, summarizing
26
ENGLISHTEK 10
UNIT 1
Lesson 9: Stereotypes
Period: 5 days
I. OBJECTIVES
a. evaluate the use of first-person narration in the story;
b. synthesize ideas through a group report;
c. create a video presentation about rituals and beliefs regarding cannibalism;
d. explain one’s choice of art or literature that represents one’s cultural identity;
e. infer the meanings of words using context clues;
f. design a magazine or a booklet about the history of one’s school;
g. organize the thesis, main idea, and supporting details of an essay into an outline; and,
h. compose an outline about a socially relevant topic.
DepEd competencies
EN10RC-Ii-21-Compare new insights with previous learning.
EN10LC-Ii-14-Examine how spoken communication may be repaired or enhanced.
EN10VC-Ii-1.5-Draw generalizations and conclusions based on the materials viewed.
EN10V-Ii-13.9-Differentiate formal from informal definitions of words.
EN10LT-Ii-18-Evaluate literature as a way of expressing and resolving one’s personal
conflict.
EN10WC-Ii-12.3-Compose a persuasive text of three paragraphs expressing one’s stand on
an issue.
EN10OL-Ii-3.16.1-Employ the techniques in public speaking in a sample public speaking
situation.
EN10G-Ii-3.6-Use modals
II. SUBJECT MATTER

a. Topics:
 Timbuctoo by Guy de Maupassant
 Analyzing cultural differences
 Words with new meanings
 Outlining
b. Reference:
27
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
The students will find the meaning of the words and use each word in a sentence (refer
B. Lesson Proper
Literature
1. Students will be given time to read the selection, Timbuctoo.
2. The teacher will discuss first person narrative. A first person’s narrative us a mode
of telling the story through the first-person point of view.
3. The students will be asked to share their experiences of immersing in a different
culture and how they adapted to it. The teacher will then discuss cultural
differences. Understanding cultural differences means having an open mind to a
culture different from one’s own.
Grammar
The teacher will discuss amelioration and pejoration. Amelioration is when the
connotation of a word changes from a bad one to a good one. Pejoration is when the
connotation worsens.
Writing
The teacher will discuss outlining. Outlining is creating a general framework used as a
rough draft for an essay or other written works.
C. Application
1. Students will fill out the table about stereotypes (refer to EnglishTek 10 Worktext,
p. 100).
2. Students will answer the activity questions about the story (refer to EnglishTek 10
Worktext, p. 102).
3. Students will discuss cultures where cannibalism holds cultural meaning (refer to
4. Students will form groups of four and look for articles or documentaries about
cannibalism. Then, they will make a short video presentation to the class (refer to
28
5. Students will choose an object or a song that best represents their cultural identity
and prepare a five-minute presentation to the class (refer to EnglishTek 10
Worktext, p. 103).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and design a magazine featuring the outstanding aspects
of their school (refer to EnglishTek 10 Worktext, p.106).

Students will form groups of five. Each group will choose a culture to represent and make
an advertisement promoting the assigned culture. An outline should be made including the
sections of the advertisement and their order of presentation. The advertisement should be
in the form of a first-person narrative.
Skills: stereotypes, outlining, first-person narrative
29
EnglishTek 10
Unit 1
Lesson 1: Politics
I. Before Reading
Important Words
Activity. Complete the chart below. Use a thesaurus to find synonyms for the underlined
word in each sentence.
Underline Word Synonyms of the underlined word Use of the underlined

word in the sentence
derangements dementia, madness, disruption, disturbance disruption, disturbance,
upheaval
revenues earnings, gains, income, profit, funds, money money, finances
conspicuous prominent, well-known, outstanding, prominent, remarkable,
distinguished, extravagant, fancy notable
scruples hesitation, reluctance, misgiving doubt, hesitation
conspirators conniver, schemer conniver, schemer
Knowledge Activation
Ask students to name some powerful women that immediately comes to their mind. Lead
them to think back to history (specifically ancient civilizations). Who are the most prominent
women in history? What do they know of these women?
Activity 1
Before letting the students listen to or watch the video clip titled “Cleopatra’s Biography”
(https://www.youtube.com/watch?v=OlQIZrwTF7U), ask them what they know about
Cleopatra. You may write their answers on the board.
Cleopatra was born at the beginning of 69 B.C. or at the end of 70 B.C. in Egypt.
Cleopatra, although known as Egypt’s greatest Queen, had not even the smallest drop of
Egyptian blood. She and her entire family, which consisted of several siblings, was what
was called Macedonian Greek; Greek in customs, tradition, and language. She also spoke
several other tongues besides her own, including Arabic and Egyptian. Egyptian being a
language that her predecessors, including her father who was king of Egypt, didn’t even
bother to learn. And she could also read hieroglyphs.
At the age of seventeen, Cleopatra became co-regent or co-ruler of Egypt with her ten-
year-old brother Ptolemy and following his death after a massive civil war she married her
younger brother Ptolemy XIV who was only six years old. This meant that, Cleopatra, the
eldest of the two, was the supreme ruler.
Cleopatra turned out to be very good at politics and was able to bring prosperity and
peaceful times to a country which had become poverty-stricken and torn apart by war.
But it was only the beginning.
Cleopatra met Julius Caesar when she was twenty-one years old. Caesar was
charmed by the youthful and intelligent woman and took her to Rome with him. And
thus began the most famous affair in history. One historian states that contrary to
popular view, Cleopatra only allied with him because of shared political views rather
than romantic love. Nevertheless, a year or two later she bore him a son named
Cesarion, though Ceasar never publicly acknowledged him as his son much to
Cleopatra’s dismay.
A few years later, Caesar was assassinated and Cleopatra left Rome and returned to
Egypt once more. In order to have full power of the throne and have sole control of
Egypt, Cleopatra murdered her brother who had been ruling in her absence and
appointed Cesarion, her son, to the throne.
In 41 B.C., one of Caesar’s most famous generals, Marc Antony, whom Cleopatra
had met a few years before, summoned her to meet him in Tarsus. Thus began
Cleopatra’s second love affair. However, historians do say that her interest in Marc
Antony was not purely political as it had been with Caesar, but was born of a true
romantic interest in him. It is shown in records of the time that the two lovers returned
to Egypt and were married in the Egyptian tradition and had three children, two sons
and a daughter, by their union. It seems that Cleopatra had finally found her happiness,
but sadly, it wasn’t to last.
On September 2, a few years after they were married, Cleopatra and Marc Antony
combined armies to take on the forces of Rome that were controlled by Octavian, a
ruthless Roman general whom over time had become Cleopatra’s worst enemy.
Facing defeat, it has been said that until recently in an act of incredible cowardice,
Cleopatra turned and fled the battle. However, according to records recently uncovered
it is now said amongst historians that her escaping was a part of a planned maneuver
rather than cowardice on her part. Marc Antony, seeing Cleopatra escape, decided to
abandon his fleet and follow her as she made her return to Egypt. There they lived in
relative safety for nearly a year.
However, as previously mentioned, Octavian was ruthless and pursued Marc
Antony to Egypt where Antony’s troops deserted him after Octavian’s appearance.
Marc Antony found himself in a hopeless situation and he chose to take his own life.
Cleopatra became a virtual prisoner of Octavian and he planned to parade her around
Rome to make sure everyone knew how great of a general he truly was. Cleopatra had
other plans.
Just eleven days after Marc Antony’s death, Cleopatra herself committed suicide in
her chambers in Rome virtually ruining Octavian’s plans. In the end, it was she who
had the last word.
Though legend suggests that Cleopatra ended her life through the bite of an Egyptian
asp, some historians aren't so sure. There are some who debate that she could have
taken some kind of poison, possibly, to end her life. As for her children by Marc
Antony, no one truly knows what became of them. Yet another enticing mystery in the
life of one of the most extraordinary women in history.
Activity 2
The video for this activity can be accessed through this link:
• http://video.nationalgeographic.com/video/cleopatra
The transcript of the video is as follows:
Her name is synonymous with beauty, power, intrigue and ultimately tragedy. In 69 BC
Cleopatra was born into Egypt’s Ptolemaic dynasty, a dynasty in decline and under the
protection of Rome. At the age of 18 she assumed the throne along with her younger
brother as husband, Ptolemy XIII, according to Egyptian royal custom. But these royal
siblings were hostile to each other and Cleopatra was soon forced from power. Down but
not out, Cleopatra waited for the right opportunity to prove her political cunning.
That opportunity came when Julius Caesar, the newly minted victor in Rome’s civil
war, arrived in Alexandria, Egypt, in pursuit of a renegade Roman general. As legend has
it, Cleopatra smuggled herself into his inner sanctum rolled up inside a rug. Caesar was
captivated and they soon fell in love. He took arms against Cleopatra’s rivals, and restored
her to the throne. Shortly after she gave birth to a boy, Caesarion, whom she claimed was
Caesar’s son.
Egypt was a vastly wealthy country and Cleopatra sought to keep it independent of
Rome. Her affair with Caesar kept the Romans from taking direct Roman control of Egypt,
but his assassination made her status, and that of her country uncertain. Searching for allies
among Rome’s new leaders, she was delighted when Marc Antony, one of Caesar’s heir-
apparents, sent for her. Marc Antony fell head over heels for the Egyptian queen--and her
riches. Together they set up court in Alexandria, an arrangement that elevated Cleopatra
from “protected” sovereign to a fully independent monarch.
Cleopatra and Antony shared a legendary love matched by their insatiable appetite for
empire. They eventually married and became the power couple of Eastern
Mediterranean. Antony tried to bring some Roman territories under her domain. And he
declared Cleopatra’s son Caesarion to be the son and the rightful heir to Julius Ceasar. That
infuriated Marc Antony’s Roman rival, Octavian, who went to war against them. Antony
and Cleopatra were quickly defeated at the Battle of Actium in 31 BC.
Legend tells us that Cleopatra spread false rumors of her death. Consumed by grief over
her death, Antony stabbed himself. But word came she was still alive, and Antony’s
followers carried him to Cleopatra where he died in her arms. After 22 years as queen,
Cleopatra’s fortunes were fast unraveling. She tried in vain to make peace with
Octavian. Rather than be humiliated by the Romans in defeat, she took hold of an asp,
permitting it to inflict a poisonous –and mortal-- wound. With her death, the fate of the
Ptolemaic dynasty was sealed, and Egypt fell firmly into Roman hands.
Although her ambitions were never realized, Cleopatra has achieved immortality
through her personal story of love and tragedy.
Oral Interaction
For this activity, let the students think of powerful women in politics. Let them start from
somewhere familiar like the barangay council or the local government and help them move
towards national government, specifically the executive, judicial, and legislative branches.
Let the students think of the roles that these women leaders play. How are these women
common? How are they different?
II. Literary Selection
“Cleopatra, A Queen” by Jacob Abbott
Go back to the students' previous answers on what they know about Cleopatra. Tell them to
keep those in mind. Also, remind the students that as they read, they should try to identify
the writer's attitude towards the subject and whether that attitude is similar to or different
from their own.
Some questions for critical thinking:
Analyze the significance of the woman in the illustration. What role in society do you think
does she play? What other images can you see? What do these images represent?Do you
agree with the representations shown in the illustration? What do you think makes a
successful biography?
Comprehension Questions (EnglishTek 10 Anthology, p. 226)

Allot 15-20 minutes for this activity. After they finish answering the questions individually,
ask them to answer the questions aloud. Call on 2-3 students to answer a certain question.
Encourage them to give their answers in complete sentences.
III. Understanding Literature
Literary Analysis
To discuss biography, ask students questions about what they have read. Ask them what
details of Cleopatra's life were included in the reading selection. Write their answers on the
board. Afterwards, refer to the students' answers and explain that those are elements of a
biography. Explain what a biography is. You may refer to the two listening texts (Cleopatra's
biography from YouTube and from National Geographic). Ask the students what differences
they observed in the two selections. Help them realize that the clip from YouTube is more
objective than the one from National Geographic.
Activity 1
Write F if the underlined phrases present an objective perspective or information and O if it
is otherwise.
1. Whatever of simplicity of character, and of gentleness and kindness of spirit she might
have possessed in her earlier years, of course gradually disappeared under the influences
of such a course of life as she now was leading. O
2. Cleopatra, during her visit to Rome, lived openly with Cæsar at his residence, and this
excited very general displeasure. F
3. Two stern and determined men, Brutus and Cassius, were the leaders of this conspiracy.
O
4. Cleopatra, who had, of course, watched his career during all this time with great pride
and pleasure, concluded, at last, to go to Rome and make a visit to him there. F
5. Cleopatra immediately fled from the city and returned to Egypt. F
Activity 2
How did Jacob Abbott’s attitude in his discussion of Cleopatra’s political career influence
his presentation of historical facts? What does this tell us about writing biographies? Write
your answers on a separate piece of paper.
Answers will vary.
IV. Responding to Literature
Oral Communication
Divide the class into small groups. In each group, let the members take a position regarding
Cleopatra's actions (affair, murder, extravagant lifestyle). Let each member share whether
they agree or disagree with Cleopatra's actions. Also tell the students to analyze the reasons
behind Cleopatra's decisions.
Research and Writing

For this activity, tell the students to think back on the previous activity where they shared
their position (agreement or disagreement) regarding Cleopatra's actions. Let each student
choose one issue that they think is most relevant to today's society. Each student should write
a blog detailing the solutions to their chosen issue.
V. Skills Development: Reading Biographies

Ask students why they think it is important to read biographies. Write some of their answers
on the board. Ask students what biographies they have already read and which ones they
liked the most.
Some resources that may help your discussion can be accessed at:
• http://www.home-school.com/Articles/the-benefits-of-reading-biographies.php
• http://blog.kevineikenberry.com/leadership/five-reasons-to-read-more-biographies/
• http://www.relevantmagazine.com/culture/books/8-biographies-everyone-should-read
VI. Grammar Review: Avoiding Wordiness

Discuss the importance of writing concisely. You may write some sample sentences on the
board and ask your students if there are some words that they can revise or eliminate from
the sentence.
Some resources that may help your discussion can be accessed at:
• https://owl.english.purdue.edu/exercises/6/9/24
VII. Grammar Workout

A. Revise these sentences by eliminating wordiness. Write your answers on a separate
piece of paper.
Note: These are just some of the possible answers. Be sure to check each student's
answer to see if they are acceptable.
1. Some Roman government leaders in Caesar's administration conspired to plot his
murder.
2. The life of Cleopatra is widely-known, but there are few in-depth studies of her
significant contributions to the ancient world.
3. Cleopatra murdered her brother to keep her power as pharaoh.
4. As Caesar's influence in Rome weakened, conspirators plotted their sinister plans.
5. There are countless ways to research about great political leaders.
6. It is unusual to find a credible biographer.
7. War occurs when people disagree on ideas.
8. More tragic events occurred in Egypt after Caesar's death. Cleopatra committed
suicide, and the people, left without a pharaoh, were conquered by Octavian.
9. According to the biographer Jacob Abbott, the Romans consider Cleopatra and
Caesar's relationship to be most controversial.
10. The end of Egyptian royalty made the people aware that under Octavius's rule,
changes to religion will be made.
B. Revise the following passage to avoid wordiness and undesirable repetition. Write your
answer on your notebook.
Let the students revise the paragraph individually, or you may answer the activity as a
class by calling on one student to read a sentence and revise it for wordiness.
Note: The revised versions are in italics below. These are only suggested answers. There
are many ways to revise the sentences.
A small number of young people like reading biographies regularly.
Few young people like reading biographies regularly.
As assumed, these readers are not themselves biographers, nor would these readers
really ever enjoy reading about someone directly irrelevant in their lives, nor would
most of them actually enjoy trying to solve the problems encountered by the subject of
the biography.
These readers are not biographers themselves. They do not enjoy reading about
someone they do not know nor try to solve the problems of the biography's subject.
They are probably enticed to read biographies because of this reason: they have found a
way to live vicariously in the exciting life of a government leader or rebel, a celebrity,
an artist or a religious icon which results to escapism from the monotonous, boring
routine of dull everyday existence.
They are probably enticed to read biographies so that they can escape the monotony of
everyday existence and instead live an exciting life as a government leader, rebel,
celebrity, artist, or a religious icon.
To such people, the conflict in the biography seems realistic fantasy. It is realistic
because the people in the biography are, as a general rule, real people. The people
mentioned are not just made-up images from the head of the writer.
To these readers, the story seems realistic fantasy. It is realistic because the people in
the biography are real people whom the writer did not just make up.
It is also realistic because the character who is the hero or heroine goes through the same
issues in life and solves these problems not usually by haphazard methods but by
exercising a remarkable degree of logic and reason.
It is also realistic because the character goes through issues in life which are solved
through logic and reason.
It is entirely and totally essential that readers who enjoy biographies have an admiration
for the human faculty of logic.
It is important that readers who enjoy biographies also appreciate logic.
But biographies are also fantasies. The people who read such books of literature play a
role. It is a role in which they suspend certain connections in their lives.
Biographies are also fantasies. People who read biographies play a role in which they
suspend certain connections in their lives.
One of these connections that they suspend is the relationship of the people involved
with the subject. If the reader stops to feel affinity for each and every person that is
related to the subject, that person will never enjoy reading biographies.
The reader must feel connected to the other people involved with the subject. The reader
will not enjoy biographies if he or she stops feeling a connection to the other people in
the story.
The devoted reader of biographies keeps uppermost in mind at all times the goal of
arriving through logic and observation at the final solution to the conflicts and
challenges offered in the narrative. It is a fact of life and changes.
The devoted reader always keeps in mind the goal of arriving at the narrative's
conclusion using logic and observation.
Biographies hopefully help the reader to hide from the extreme cases of tragedies of
actual life and death in the real world.
Biographies help the reader escape from the problems in the real world.
VIII. Collaborative Task

Divide the class into groups with at least five members each. Instruct the students to make a
list of current issues in your school such as school policies, security, weak student leadership,
and many others. Each group must pick one issue from their list. They will write an action
plan that would address their chosen issue. Each group would share their action plans with
the rest of the class. Allow other students to make comments and suggestions for each action
plan presented.
IX. Writing Topic: Doing Research

Discuss the differences between primary and secondary research. Afterwards, let the
students read the sample essay. Your discussion of the sample essay should be guided by the
marginal notes.
Individual Activity
This is the same activity as the Collaborative Task, but this time, the students will accomplish
it individually. To help them start, let them fill out the chart and tables provided in the book.
EnglishTek 10
Unit 1
Lesson 2: Hospitality
I. Before Reading
Important Words
Activity. The following words in bold will assist you in reading the literary selection.
Match the words in bold with its correct meaning. Write the letter of the correct answer on
the space provided.
1. citron → E. a pale-yellow fruit that looks like lemon but is larger in size and
with thicker rind
2. beadle → D. a parish officer who keeps order during services and assists the
rector, etc.
3. Sholom → B. a name given to a Hebrew male child
4. Kiddush → F. blessing recited over dinner during the Passover festival
5. Haggadah → A. a liturgical book for the Seder service on Passover
6. sage → C. a profoundly wise person who is known for his wisdom
7. Benediction → H. an utterance of good wishes during the Passover dinner
8. Yiddish → I. a language written in Hebrew letters and spoken mainly by Jews in
eastern and central Europe and by Jewish emigrants from these
regions and their descendants
9. synagogues → J. a place for Jewish worship often used for religious instruction
10. Levites → G. a descendant of Levi who is appointed to assist the priests in the
temple or tabernacle
Before letting the students watch the video, explain to them that the Passover is a Jewish
tradition that celebrates the liberation of the Jews from slavery. The video for the listening
activity in Activity 1 can be accessed at:
http://www.youtube.com/watch?v=BRWNrk7FxG4
Activity 1
Some major points that students should be able to get from the video “Passover Rhapsody”
are:
• The Jews were enslaved.
• Moses asked the Pharaoh to free his people but the Pharaoh would not.
• The city was plagued, but still the Pharaoh would not let Moses’s people go.
• At last, all the firstborn children in the city died, including the Pharaoh’s son.
• Because of this last plague, Moses and his people were allowed to leave Egypt.
Activity 2
The narrative you will read to the students can be accessed at:
• http://www.chabad.org/holidays/passover/pesach_cdo/aid/871715/jewish/What-Is-
Passover.htm
You may choose to read only the first three paragraphs of the narrative.
Answers will vary.
Oral Interaction
Let the students pair up with their seatmate. Instruct them to discuss what they think
slavery means. Explain that some people view slavery as a system of treating people as
property so that the slaves can strengthen the profits of slave owners. Ask the students
whether they agree with this position. If yes, ask them to think of a situation where this
system of slavery is still practiced. Be guided by the questions and prompts provided in the
book.

“The Passover Guest” by Sholom Rabinovitch
Critical Viewing. Before letting the students read the literary selection, direct their
attention towards the illustration. Tell them to note everything they see in the picture. You
may call on students to recite and write their answers on the board. Afterwards, let the
students make connections among the items in the illustration (the list on the board will
help them do so). Ask the students how these objects are valued in present society, and
what they imply about the socio-economic status of a person. Relate their answers to the
story by asking the students how they think the illustration is related to the story.
During Reading. While the students are reading the text, they should fill out the graphic
organizer in the book with descriptions of each character (refer to EnglishTek 10
Anthology, p. 227). Remind the students to cite lines from the text to support their
descriptions.

Let the students answer the comprehension questions individually. You have the option to
create an enrichment activity for the last question. You may pair or group the students and
instruct them to write a letter addressed to the narrator to offer him advice or comfort.
Literary Analysis
Discuss the use of local color in literature. Ask students if they can cite examples of local
color used in Philippine literature. Some resources that may help your discussion can be
accessed at: http://www.britannica.com/EBchecked/topic/345547/local-colour
Oral Communication
Divide the class into groups. Explain to the groups that they will play the role of a jury
who decides whether a person is guilty. Each group should give a verdict and explain how
and why they came up with that verdict. Each group should also explain why they think
their decision is just and fair.

For this activity, the students will work with the same groups as they did in the previous
activity. The groups will join a debate against other groups. Remind the students to use the
Philippine Constitution of Human Rights and the Criminal Code to support the verdicts
they reached in the previous activity.
V. Skills Development: Hypothesizing

Ask students to define a hypothesis. Then, explain what this term means in the context of
literature. Explain each step for hypothesizing. You may illustrate the skill by using the
literary selection and reading it aloud to the students. As you read, follow the steps in
hypothesizing, think aloud, and say the answers so that students will know how
hypothesizing is done.
Activity
For the activity, let the students go back to the literary text. They are to write on the box
lines that reflect foreshadowing. Beside each box, students should write how the
foreshadowing will unfold. An example is provided for basis.
Sample answers:
And it occurs to me, that after Passover I This line makes the reader anticipate that
will travel there with our guest, secretly, something is going to happen to Yoneh
no one shall know. even as he plans to travel with the guest.
“So I think, and it seems to me, as I watch This line makes one think of what will
our guest, that he has read my thoughts, happen after the Passover, even though it is
and that his beautiful black eyes say to me: only something that Yoneh thinks the guest
“Keep it dark, little friend, wait till after is saying to him.
Passover, then we shall manage it!”
VI. Grammar Review: This-cohesion

Discuss this-cohesion and its importance in transitioning sentences within a paragraph.
Also point out the situations in which this-cohesion is applied.

A. Complete the sentences by filling in the blank with this or these appropriately.
1. The Passover is a special religious festival celebrated by the Hebrews. This
festival_ is celebrated for eight days.
2. The Passover guest is mysteriously described to Reb Yoneh. _This guest_ is a
catalyst for a tragedy about to happen to the Yonehs.
3. In the story “The Passover Guest”, the author used local color as a literary device to
strengthen the image of the setting. _This literary device_ brings the reader into an
immersion in the context.
4. Each character responded with great curiosity over the strangeness of the guest.
These characters reacted with an unassuming air of amity.
5. In the story “The Passover Guest”, the narrator was saddened not by the death of
his parents but more on the loss of his dreams. In this situation, the writer seems to
emphasize the tragedy of betrayal over murder.
6. One of the significant turn of events in “The Passover Guest” includes the
explanation of the Levites singing in his hometown’s synagogue. This event
foreshadows the betrayal of the guest in the end.
7. When the guest was introduced to Reb Yoneh, the covenant between guest and host
became established. This fact became a crucial element in the tragedy bound to
happen.
8. In the story, the characters played significant roles in developing the plot. These
elements were balanced by Sholom Rabinovitch when he made sure that none
overrode the other.
9. While the narrator dreamt about the mystical land of the guest, the guest began
committing a terrible crime. This foreshadowing in the narrator’s dream brought
much suspense to the next event.
10. When the boy woke up and found his parents dead, he cried for the guest’s betrayal
of stealing his dreams of the mystical land. This character exemplified the story’s
tragedy.

Divide the class into groups with five members each. Each group should research and form
arguments against euthanasia. Since the groups should pretend to be a legal team working
for a lawmaker, the arguments and supports should have scientific and legal bases.
IX. Writing Topic: Print Sources: Exploring Types, Relevance, and Credibility
Discuss the different types of print sources. Also make sure that students understand that it
is important to choose the best material for research. This means that they should carefully
examine their sources for relevance and credibility.
Individual Activity
At this point, all students should already have their approved topics and five preliminary
sources (done in Lesson 1). In this activity, the students will find additional sources to their
preliminary sources. They are expected to find at least 5 reference works, 10 books, and 5
periodicals or journals. Always remind the students that their sources should be credible
and updated.
EnglishTek 10
Unit 1
Lesson 3: Transformation
I. Before Reading
Important Words
Activity. Use context clues to extract the meaning of each word. Write your answers in the
third column. What clues in the sentences did you use?
Word Possible Answers

perfervid intense, passionate, enthusiastic
philanthropic good, altruistic, generous, compassionate, kind
sine qua non demand, requirement, necessity, necessary
comportment manners, conduct, courtesy, poise
modiste dressmaker
epistolary written in the form of letters, a series of letters
carte blanche power, authority, control, command, dominance
Activity 1
The listening selection is a documentary about slavery entitled "Life in Old Louisiana."
The video can be accessed through this link:
• http://www.youtube.com/watch?v=HhT5iLSRYiw
After watching the video, let the students pair up. Each pair will discuss the documentary
that they have just watched. They are expected to answer the questions in the book.
Instruct them to write their answers on a piece of paper.
Activity 2
You can list your students' answers on the board. Make sure to discuss the similarities and
differences among their answers. You can also discuss the question further and provide
your own answers.
Oral Interaction
Activate the students' prior knowledge about regrets and decisions by sharing your own
story (if any) or another person's anecdotes that talk about regretting a past decision. Ask
students if they (or someone they know) have regrets about decisions. Let them share the
story in class.
“La Grande Demoiselle” by Grace Elizabeth King

Let the students answer the comprehension questions individually. Afterwards, discuss the
questions and answers as a class. For the last question, you have the option to assign the
students to actually write a reflection paper on the topic that they chose.
Literary Analysis
Activity
A. “La Grand Demoiselle” shows us the life of Idalie des Islets on the plantation but does
not seem to give us sufficient insight into her personality due to the story’s lack of
dialogue. What adjectives can describe Idalie? Support your answer.
For Activity A, you may divide the class in groups and provide them with graphic
organizers (you can create the graphic organizer yourself or just provide a template
which the students may copy to create their own organizer). A sample graphic organizer
you can use may look like:
Adjective 1 •Reason:
B. Use the cluster map below to break down and analyze Idalie’s character.
Sample answers:
She is a plantation
owner.
She is admired, loved, The character thought highly of

Idalie herself, being rich and admired
and raved about.
by society for her social status.
Idalie loses all her wealth in a

Idalie’s internal conflict happens
fire, becomes a teacher, hardly
after the fire when she loses her
recognizable from being the
possessions, leading her to live in
grand lady that she used to be.
seclusion from the rest of society.
C. In groups of three, discuss and compare your answers in the previous activity on Idalie’s
character analysis. Then make a PowerPoint Presentation showing the character analysis
that you made.
Answers will vary.
Oral Communication
Divide the class into groups of four. Explain how the character Idalie is so well-known
that whatever she did was being talked about. Task each group to think of a Filipino public
figure who is similar to Idalie. Remind the students that the public figure they choose can
be of any gender. Make sure that each group's answer is different from the rest.
Each group should discuss the following guide questions:
1. How are they alike?
2. How does the society view them?
3. What are they both glorified for?
4. Based on your answers, how would you evaluate our society’s value judgments?
After their discussion, the groups should share their answers to their classmates.
This activity should be done individually. Each student is expected to write a blog post
comparing the standards of beauty during the American Civil War period and the present
time.
V. Skills Development: Identifying with a Character

This activity should be done individually. Let each student think of a literary character that
they can most relate to. The students should use the graphic organizer in the book (they
can also recreate the graphic organizer on a sheet of paper or on a cartolina).
Guide the students with these questions:
1. How would you describe the character’s personality?
2. How are you and the character alike in terms of your:
• Background?
• Decisions in life?
• Perspectives? Values? Beliefs?
• Social behavior?
• Ambitions?
VI. Grammar Review: Compound Adjectives

List on the board some examples of compound adjectives. Then, ask your students to read
the words aloud. Afterwards, ask them what they notice about the adjectives. What is
common among all of them? Students are expected to answer along the lines of: The
adjectives are made up of two or more words. Some words are connected by hyphens.
Proceed to discussing compound adjectives.

A. Write C if the underlined compound adjective in each sentence is used correctly. If not,
write the correct form on the blank before the number.
1. part time → part-time
2. cold-blooded → C
3. labor-saving → C
4. dimly-lit → dimly lit
5. full-length → C
6. single-income → C
7. trouble free → trouble-free
8. seemingly-dazed → seemingly dazed
9. narrow-minded → C
10. deeply-entrenched → deeply entrenched
B. The following passages are taken from John M. Macy’s essay entitled “American
Literature.” Change the italicized words so they become compound adjectives. You may
need to revise the sentences for them to fit your compound adjectives.
1.
as truly as are English books written → as truly written as are English books
books of the western world → western-world books
is determined by language → language-determined
blood or geography → blood- or geography- determined
born in Poland → Polish-born
forebears who inhabited trees → tree-inhabiting forebears
2.
Of dignified and provincialism that respects itself → Of self-respecting and dignified
provincialism
dramas inspired by the Elizabethans → Elizabethan-inspired dramas
poet bred in Wisconsin → A Wisconsin-bred poet
3.
are not guilty → are guilt-free
internationalism that is conscious of itself → self-conscious internationalism
cosmopolitan in spirit → spiritually cosmopolitan
long ago → long-past

Assign the students to watch the movie Cold Mountain. If possible, watch the movie in
class. Tell the students that as they watch, they should note the relationship between the
characters Ada and Ruby. Afterwards, divide the class into groups of five and have them
discuss the characters Ada and Ruby.
With the same group, the students will pick or find a person from their school whom they
think needs help (in studies, relationships, or work). Let the students plan an act of
kindness for the person they chose. It can be as simple as helping a classmate study
lessons, or sharing their lunch with a school staff. The act of kindness can be done as a
group. Afterwards, the students will write about their experience individually.
IX. Writing Topic: Media Sources

The students of today are familiar with using modern technology for research. However,
students need to learn how to filter credible and relevant audio and video resources. Guide
the students in understanding how to assess media sources.
Individual Activity
For this activity, the students will find more sources for their research topic, but this time,
they will focus on finding media sources. Instruct the students to find at least five
resources. The table in the book will help them filter their resources.
EnglishTek 10
Unit 1
Lesson 4: Leadership
I. Before Reading
Important Words
Activity. Read each word and study how it is used in the sample sentence given. Then,
provide two possible synonyms for the given word.
Word Sentence Sample Possible Synonyms

craft Walter fooled the people around him cunning, artfulness, deviousness
with unmatched craft and complex
schemes.
circumvent The smooth-talking lawyer found a avoid, get around, evade
way to circumvent the tedious
application process.
treaty According to the new treaty, both agreement, contract, settlement
countries cannot establish naval docks
on or around the island.
dissembler Having a rigorous training in the actor, deceiver, fake
theater, she too is a dissembler of sorts
as she manages to appear calm amidst
the turmoil around her.
injurious I did not expect my harmless remark to harmful, hurtful, insulting
have had such an injurious effect on
your reputation as a doctor.
esteemed Attorney Lopez, representing the respected, admired, valued
victims of the recent scam, is one of
the few highly esteemed members of
the community.
prudent Being the prudent planner that she is, wise, shrewd, judicious
Cynthia researched about the best and
most affordable accommodations for
their holiday trip.
Discuss the questions in the book as a class. Let students volunteer to share their answers.
Activity 1
What is your idea of a politician? Complete the concept map below with words or phrases
that you associate with the term “politician.” Why do you think you came up with these
generalizations?
Allot 5 minutes for Activity 1. You can write their answers on the board to further the
discussion.
Activity 2
Watch a short clip about Niccolo Machiavelli and his political philosophies. Afterwards,
discuss the following questions with a seatmate.
The short clip can be accessed through this link:
https://www.youtube.com/watch?v=AOXl0Ll_t9s
Oral Interaction
Activate students' prior knowledge of goodness by asking the questions in the book. Ask
some of them to share their answers to the class.

Excerpt from “The Prince” by Nicolo Machiavelli

Let the students answer the comprehension questions individually. Discuss the questions
and answers as a class.
Literary Analysis
Ask the students what they think a Machiavellian character is based on what they learned
from the reading selection. The goal is for them to comment on the ambiguous morality
presented in the text. Discuss how a Machiavellian character can be interesting or
charming to the audience and to other characters in the story. Cite three examples of
Machiavellian characters to further the discussion.
Activity
A. Create a character sketch essay of a character from a book, film, or TV show whom you
consider to be Machiavellian. Consider the following questions as you write your
character sketch.
• Who is the character? How does he or she think? How does he or she talk or act
amongst other characters?
• What are his or her motives or goals? How does he or she achieve these goals?
• Which events clearly depict this character’s Machiavellianism?
Answers will vary. Have three to five students read their character sketch in front of the
class and ask the audience if they think that the character is indeed Machiavellian or not.
B. Do you think that to exhibit the traits of a Machiavellian leader is to be evil? Why do
you say so? How does a leader reflect the conditions or characteristics of the people that
he or she governs? Share your answers with your classmates.
Discuss the answers as a class. Urge your students to elaborate on their answers and to
share their opinions to the class.
Oral Communication
Divide the class into four groups. Two groups should side with the idea that leaders must
do what is necessary while the other two groups should side with the idea that leaders must
do what is right. There will be two debate sessions. Tell your students to use examples
from current events and to use credible sources to support their arguments. Give them
enough time to do their research.

Divide the class into groups of three to four (make the groupings small for easier
collaboration). Each group will research on ancient and more recent guidebooks and create
their own guidebook. The groups will present their guidebooks in class and do a short
report about ancient and recent guidebooks. They may present this using a graphic
organizer in a cartolina.
V. Skills Development: Revising for Persuasive Language

Discuss how strong words are an important part of persuasive language. Provide examples
that would highlight the difference between strong words and vague/general words.
Activity
A. Below is a list of sentences that Machiavelli used in Chapter 18 of The Prince. Analyze
his use of the highlighted word or phrases in each sentence. How do you think this word
or phrase adds to the persuasive force of the sentence? How would the use of a general
word affect its message?
Sample answers:
Passages The highlighted The highlighted
word/phrase word/phrase
can be replaced with the makes the sentence more
general word... powerful by...
Every one admits how emphasizing that the act
praiseworthy it is in a prince how admirable does not only deserve to be
to keep faith, and to live with admired but merits praise
integrity and not with craft.
...in the end have overcome conveying the idea of
those who have relied on controlled successfully dealing with
their word... something
… showing how many
treaties and engagements have been cancelled presenting the idea of the
have been made void and of treaties coming to nothing
no effect through the
faithlessness of princes…
For this reason a prince ought making it more graphic
to take care that he never lets does not say anything
anything slip from his lips
that is not replete with the
above-named five qualities...
...those few dare not oppose using the word “dare” to
themselves to the opinion of will not contradict emphasize the challenge
the many... presented in opposing
B. Read the essay below and revise it by editing particular words and phrases that are too
general or vague. Remember that the main point of the essay is to review a beauty
product and convince its reader about the product’s effectiveness.
Answers will vary. Make sure that the edited material is grammatically correct,
consistent with the context presented, and more effective.
VI. Grammar Review: Compound Adjectives from Proper Nouns

Write on the board some proper nouns that can also be used as adjectives. For example,
write the words: Roman Catholic, Harvard Law, and Taylor Swift. Ask the students what
these words are. The expected answer is nouns. Once the class agrees that the words are
nouns, attach another word to them. For example: Roman Catholic priest, Harvard Law
graduate, and Taylor Swift concert. Now, ask the students what the nouns become. The
students should be able to realize that the nouns have become adjectives. Proceed to
discussing the lesson.

A. For each noun, supply a possible proper compound adjective and use it in a sentence.
Answers will vary. Just make sure that the students' answers are compound adjectives
and that they are appropriate to the sentences.
B. The following are sentences containing proper compound adjectives. Supply the
meaning of each using a dictionary or any reference material.
Although answers may vary, the meaning of the underlined words should be consistent
to the context presented in the sentences.

Divide the class into groups of five. Explain to the students that they will role-play a
student leadership party. Each member of the group should also role-play a particular
position for which he or she is running (President, Secretary, etc.). The goal of each group
is to come up with a platform that they will present in class. The output of the group should
be a platform of the entire party and not individual platforms.
IX. Writing Topic: Online Sources

Introduce the writing topic by asking the students how many of them use online sources for
their research and assignments. Expect that almost everyone uses online sources. Also, ask
the students what kinds of online sources they use. Some answers that you can expect are:
eBooks, websites, Wikipedia, Youtube, Google, and many others. Since students are
already familiar with these sources, you may focus more on teaching the students how to
choose relevant and credible online sources.
Individual Activity
In the previous lesson, the students were tasked to find media resources (audio and video)
for their research topic. In this lesson, students will look for different online sources such
as eBooks, websites, and online journals. Remind the students to check the credibility of
their sources.
The graphic organizer in the book will help them collect their sources.
EnglishTek 10
Unit 1
Lesson 5: Patriarchy
I. Before Reading
Important Words
A. Choose the best definition on the right column for the underlined word on the left
column.
“The soup is very good to- a. an undertaking that involves an uncertain

day,” the governess ventures outcome which could be risky or dangerous
timidly.
I'll show you, you horrid boy! b. something extremely unpleasant or disagreeable
B. The denotative or dictionary meaning of the underlined word is given on the second
column. Using these definitions as clues, give the connotative or suggestive meaning of
the word based on its use in the sentence. Write your answers on the third column.
Possible answers:
Underlined Word Suggestive Meaning
dyspepsia upset
rumpled confused
Vichy warm
obliged necessary
virtuous respectable
revolting sickening
ruffian rebel
insufferable unacceptable
C. By using clues found in the sentence, try to give the meaning of the underlined word on
the lefthand column. Write your answers on the righthand column.
Lines from the story Meaning of the underlined words

No one must eat the bread of idleness! lazy
I can’t be a hypocrite. . . . I always blurt a person whose actions are not
out the plain truth. consistent with his words or beliefs
He is ashamed to face his wife, his son… self-respect
but his amour-propre is too much for him.
He has not the manliness to be frank, and courage or boldness

he goes on sulking and grumbling.
Zhilin greets him good-humouredly, pleasantly
sitting down to the table.
Fedya goes up to his father and touches his shaking
cheek with his quivering lips.
Give a very brief geographical orientation about Russia. You can show some pictures of its
people or of the land. Then, discuss how patriarchy and alcohol figures into the daily lives
of Russians.
Show the film Ironweed. Have the students answer the activity on their own. Then, divide
the class into groups of 3 to 5. As a group, they will be processing and sharing each other’s
answers. Each group should present their answers to the class.
Oral Interaction
In groups of five, students will answer the graphic organizers. Allot ten minutes for this
activity. Facilitate or correct the reasoning on how alcoholism and patriarchy are related to
one another.

“Head of the Family” by Anton Chekhov
Critical Viewing. What can the students see on the picture? Have the students describe
what is happening on the left side of the picture and on the right side of the picture. What
details differ between the two images? (light/dark, images of solitude/togetherness ) How
do these details contribute to the meaning of the image?
During Reading. As students read the story, let them think about their answers to the
graphic organizers. How do they think are the graphic organizers that they just made
related to the story? Have their answers changed after reading the story or have they been
affirmed?

The comprehension questions are challenging, so let the students answer them in triads.
The last five questions can be given in the form of worksheets.
Literary Analysis
This part focuses on Anton Chekov’s view of what makes a good story. Be very clear that
these are just his suggestions and that he falls into but one school of thought regarding
literary aesthetics. Ask your students this: What does Anton Chekov value most in a
written work?
Activity A and B should be done in pairs.
Oral Communication
In pairs, students must come up with a working definition of “patriarchy.” Then, they
should answer this question: Is the Philippines a patriarchal society? Every pair should
give a verdict and an explanation regarding the decision. Tally the votes and discuss.

Make groups with 3-4 members each. Provide them with a format that they can follow.
When doing their research, students must pay attention to the following:
• What is the most important concern regarding the rights of women and children?
• Which party or administration presents the best platform and why?
• What points should be added to the platform? Why?
The students will present their findings to the class. This should be a formal presentation.
V. Skills Development: Drawing Conclusions

Discuss “Drawing Conclusions” and have the students fill out the graphic organizers in the
book. The first Activity can be done in pairs and the next one can be done individually.
Activity 1
In the story “Head of the Family,” make a judgment about the plot. Write the main events
of the story on the graphic organizer provided. On the boxes to the left, write the lines from
the text. On the boxes on the right, write your conclusion about the event.
Possible answers:
Main Event 1 → Zhilin finds the house messy and

He dresses slowly, sips his Vichy complains to his wife. They argue and
water deliberately, and begins fight.
walking about the rooms.
Main Event 2 → Zhilin complains about the food and gets

It usually begins with the soup. mad at everybody, including his son for
After swallowing the first spoonful not sitting and eating properly at the dinner
Zhilin suddenly frowns and puts table. This upsets his wife who leaves the
down his spoon. dinner table.
Main Event 3 → Zhilin decides to leave after realizing that

Several minutes of silence follow. no one can eat or talk while he is there and
Zhilin looks round at the plates, and goes to his bedroom.
noticing that no one has yet
touched their soup, heaves a deep
sigh, and stares at the flushed and
uneasy face of the governess.
Main Event 4 → Zhilin feels ashamed of his actions, but is
When he wakes from his after- too proud to make amends.
dinner nap he begins to feel the
stings of conscience.
Main Event 5 → Zhilin acts as if nothing has happened and

Waking up next morning, he feels goes about his usual day without
in excellent spirits, and whistles addressing his relational issues with his
gaily as he washes. family.
Activity 2
As a good reader, you must also know how to draw conclusions about a point in
nonfiction. In the text provided, identify the two main points and its supporting details.
Write the main point on the big boxes on the left and the supporting details on the small
boxes on the right. In the big circle, write the conclusion you made about the clues
provided by the writer.
Possible answers:
There are
specialists for
dealing with
special questions.
It is not the The artist writes
An artist
artist’s business observes, with a pre-
to solve selects, guesses,
combines. conceived design.
problems.
An artist
cannot just
write under
sudden
inspiration.
In the novels,
not a single
problem is
solved.
An artist’s work In the novels,
The artist is like a
involves stating not a single judge putting the right
the problem but problem is questions and leaving
solved.
not solving it. the reader to discover
Novels satisfy the answers.
because all the
problems are
stated
correctly.
VI. Grammar Review: Using Quotation Marks
Give students two kinds of texts: one literary and one critical. These model texts should
already point out the quotation marks. Ask leading questions about the use of the quotation
marks, letting students derive the main reasons for using quotation marks. Discuss the
specifics using the book.

A. Insert quotation marks where they are needed in the excerpt below.
Fedya, a boy of seven with a pale, sickly face, leaves off eating and drops his eyes. His
face grows paler still.
“Yes, you are delighted, and I am disgusted. Which of us is right, I cannot say, but I
venture to think that as his father, I know my own son better than you do. Look how he is
sitting! Is that the way decently brought up children sit? Sit properly.”
Fedya tilts his chin up, cranes his neck, and fancies that he is holding himself better. Tears
come into his eyes.
“Eat your dinner! Hold your spoon properly! You wait. I'll show you, you horrid boy!
Don't dare to whimper! Look straight at me!”
Fedya tries to look straight at him, but his face is quivering and his eyes fill with tears.
“A-ah!... you cry? You are naughty and then you cry? Go and stand in the corner, you
beast!”
“But ... let him have his dinner first,” his wife intervenes.
“No dinner for him! Such bla ... such rascals don't deserve dinner!”
Fedya, wincing and quivering all over, creeps down from his chair and goes into the
corner.
“You won't get off with that!” his parent persists. “If nobody else cares to look after your
bringing up, so be it; I must begin.... I won't let you be naughty and cry at dinner, my lad!
Idiot! You must do your duty! Do you understand? Do your duty! Your father works and you
must work, too! No one must eat the bread of idleness! You must be a man! A m-man!”
“For God's sake, leave off," says his wife in French. "Don't nag at us before outsiders, at
least.... The old woman is all ears; and now, thanks to her, all the town will hear of it.”
“I am not afraid of outsiders," answers Zhilin in Russian. "Anfissa Ivanovna sees that I am
speaking the truth. Why, do you think I ought to be pleased with the boy? Do you know what
he costs me? Do you know, you nasty boy, what you cost me? Or do you imagine that I coin
money, that I get it for nothing? Don't howl! Hold your tongue! Do you hear what I say? Do
you want me to whip you, you young ruffian?”
Fedya wails aloud and begins to sob.
B. Apply the rules for quotation marks discussed above to each sentence.
1. Remember what Texas Guinan said: “A politician is a fellow who will lay down your
life for his country.”
2. Do you recall Albert Einstein declaring, “It is the duty of every citizen according to his
best capacities to give validity to his convictions in political affairs”?
3. “There will never be a really free and enlightened State,” said Henry David Thoreau,
“until the State comes to recognize the individual as a higher and independent power.”
4. Aristotle had this to say about politicians: “Politicians also have no leisure, because
they are always aiming at something beyond political life itself, power and glory, or
happiness.”
5. Was it Eugene McCarthy who said, “Being in politics is like being a football coach.
You have to be smart enough to understand the game, and dumb enough to think it’s
important”?
6. Politics always involves ruining other people’s reputation. As H.L. Mencken once
pointed out, “Under democracy one party always devotes its chief energies to trying to
prove that the other party is unfit to rule—and both commonly succeed, and are right.”
7. “Do you know,” Martha asked me, “if it was Nikita Kruschev who was quoted saying
‘Politicians are the same all over. They promise to build a bridge even where there is
no river’?”
8. Mao Tse-Tung defined politics as “a war without bloodshed,” while war is “politics
with bloodshed.”
9. The following is a fascinating quote by the witty Charles de Gaulle: “I have come to
the conclusion that politics is too serious a matter to be left to politicians.”
10. The presidency, as author Saul Bellow so eloquently put it, is now “a cross between a
popularity contest and a high school debate with an encyclopedia of clichés as the first
prize.”
C. Add quotation marks where these are needed for each paragraph.
This activity can be done individually. To check, students can exchange papers with
their seatmates. Answer this as a class, though.
“I often think,” she continued after a short pause, drawing nearer to the prince and
smiling amiably at him as if to show that political and social topics were ended
and the time had come for intimate conversation—"I often think how unfairly
sometimes the joys of life are distributed. Why has fate given you two such
splendid children? I don't speak of Anatole, your youngest. I don't like him,” she
added in a tone admitting of no rejoinder and raising her eyebrows. “Two such
charming children. And really you appreciate them less than anyone, and so you
don't deserve to have them.” —from War and Peace by Leo Tolstoy
“I should make a tolerable St. Cecilia with some white roses on my head,” said
Gwendolen, “only how about my nose, mamma? I think saint’s noses never in the
least turn up. I wish you had given me your perfectly straight nose; it would have
done for any sort of character—a nose of all work. Mine is only a happy nose; it
would not do so well for tragedy.” —from Daniel Deronda by George Eliot
“She is my niece,” said the doctor, taking up the tiny infant in his huge hands; “she
is already the nearest thing, the only thing that I have in this world. I am her uncle,
Mary. If you will go with this man I will be father to her and mother to her. Of
what bread I eat, she shall eat; of what cup I drink, she shall drink. See, Mary, here
is the Bible;” and he covered the book with his hand. “Leave her to me, and by this
word she shall be my child.” —from Doctor Thorne by Anthony Trollope
“Oh well, with HER I’ll go,” said Chad good-humouredly. “I suppose you’ll allow
THAT.” And then as for a minute Strether said nothing: “Or is your idea that when
I’ve seen her I shan’t want to go?” As this question, however, again left his friend
silent he presently went on: “My own idea at any rate is that they shall have while
they’re here the best sort of time.” —from The Ambassadors by Henry James
Hardly had she announced this fell decision when she reversed it. The curtains at
the end of the room parted, and revealed a clergyman, stout but attractive, who
hurried forward to take his place at the table, cheerfully apologizing for his
lateness. Lucy, who had not yet acquired decency, at once rose to her feet,
exclaiming: “Oh, oh! Why, it’s Mr. Beebe! Oh, how perfectly lovely! Oh,
Charlotte, we must stop now, however bad the rooms are. Oh!” —from A Room
with a View by E.M. Forster

In triads, students will decide on which NGO they want to participate on. Tell the students
that they should decide not on the spot, but after an initial research. They must really talk
to the people from the organizations before they can present their report. This is about
making a change in the community. All the members of the group should present to the
class.
IX. Writing Topic: Finding Credible Online Sources

Discuss the lesson. The following websites can be used as references. Take note that the
URLs of these websites all end with .edu, which means that they are educational sites.
• https://owl.english.purdue.edu/owl/resource/588/02/
• http://www.college.columbia.edu/academics/integrity-sourcecredibility
• http://mason.gmu.edu/~montecin/web-eval-sites.htm
• https://uknowit.uwgb.edu/page.php?id=30276
Guided Reading
Divide the class in pairs. Each pair is tasked to evaluate the credibility of both sources. By
the end of seven minutes, each pair should have picked the more credible source and have
also enumerated reasons why it is more credible.
You may also go to spoof news websites to show students what not to use as a source.
These parody sites make up fake news and cite false sources. Using these sites, you can
discuss the importance of cross referencing sources.
Individual Activity
This is just what it is: a list of possible sources. No need to write anything yet. Students
must list at least 15 reliable online sources. They can follow this format:
Chosen topic: ___________________________________________________
Title of source Type/Format URL Brief summary

EnglishhTek 10
Unit 1
Lesson 6: Hierarchies
I. Before Reading
Important Words
Activity. Below is a list of vocabulary words and their corresponding meanings. Use each
word in a sentence and provide an appropriate synonym.
Allow the students to answer the activity individually. Answers may vary. Check for
correctness in terms of grammar and use of each word.
1. encroach - intrude, trespass, impinge, butt in, barge in, cut in, obtrude, impose, invade,
infiltrate
2. obliterate - destroy, wipe out, annihilate, exterminate, extirpate, demolish, eliminate,
eradicate, kill
3. august - distinguished, respected, eminent, venerable, hallowed, illustrious,
prestigious, renowned
4. coquettish - flirtatious, flirty, provocative, seductive, inviting, amorous, kittenish, coy,
arch, teasing
5. edict - decree, order, command, commandment, mandate, proclamation,
pronouncement, dictum
6. aldermen - councilman, council member, councilwoman, selectman, magistrate, ward
officer, representative
7. deputation - delegation, delegacy, legation, commission, committee, (diplomatic)
mission contingent. embassy
8. vanquish - conquer, defeat (utterly), beat (hollow), trounce, annihilate, triumph over,
win a resounding victory
9. temerity - audacity, boldness, audaciousness, nerve, effrontery, impudence,
impertinence, cheek, forwardness
10. spraddle - extend, spread, expand, sprawl, unfold, open up, branch, widen, open, flare,
disperse, spread eagle
11. vindicate - acquit, clear, absolve, free from blame, declare innocent, exonerate,
exculpate, discharge, liberate
12. noblesse oblige - obligation, duty, responsibility, courtliness, gallantry, courtly
politeness, knightliness, chivalry
13. divulge - disclose, reveal, make known, tell, impart, communicate, pass on, publish,
broadcast, proclaim, declare
Activity 1
Tell each student to find a partner for discussing the given questions for reflection. They
shall share and discuss their ideas, experiences, and opinions regarding gossiping.
Afterwards, call on two or three pairs to share their answers in class.
Activity 2
Read out loud the article "In Defense of Gossip" by Shawn Callahan which can be
accessed through this link: http://www.anecdote.com/2008/08/in-defence-gossip
Afterwards, allow the students to reflect on the listening selection by using the guide
questions on the book. Call on two or three students to share their answers to the class.
Oral Interaction
This part will be done in pairs. One partner will be pro-change, and the other will be anti-
change. With this set up, they will discuss the questions in the book. Encourage students to
take down notes. Call on 3-5 volunteers to share with the class what they have discussed.

“A Rose for Emily” by William Faulkner
Critical Viewing. Describe the house. Does it remind you of a house in your
neighborhood? What kind of people do you think live in such a home? What makes you
say so?
During Reading. Allow the students to complete the story map as they read the short
story.

Literary Analysis
Discuss the topic Southern Gothic Literature. You may choose to provide other examples
from related literature. Afterwards, divide the class into three or four groups that will each
work on the give activities in the book.
Oral Communication
Tell each student to compose a short 2- to 3-minute monologue from the perspective of
Emily Grierson. They shall present their monologues in front of the class.
Let the students research using online and print tools. Check each essay for grammar
correctness and appropriateness to the concept and topic.
V. Skills Development: Point of View and Perspective
Discuss the topic and distinguish between point of view and perspective. You may use the
following resource for this lesson: https://prezi.com/rpiacgxcnqpk/perspective-and-point-
of-view/
Activity
A. Choose a character from the story and retell their perspective of the Miss Emily affair
using the First Person POV.
Use the outputs from Activity 1 and 2 of Literary Analysis as springboard for this
activity.
B. Look for a story in which the use of Point of View is integral. How would the story
change if the point of view was different? Represent your answer with an illustration
and a caption.
Give students the choice of doing this individually, in pairs, or in groups of 3-5
members.
VI. Grammar Review: Uses of Comma

Discuss the different uses of the comma, giving examples along the way. However, let the
students come up with the generalizations.

A. Place commas where they are needed in the following sentences.
1. The residents listened to Boori Ma’s contradicting stories, but did not believe a bit of
it.
2. The basin, which Mr. Dalal gave to his neighbors, became a source of dissatisfaction
among the other residents.
3. The apartment, aptly described in the story, is symbolic of a modern day India.
4. The neighbors grew more anxious when the trial seemed to be on the verge of
injustice.
5. When the residents found their belongings stolen, they chose to place blame
immediately on Boori Ma, since she was the appointed guard of the apartment.
B. Correctly add commas in the given sentences. Identify the kind of the introductory
element used. Write the letter C if it is a clause, P if it is a phrase, or W if it is a word.
1. To give Boori Ma a seemingly fair trial at the heated moment of argument among the
apartment residents, Mr. Chatterjee decided to reach a hasty judgment. C
2. Since the trial had started to run its natural course, a fair solution had to be made. C
3. Of course the basin and other important belongings that the residents had lost, can no
longer be returned. P
4. Her skeleton keys were still rustling on the side of her sari, when she went around the
plaza to entertain herself. I
5. As Mrs. Dalal mentioned before she left, the beddings would be given as promised.
C
C. Identify the nonessential words, phrases, or clauses in the following sentences and add
the commas appropriately.
1. India’s caste system, a system of social stratification based on Hindu belief, is a
long-surviving tradition of Indian society.
2. The independent government of India, that the British left to lead the Indian people at
the time of Independence, has considered itself free and separate from the church.
3. Each modern day Indian in the city, who believes in the alterations made by
thegovernment on the caste, treats lower castes fairly.
4. The prized writer of the collection Interpretation of Maladies, Jhumpa Lahiri, was
motivated nonetheless not to respond to the negative reviews.
5. The Indian caste system, which was once practiced at the time before the British
occupation, was used by the colonizers for employment classification and
distribution of the populace.
D. Write your own sentences with introductory elements and punctuate them correctly.
Answers may vary. check for correct usage and grammar.

Based on the output in the Research and Writing part of the lesson, students will now
decide whether they agree with the provisions of the Kasambahay Bill or not. If the
students agree with the provisions, they will make an action plan for actual
implementation. If they do not agree with it, students will come up with an action plan
for the inclusion of amendments. This will be done with the same group mates.
IX. Writing Topic: Correspondence: Letter, Email, Interview, Survey

Discuss the lesson. Show examples of the said kinds of correspondences. Clearly
demonstrate situations where each kind of correspondence is most appropriate. For
example, if the person you want to speak to lives nearby and can be scheduled for a face-
to-face interview, interviews are better than letters.
Guided Reading
Pair work. Students will partner with someone they have never worked with before.
Together, they will read and answer the questions in guided reading. They will also
improve the survey form, and this “Improved Questionnaire” will be their output. Put the
questionnaires side by side, and let the students pick the best ones. They will also justify
why what they picked is the “best” questionnaire for them.
Individual Activity
You may use this worksheet as a guide:
Research topic:
People to contact How can they provide How will I get information
substantial information for from them?
my research topic?
1.
2.
3.
4.
5.
EnglishTek 10
Unit 1
Lesson 7: Otherness
I. Before Reading
Important Words
Activity. Search the dictionary for two definitions of the following words. Then, write a
sentence using the word for each of its definitions.
Answers may vary for each item. Check for correctness and appropriate usage.
Possible answers for definition:
fool around → 1. to behave in a funny way
2. to engage in adultery
loose → 1. not tight
2. immoral
colored → 1. with color
2. of a race other than white
bold → 1. not afraid of danger
2. strong in color or shape
Activity 1
Let the students find a partner or form a group of three. Allow them to discuss the
following questions. Afterwards, call on two or three pairs or groups to share their answers
with the class.
Activity 2
Here is the text for the listening/viewing selection titled "Ambiguous":
https://www.youtube.com/watch?v=o-nS8wgQNRk
Encourage students to take down notes while they are watching. After watching the video,
ask students to pair up with their seatmates to answer the questions.
Oral Interaction
Ask students to pair up and to answer the questions: Do you know someone of a mixed-
racial background? How do you view them? How do you think Philippine society views
them?

“Mother and Child” by Langston Hughes
Critical Viewing. Ask the questions below the image. Call on 3-5 students to share their
answers. Remind the class that you will be returning to the snapshot later on.
During Reading. While reading, instruct students to individually answer the graphic
organizers. After reading, they will compare their answers with their seatmates. Do the
comparison before proceeding with the comprehension questions.
In groups of 3-5 members, students will answer the comprehension questions. Ask one
group to answer one question. For the last question, ask all groups to answer. Allot enough
time for this activity.
Literary Analysis
Define key terms such as “One” and the “Other.” Explain what makes a postcolonial
theory postcolonial and underline its importance. Since this is the first time students are
going to do a postcolonial reading of a text, guide and explain as explicitly as possible as
they answer Activity A and B.
Oral Communication
Follow the steps in the book. If you find groups of five too big, modify.

Alternatively, give students the choice whether they would like to do this activity
individually, in pairs, or in the same grouping. Provide peer-evaluation sheets where
necessary. Check on students’ sources, and correct misconceptions about postcolonial
theory if needed.
V. Skills Development: Identifying literary context

In groups of three, students will make a timeline of the significant occurrences that
affected the story. Ask 3-5 groups to explain how exactly the historical milieu affected the
text. The student's output will be collected.
VI. Grammar Review: Semicolon

Discuss the different uses of the colon. Give enough examples. It is advised that students
see the semicolon in the context of a narrative; you may present it using a story.

A. Separate the independent clauses in the following sentences by adding a semicolon.
1. There will be few schools to declare classes today; the typhoon has been raised to
signal number 3.
2. The company wishes to slacken its policy on hiring prospective employees;
otherwise, they will have no workers at all.
3. Darlene was not present at the party yesterday; therefore, it couldn’t have been her
who drove Maria home.
4. Lay out the minced potatoes on the tray; then, pour the beaten eggs onto it.
5. Lloyd was an amazing debater in high school; nothing much changed when he was
in college.
6. Some provinces have good educational programs; some don’t.
7. The internet offers a wide variety of job opportunities; just look harder so you can
find one that is worthwhile.
8. It is your future that is at stake when you attend a university; you should be the one
to choose which you’ll go to.
9. There are people who will value you for what you can do for them; there are those
who will treasure you for who you are.
10. This recipe is so hard to follow; I will find another one that suits my skills.
B. Supply the missing semicolons in the following passages.

1. Yes, Austria was far from the world, and asleep, and our village was in the middle of
that sleep, being in the middle of Austria. It drowsed in peace in the deep privacy of
a hilly and woodsy solitude where news from the world hardly ever came to disturb
its dreams, and was infinitely content. At its front flowed the tranquil river, its
surface painted with cloud-forms and the reflections of drifting arks and stone-boats;
behind it rose the woody steeps to the base of the lofty precipice; from the top of the
precipice frowned a vast castle, its long stretch of towers and bastions mailed in
vines; beyond the river, a league to the left, was a tumbled expanse of forest-clothed
hills cloven by winding gorges where the sun never penetrated; and to the right a
precipice overlooked the river, and between it and the hills just spoken of lay a far-
reaching plain dotted with little homesteads nested among orchards and shade trees.
—The Mysterious Stranger, Mark Twain
2. Then the Elephant’s Child sat down most hard and sudden; but first he was careful to
say ‘Thank you’ to the Bi-Coloured-Python-Rock-Snake; and next he was kind to his
poor pulled nose, and wrapped it all up in cool banana leaves, and hung it in the great
grey-green, greasy Limpopo to cool. —“The Elephant’s Child,” Rudyard Kipling
3. He halted a moment and shrugged his shoulders. He felt in his vest pocket; there was
a ten-dollar bill there. He did not know; perhaps he would return for the early dinner
and perhaps he would not. —The Awakening, Kate Chopin
4. This language was rather more than I could bear, even from an angel; so, plucking up
courage, I seized a salt-cellar which lay within reach, and hurled it at the head of the
intruder. Either he dodged, however, or my aim was inaccurate; for all I
accomplished was the demolition of the crystal which protected the dial of the clock
upon the mantelpiece. —“The Angel of the Odd,” Edgar Allan Poe
5. All the next day he sat on the Prince’s shoulder, and told him stories of what he had
seen in strange lands. He told him of the red ibises, who stand in long rows on the
banks of the Nile, and catch gold-fish in their beaks; of the Sphinx, who is as old as
the world itself, and lives in the desert, and knows everything; of the merchants, who
walk slowly by the side of their camels, and carry amber beads in their hands; of the
King of the Mountains of the Moon, who is as black as ebony, and worships a large
crystal; of the great green snake that sleeps in a palm-tree, and has twenty priests to
feed it with honey-cakes; and of the pygmies who sail over a big lake on large flat
leaves, and are always at war with the butterflies. — “The Happy Prince,” Oscar
Wilde

It is suggested to have bigger groups for this project. Each group must have a director, a
researcher, a scriptwriter, etc. Set out standards for the short film, including the expected
run time of the film, and the questions that students should be answering. Do not forget to
give rubrics.
IX. Writing Topic: Quoting and Paraphrasing

Discuss the lesson, emphasizing the importance of quoting and paraphrasing. Also discuss
when either is better than the other to be used in a paper. Per sub-heading, show examples
of how one is used in an academic paper.
Guided Reading
First guide the students in reading the text in the pink table. Ask probing questions about
what happened in turning the original text into a shorter version. Ask what difference is
made if the long version is used in the paper rather than the short one. Discuss the text in
the green table similarly.
Individual Activity
A. Students can browse https://answershark.com/writing/fiction-review/how-to-write-
short-story-review.html for ideas regarding their short story review.
B. There are three separate things to be done in this activity. It is suggested to do so in the
following order:
1. Ask students to imagine themselves as a United Nations Ambassador for Women and
Children’s Welfare. What issues do you want to focus on as an Ambassador?
2. The students will now research on the issues they want to focus on. The research
should be properly documented.
3. The students will compare their research to the Action Plan they made earlier. In
short, students will also come up with an Action Plan based on their research. They
can start with this prompt: Based on your research, what is the state of women in
India? Given this conclusion, what now are your plans for action?
Finally, students will draft a bill that will address the treatment of women in India.
Remind them that they are still a UN Ambassador while writing this bill.
EnglishTek 10
Unit 1
Lesson 8: Equality
I. Before Reading
Important Words
Activity. Read each word and study how it is used in the sample sentence given. In the last
column, write a possible synonym or definition for each word.
Word Possible Synonyms

scour search, look for
overcast cloudy, shady, gray
foreboding premonition, suspicion, ominous
importunate persistent, pushy
Tractable manageable, docile, yielding, submissive
Bramble bushes, shrubbery
You may introduce the activities by asking students what holidays and festivals they can
think of. If you have time to spare, you may even turn this activity into a game. Divide the
class into five groups, and have them list down all of the holidays and festivals they know.
The group that has the most number of unique (meaning, no other group has listed that
answer) answers wins the game.
Activity 1
Let the students pair up and have them discuss the questions in the book. Go around the
room to make sure that students are discussing. After five minutes, call on volunteers to
share what they have discussed with their partners.
Activity 2
Read the following text to the students:
It is said that in ancient times there lived an enormous, ferocious, violent, single-horned
"野兽 (yěshòu) beast" called Nian, which was born with sharp teeth and a long, powerful
tail. It spent most of the year in the deep ocean. But on the lunar year end, it came out to
the villages, destroyed all the crops, and swallowed people and other living things whole.
People were so terrified that at the end of every year, they would flee to remote mountains
to avoid suffering from the disaster.
It was the last day of the year (later called Spring Festival Eve), when an old man walked
into the village. All the other villagers were so busy getting ready for their escape that no
one paid attention to the newcomer. The old man walked slowly along the street, looked
around in satisfaction and showed no intent of running away. A kind granny saw the man
and tried persuading him to flee with her. But the newcomer insisted on staying and asked
to take refuge in the granny's house, saying, "If you let me stay, I can assure you that Nian
the "野兽 (yěshòu) beast" will never come again." Shaking her head with regret, the granny
allowed him to stay and fled away with other villagers. Just as always Nian the beast ran
into the village after mid-night. But he found something was different. "红色 (hóngsè)
Red" paper was pasted on the gate of the granny's house and the room was lit with "烛火
(zhú huǒ) candlelight," making it as bright as daytime. Glaring at granny's house, Nian the
"野兽 (yěshòu) beast" ran toward it with great anger. But when the creature was almost at
the door, the cracking sound of "烟花 (yānhuā) firecrackers" came from inside the house.
The "野兽 (yěshòu) beast" trembled all over in great fear when it heard the sound. Though
the beast was fierce and cruel, it was extremely afraid of the color "红色 (hóngsè) red," "
烛火 (zhú huǒ) candlelight" and the sound of "烟花 (yānhuā) firecrackers." At this time,
the old man was wearing "红色 (hóngsè) red" clothes from top to bottom and came out of
the house laughing fearlessly at the beast. Turning pale with fear, the wild beast fled in
helter-skelter.
Frightened villagers returned to their homes on the very next day (later called Chinese
New Year's Day) and to everyone's biggest surprise, the old man was still alive. After
discovering the secret of beating off the beast, villagers began wearing new clothes and "
问好 (wènhǎo) sending regards to" neighbors, friends and relatives to congratulate them
for escaping the disaster.
The next year, every family pasted "红色 (hóngsè) red" paper on their gates, set off "
烟花 (yānhuā) firecrackers" and put "烛火 (zhú huǒ) candlelight" in "红色 (hóngsè) red"
"灯笼 (dēnglong) lanterns" to light their rooms on Spring Festival Eve. On Chinese New
Year's Day, everyone puts on their best clothes and "问好 (wènhǎo) sends regards to"
others. Gradually, these activities became custom and were passed down from generation
to generation. Nowadays, for all Chinese people and most of the Chinese overseas, Spring
Festival has become the most important festival of the year. No matter how far a person
may be from his or her home, they try their best to reunite with family members during
this traditional festival.
Oral Interaction
For this activity, it is ideal that the pairs should consist of a male and a female student, so
that each can get the perspective of the opposite gender. Have the pairs discuss their duties
at home, and if there are duties that are assigned to them, but are not assigned to family
members of the opposite sex. What do they think of the differentiation? Are the differences
justified?
“The New Year's Sacrifice” by Lu Hsun
Critical Viewing. How would you describe the woman? How is she treated by the people
around her? Why do you think do they treat her this way? Can you think of things that
could have led her to this way of life?
During Reading. Remind the students to keep in mind their discussion in the Oral
Interaction part. Tell them to observe the differences and similarities in the male and
female characters in the story. As the students read, they should fill out the graphic
organizer in the book.

Literary Analysis
Discuss the Feminist Theory. Some resources that may help you can be accessed at:
• http://www.sascwr.org/files/www/resources_pdfs/feminism/Definitions_of_Branches_o
f_Feminisn.pdf
• www.soc.iastate.edu/sapp/Feminist.ppt
• http://sociology.about.com/od/Sociological-Theory/a/Feminist-Theory.htm
Feminism may be a bit tricky to discuss. You may just focus on the gist of the theory. In a
nutshell, feminist theory aims for the social, political, and economic equality of men and
women.
Activity
A. Divide the class into groups with five members each. Have them skim and scan the
reading selection to look for the differences between the male and the female characters.
Students will specifically look for roles, relations, and identities. The students may
present their findings in a table similar to the one below:
Male Characters Female Characters
What is expected of them
What is allowed of them
What is valued in them
B. This activity must be accomplished by the students individually. Before letting the
students work on the activity, tell them to pick an answer to the question: Are women in
the story marginalized? Their answer to this question must be supported on two levels: a
statement or passage from the book and the student's interpretation of that statement or
passage.
Oral Communication
For this activity, divide the class into groups. Instruct the students to brainstorm about a
woman who excels in her field. Encourage the students to consider someone who may not
be very prominent or high-profile, but is a well-rounded achiever. This activity may be
given as a homework so students have time to research. Students are expected to fill out
the graphic organizer, and to present their output in class.

Have the students pair up for this activity. Each pair will research about the roles of
women in ancient China. After they have researched, one student will write a cause and
effect essay regarding the effects of Confucianism to present society and how the Chinese
perceive women and their roles today. The other student will write a reaction paper to the
essay written by his or her partner.
V. Skills Development: Making Inferences

When we make inferences when we try to understand things that are implied. This means
that we make sense of information even if the author leaves out details in the text.
To teach this skill, it is important for the teacher to first model how to make inferences.
Activity
For this activity you will make inferences about 1) the author and 2) the period in which
The New Year’s Sacrifice is set. Study the section that contains the author’s biography and
examine the reading selection more carefully this time. Fill out the table below.
Answers will vary.
VI. Grammar Review: Colon

One of the most overlooked and misused punctuation marks is the colon. In your
discussion, emphasize the many ways a colon can be used when writing sentences. Explain
and give examples for each use of the colon.

A. Add a colon to the correct place in each sentence.
1. Peter had no idea that Marcia will be arriving at the house tomorrow: she did not
send a word to him before this.
2. Someday we will visit Europe and see many countries: France, Spain, Italy, United
Kingdom, and Germany.
3. This cake lacks something essential: a fruity flavor or something creamy.
4. I remember a line that I heard from that movie: “Toto, I’ve got a feeling we’re not
in Kansas anymore.”
5. You should do what Kristine does before getting up from bed: do twenty sit-ups.
6. Karen needs a makeover after the insult she just received: have a stylish haircut or
buy a new dress.
7. President George W. Bush made a wonderful point during his 1990 speech: “If we
lose the spirit of the American ingenuity, the spirit that is the hallmark of the
American worker, that would be bad.”
8. Let me tell you one thing: you can’t get through engineering school without having
at least one sleepless night.
9. Regina now understands what her parents were trying to tell her all along: it’s a
wild world out there!
10. Sandy will still work in Makati despite her parents’ protests: she’s strong-headed
that way.
B. Revise each sentence so that it contains a colon. Write your answer on another sheet of
paper.
Note that answers for this activity will vary. Accept other correct answers aside from
the ones below.
1. The University of the Philippines and the Ateneo de Manila University were the
two schools in the country that made it to this year’s list of the top universities in
Asia.
There are two schools in the country that made it to this year's list of the top
universities in Asia: the University of the Philippines and the Ateneo de Manila
University.
2. Aunt Lucy, my favorite aunt, has given me one useful beauty advice and that is to
drink a lot of water every day.
Aunt Lucy, my favorite aunt, has given me one useful beauty advice: drink a lot of
water every day.
3. Koalas are very fond of green leafy plants such as eucalyptus, tea tree, and pines.
Koalas are very fond of green leafy plants: eucalyptus, tea tree, and pines.
4. The publishers haven’t reprinted the books they already ran out of funds to do it.
The reason why publishers haven’t reprinted the books: they already ran out of
funds to do it.
5. The only rule for this game is to run as fast as you can.
There is only one rule for this game: run as fast as you can.
6. One line stuck with me after reading Voltaire’s Candide, i.e., “Optimism is the
obstinacy of maintaining that everything is best when it is worst.”
The one line that stuck with me after reading Voltaire's Candide is: “Optimism is
the obstinacy of maintaining that everything is best when it is worst.”
7. Since the characters only had one loaf of bread to divide among each, they decided
to start a contest.
The characters only had one loaf of bread to divide among each: they decided to
start a contest.
8. Marie has made an awful lot of friends since she went to college but her best
friends are still Lola and Kathryn.
Marie has made an awful lot of friends since she went to college but her best
friends remain: Lola and Kathryn.
9. The park is the one place that brings peace to my mind every time I’m troubled.
Every time I'm troubled, one place brings peace to my mind: the park.
10. My father’s favorite artists include Bruce Springsteen, Eric Clapton, Bob Dylan,
and Mick Jagger.
My father's favorite artists are: Bruce Springsteen, Eric Clapton, Bob Dylan, and
Mick Jagger.

Divide the class into groups of five. Each group should think of a marginalized group that
suffers from stigma. Make sure that each group has a unique topic, meaning, no other
group is working on the same marginalized group. The students will think of how to
empower these groups that suffer from discrimination. To develop the empowerment
program, students should write their plan of action in the chart in the book.
IX. Writing Topic: Summarizing
Call on a student and ask him or her to summarize the literary text in the reading section of
the book (or any other story that the entire class is familiar with). After the student has
finished summarizing, ask other members of the class about what a summary is, and
whether their classmate summarized the story well. Ask students what they think should be
included in a summary.
Discuss how to summarize by presenting the students with an example text that you will
summarize in class (modeling the skill). You may also refer to the example given in the
book.
Remind the students that when they summarize, they should always read and understand
the entire text first. They should also avoid inserting personal comments or opinions when
summarizing.
Individual Activity
Let the students choose three African short stories that they will each summarize. Let the
students create a list first of short stories that they will submit to you. You have the option
to approve the list or to suggest changes. Make sure that the short stories the students pick
out are either all African literature written in English or all translations. Students should
not mix the stories written in English with the translations because the translation affects
language use.
When students submit their summaries, they should also submit copies or links of their
chosen stories.
EnglishTek 10
Unit 1
Lesson 9: Stereotypes
I. Before Reading
Important Words
Activity. Use a dictionary to find the meaning of the following words. Use each word in a
sentence.
For the activity, the students do not need to write the meaning of the word. They will only
write sentences using the word. However, make sure that the students actually know the
meaning of the words, and that they use the words correctly in sentences. For your
reference, below are the definitions of each word:
• opalescent - reflecting differently colored lights
• gesticulate - to make gestures while speaking
• blockade - to place a block or barricade to stop people or things from entering or leaving
a place
• garrison - a military post
• ramparts - a protective barrier made of tall, thick stone built around a place to protect it
from attacks
• provisions - a supply of food and other essential materials
• abyss - an immeasurably deep space
• interred - (inter) to bury a dead body
• reprisal - something done to retaliate
• capitulate - to surrender or to stop fighting an enemy
Ask if there is anyone in class who has been to other countries or to far off cities. Ask
students to share their experiences going to those places. How are those places different
from their hometown? How are the people different? In your discussion, students may
bring up the idea of "culture shock." Tell the students that they will learn more about
culture shock in the listening activity. Proceed to reading to the class the short passage
below:
Culture shock occurs when a person is exposed to a new environment for the
first time. For instance, an immigrant who has just moved to another country
will immediately notice the cultural differences between the country where he
or she came from and the one he or she is currently staying in. Once this
happens, he or she will either try to adapt to the new environment or keep the
behavior, attitude, and values that his or her own culture taught her.
After the students have listened, you may ask them to react to the passage they heard. Ask
if they (or someone they know) have experienced culture shock and how they dealt with it.
Activity
Think about things that you often hear or read about a particular group of people
(nationality, religious preference, age, etc.). With a partner, fill out the table below.
Answers will vary.
Oral Interaction
For this activity, encourage the students to pair up with someone in class whom they do not
often talk to (for example, someone outside their friend group). They will ask each other
about culture shock and how they think one should handle culture shock. Explain to the
students how culture shock does not necessarily happen when one goes to a new place.
Culture shock can also happen when circumstances around us change. For example, first
year high school students may also experience culture shock even if they graduated
elementary in the same school.

“Timbuctoo” by Guy de Maupassant
The author of the literary selection, Guy de Maupassant, is a French writer who is
considered as one of the fathers of the modern short story.
Let the students guess the context depicted in the illustration. Tell them to look at the
details such as the people, their clothing, the place, and the activities in that place. Who do
they think are the two characters in the foreground? What is their relationship?

Literary Analysis
Explain the first-person narrative mode of storytelling. For the students to appreciate the
concept even more, you may tell them that stories such as The Hunger Games, The
Catcher in the Rye, and The Great Gatsby are written in the first-person. Ask the students
what stories or novels written in the first-person they have already read.
For Activity A, B, and C, give the students time to answer the questions and discuss the
answers as a class.
Oral Communication
Introduce the topic by asking if students are familiar with the concept of cannibalism.
Explain that although cannibalism is considered taboo in most cultures, there are still some
cultures that practice cannibalism. Explain that the class will discuss how and when
cannibalism may be considered justified. Divide the class in groups of five, and have them
discuss cannibalism using the questions in the book as guide. Allot 5 to 10 minutes for
group discussion, after which the group will share to the class what they have discussed.

Preview the video first before assigning the students to watch it. You may choose to let the
students watch the entire video or have them watch excerpts. After the students have
watched, they are expected to research more about cannibalism in other parts of the world.
The findings of their research must be presented in a video.
V. Skills Development: Analyzing Cultural Differences

Tell the students to think of cultural differences. Cultural differences do not necessarily
mean differences between or among different countries or places. The differences can also
lie in beliefs, values, or practices among people.
For the activity, let the students choose a piece of art (music, literature, visual art, and other
forms) that best represents their identity. Each student is expected to craft an explanation
or analogy for the object they chose.
VI. Grammar Review: Words with new meanings

For this lesson, the students may be able to provide a lot of examples for words with new
meanings. For example: friend, follow, trending, post, and many others. In your discussion,
make sure to make the students realize that the words they currently use have evolved from
many different meanings, and that these same words will also evolve into new meanings in
the future.

A. Using context clues, come up with a working definition of the underlined words. Write
your definitions on the space provided below each number.
Below are the definitions of the underlined words. The students' answers will vary, and
they will not get the exact definitions because they are merely relying on context clues.
1. trolling - the act of posting sarcastic and annoying comments on the Internet to
make other Internet users angry or upset
2. ship - short for “relationship”; to endorse or support a relationship
3. beta - someone who proofreads or edits
4. stream - a series of posts on the Internet that may be pictures or music
5. cloud - Internet-based storage where a user can keep his or her files
6. cookies - bits and pieces of information of Internet usage stored in the computer
7. win - a positive situation
8. post - an instance of putting or uploading something on the Internet; can refer to
photos, music, status updates, or blogs
9. surfing - browsing the Internet
10. tablet - a thin, rectangular-shaped portable computer gadget
B. The underlined words in the sentences are carrying their old meanings. Guess the
meaning of each word based on how it was used in the sentence. Then, provide the new
meaning of the word based on how it is used at present times.
Below are the definitions of the underlined words. The students' answers will vary, and
they will not get the exact definitions because they are merely relying on context clues.
Underlined word Old meaning New meaning
1. wireless having no wires or no communication using the
connection using electrical Internet
conductors
2. hipster a style of clothing (jeans, a subculture of young people
shorts, or skirts) that is associated with indie rock
meant to sit low on the hips music, non-mainstream
fashion, independent political
views, and alternative lifestyle
3. mullet a type of fish a type of haircut that is short
at the front and long at the
back
4. tweeting the sound that birds make posting on the social media
website Twitter
5. stumble to slip or to trip to find or to come upon by
chance

For this activity, divide the class into groups with at least seven members each. Encourage
the students to observe their school surroundings and to take note of elements that spark
their interest. Each group will decide on a particular aspect of the school that they want to
research about. Be involved in the decision-making process to make sure that each group
has a unique topic. Some topics that students may consider are: the school's history,
architecture, rules and regulations, culture, and others. Each group will create a magazine
or booklet. You may also choose to have the class create one comprehensive magazine
which the groups will all contribute in creating.
IX. Writing Topic: Outlining

In the last lesson, the students learned how to summarize. This lesson will teach them how
to outline. This is also the last writing topic that students need to learn before moving on to
the research in the next unit.
In the previous activity, the students created a magazine or a booklet featuring their school.
In the magazine, they may have created a table of contents. This table of contents is
somewhat similar to an outline.
Individual Activity
A. The essay "A Note on Realism" by Robert Louis Stevenson can be accessed through
this link:
• http://www.gutenberg.org/files/492/492-h/492-h.htm#page93
The students are expected to read the essay and create an outline for it.
B. Help the students think of current social or political issues in the country, which they
will write an essay on. Explain to the students that they need to create an outline, which
they will submit to you for revisions or approval.
ENGLISHTEK 10
UNIT 2
Lesson 1: Visuals
Period: 4 days
I. OBJECTIVES
a. explain allusion as a figure of speech;
b. identify what allusions mean or symbolize;
c. analyze a text based on allusions;
d. share one’s informed opinions and proposed solutions regarding an issue;
e. write an essay analyzing a work of Edgar Allan Poe;
f. explain the importance of imagery in poetry;
g. draw one’s idea of a character based on the imagery used in the text;
h. use noun phrases in sentences;
i. participate in a poetry reading session;
j. identify the two major types of research paper; and,
k. write a research report about a Filipino artist.
DepEd competencies
EN10RC-IIa-11-Transcode information from linear to non-linear texts and vice-versa
EN10LC-IIa-11-Switch from one listening strategy to another to extract meaning from the
listening text
EN10VC-IIa-3.8-Assess the effectiveness of the ideas presented in the material viewed
taking into account its purpose
EN10V-IIa-13.9-Give technical and operational definitions
EN10LT-IIa-14.2-Explain how the elements specific to a selection build its theme
EN10WC-IIa-13.1-Identify parts and features of argumentative essays
EN10OL-IIa-5-Employ appropriate pitch, stress, juncture, intonation, etc.
EN10G-IIa-29-Observe correct grammar in making definitions
II. SUBJECT MATTER

a. Topics:
 The Raven by Allan Edgar Poe
 Reading images in poetry
 Determiners and noun phrases
 Research report
b. Reference:
 Cruz, J. B., Saulo, C. J. (2020). EnglishTek 10 (4th ed.): World Literature. Quezon
City, Philippines: Techfactors, Inc.
30
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will complete the table by identifying the affixes used in each word
and its meaning. Then, they will use the word in a complete sentence (refer to
EnglishTek 10, p. 112).
2. Students will answer the Knowledge Activation and Oral Interaction activities on
EnglishTek 10 Worktext, p. 113.
 For the Knowledge Activation activity, the teacher will tell the students to go to
YouTube and listen to celebrities and writers reading poems. The teacher will
tell them to listen to at least 5 poems.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Raven. As they read, students
will do the worksheet on EnglishTek 10 Anthology, p. 245.
2. After reading, students will answer the comprehension questions on EnglishTek 10
Anthology, p. 246.
3. The teacher will discuss allusion (refer to EnglishTek 10 Worktext, p. 114).
 An allusion is a figure of speech that refers to a person, place, or event external
to the text.
4. The teacher will discuss imagery (refer to EnglishTek 10 Worktext, p. 116).
 Imagery is a necessary element in poetry since it illuminates the message of the
poet. Remember that a poem is a painting that uses words.
Grammar
The teacher will discuss noun phrase, determiners, and modifiers (refer to EnglishTek
10 Worktext, pp. 117-118).
 A noun phrase is composed of a noun or pronoun and its modifiers. A noun phrase
can be made up of a single noun called the head.
 When looking for or writing a noun phrase, you may consider determiners and
modifiers.
a. Determiners – definite and indefinite articles, demonstratives, possessives,
quantifiers and numbers, distributives, and exclamatives
b. Modifiers – adjectives, participles, prepositional phrases, adjective clauses,
participial phrases, and infinitives
Writing
31
The teacher will discuss the research paper and its two major types: argumentative and
analytical (refer to EnglishTek 10 Worktext, pp. 119-120).
 A research paper is the end product of the systematic process of exploration and
examination, source evaluation, critical thinking, composition, and organization.
C. Application
1. Students will focus on what the allusions mean or symbolize, then analyze the lines
from the poem using the allusions (refer to EnglishTek 10 Worktext, p. 115).
2. Students will resolve the listed issues in literature with a group (refer to Oral
Communication activity on EnglishTek 10 Worktext, p. 116).
3. Students will write an analysis essay of a piece of literature (refer to Research and
Writing activity on EnglishTek 10 Worktext, p. 116).
4. Students will draw the characters based on the descriptions used in the poem (refer
to Skill Development activity on EnglishTek 10 Worktext, p. 116).
V. EVALUATION
VI. ENRICHMENT
Students will conduct a poetry reading session in class (refer to EnglishTek 10, p.119).

Students form groups of five. They will analyze and compare an allusion similar to The
Raven, focusing on one theme. They will look for additional references to prove their
point.
Skills: allusion, imagery, research paper
32
ENGLISHTEK 10
UNIT 2
Lesson 2: Dialect
Period: 4 days
I. OBJECTIVES
a. explain the meaning of dialects used in a text by paraphrasing lines;
b. identify changes in language form, order, and use when paraphrasing lines;
c. perform a theater production of a literary text;
d. write a report on British English and its different dialects;
e. infer the author’s meaning by using details and clues from the text;
f. participate in a reader’s theater activity;
g. identify Latinate and phrasal verbs;
h. use phrasal verbs in meaningful sentences;
i. explain what constitutes plagiarism and how to avoid it;
j. compile a list of the consequences of plagiarism; and,
k. write a reflective essay on one’s thoughts on plagiarism.
DepEd competencies
EN10RC-IIb-11.2-Explain illustrations from linear to non-linear texts and vice versa
EN10LC-IIb-15.1-Assess the effectiveness of a material listened to taking into account the
speaker’s purpose
EN10VC-IIb-3.8-Assess the effectiveness of the ideas presented in the material viewed
EN10V-IIb-13.9-Give technical and operational definitions
EN10LT-IIb-14.2-Explain how the elements specific to a selection build its theme
EN10WC-IIb-13.2-Formulate claims of fact, policy, and value
EN10OL-IIb-5-Employ appropriate pitch, stress, juncture, intonation, etc.
EN10G-IIb-29-Observe correct grammar in making definitions
II. SUBJECT MATTER

a. Topics:
 The Sad Fortunes of the Rev. Amos Barton by George Elliot
 Inferring the author’s meaning
 Latinate verbs and phrasal verbs
 Avoiding plagiarism
b. Reference:
33
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will think of a single-word equivalent for each phrasal verb below and
think of phrasal verbs for each single word (refer to EnglishTek 10 Worktext, p.
122).
2. Students will do the Knowledge Activation activities on EnglishTek 10 Worktext,
pp. 122-123.
 Students will watch the clip from the BBC daily television show “Escape to
Country” on YouTube and note certain living practices that differ between the
Philippine country life and the English country life (refer to EnglishTek 10, p.
123).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Sad Fortunes of the Rev.
Amos Barton. As they read, they will do the given worksheet on EnglishTek 10
Anthology, p. 247.
Anthology, p. 248.
3. Then, the teacher will discuss dialects and guide students in understanding dialects
in works of literature (refer to EnglishTek 10 Worktext, p. 125).
 It is the author’s intimate and thorough knowledge of literature and English
country life that enabled her to give identifiable marks to her characters which
the reader can either recognize or easily identify with.
4. The teacher will guide the students in inferring the author’s meaning (refer to
 In order to understand the author’s meaning, one should learn to draw
conclusions from the information provided in the text. It is an important skill in
reading because authors often imply themes and ideas.
Grammar
The teacher will discuss phrasal verbs and latinate verbs (refer to EnglishTek 10
Worktext, p. 128).
 The phrasal verb contains a verb and an adverb or a preposition or both. It
functions as one semantic unit. Thus, it cannot be understood if one of the
components is removed.
34
Writing
The teacher will discuss plagiarism and how to avoid it (refer to EnglishTek 10
Worktext, p. 130).
 Plagiarism or intellectual theft is the use of someone else’s ideas without citing the
source or directly acknowledging that the ideas are not your own.
 There are two types of plagiarism: accidental plagiarism and intentional plagiarism.
C. Application
1. Students will paraphrase lines in today’s language (refer to EnglishTek 10, p. 125).
2. Students will make a theater production (refer to Oral Communication activity on
3. Students will conduct a research about British English and the different dialects that
they have (refer to Research and Writing activity on EnglishTek 10 Worktext, p.
126).
4. Students will complete the chart about the author’s meaning (refer to EnglishTek
V. EVALUATION
VI. ENRICHMENT
Students will form a group with five members and perform an interpretative reading of a
text assigned to them (refer to EnglishTek 10 Worktext, p. 128).

Students form groups of five and choose one literary piece from the list provided by the
teacher. They will present a report on its dialect, as well as their inference of the author’s
meaning.
Skills: dialect, inferring the author’s meaning
35
ENGLISHTEK 10
UNIT 2
Lesson 3: Religions
Period: 4 days
I. OBJECTIVES
a. explain symbolism as a literary technique;
b. identify some common symbolisms in literature;
c. evaluate how symbolisms enrich and convey meanings;
d. perform a dramatic dialogue based on one’s analysis of the literary text;
e. write a reaction paper on a philosopher’s religious writings;
f. analyze the elements of a short story;
g. identify various sentence units and their functions;
h. identify key features of MLA Documentation Style;
i. revise a paper according to MLA style;
j. conduct an analytical research on the history of Islam in Africa; and,
k. format one’s paper according to MLA style.
DepEd competencies
EN10RC-IIc-5.4-Present information using tables, graphs, and maps
EN10LC-IIc-15.2-Assess whether the speaker’s purpose is achieved or not
EN10VC-IIc-3.8-Assess the effectiveness of the ideas presented in the material viewed
EN10V-IIc-13.9-Give technical and operational definitions
EN10LT-IIc-2.2-Explain how the elements specific to a genre contribute to the theme of a
particular literary selection
EN10LT-IIc-2.2.1-Express appreciation for sensory images used
EN10WC-IIc-13.3-Use patterns and techniques of developing an argumentative claim
EN10OL-IIc-3.11-Use the correct sound of English when delivering impromptu and
extemporaneous speech
EN10G-IIc-29-Observe correct grammar in making definitions
II. SUBJECT MATTER

a. Topics:
 Grace by James Joyce
 Analyzing a short story
 Sentence units
 MLA documentation style
b. Reference:
36
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will answer the activity about unfamiliar words (refer to EnglishTek
10 Worktext, pp. 132-133).
2. Students will do the Knowledge Activation activities on EnglishTek 10 Worktext, p.
133.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, Grace. As they read, they will do
the worksheet on EnglishTek 10 Anthology, p. 249.
2. After reading, they will answer the comprehension questions on EnglisTek 10
Anthology, p. 250.
3. The teacher will discuss symbolism (refer to EnglishTek 10 Worktext, p. 135).
 Symbolism in literature is a technique used by writers to artfully convey a variety
of meanings.
4. The teacher will guide students in analyzing a short story (refer to EnglishTek 10
 A short story is a work of narrative prose that is usually centered around a single
event.
Grammar
The teacher will discuss the sentence units (refer to EnglishTek 10 Worktext, pp. 137-
138).
 The basic sentence units are subject, verb, object, complement, and adverbial.
Writing
The teacher will discuss the MLA documentation style (refer to EnglishTek 10
 The Modern Language Association (more commonly known as MLA) style details
guidelines for manuscript, formatting and English language writing. Scholarly
works published in the humanities such as philosophy, literature, and creative
writing, often use this style.
37
C. Application
1. Students will answer the activities about symbolism (refer to EnglishTek 10
Worktext, p. 135).
2. Students will construct a dramatic monologue and deliver it in class (refer to Oral
3. Students will compose a reaction paper on famous theist philosophers and their
arguments (refer to Research and Writing activity on EnglishTek 10 Worktext, p.
136).
4. Students will conduct an analysis on the reading selection, Grace by answering the
given questions that pertain to each element of a short story (refer to EnglishTek 10
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and report about Islam in the country assigned to them
(refer to EnglishTek 10 Worktext, pp. 139-140).

Students form groups of five. Each group must choose a short story and analyze the
symbolisms used, using references to back up their analysis. Then, the groups will give a
PowerPoint presentation about their findings. References must be included in MLA format.
Skills: symbolism, short story, MLA
38
ENGLISHTEK 10
UNIT 2
Lesson 4: Advocacies
Period: 4 days
I. OBJECTIVES
a. prepare an action plan to pursue one’s passions after self-reflection;
b. evaluate the effectiveness of repetition in a speech;
c. write and deliver speech that makes use of repetition;
d. create a timeline of the history of African American education;
e. ask critical questions when reading or listening to a text;
f. identify infinitives and their function; and,
g. follow in-text citation guidelines when writing a paper.
DepEd competencies
EN10SS-IId-1.5.2-Scan for needed information
EN10LC-IId-3.15-Evaluate listening texts in terms of accuracy, validity, adequacy, and
relevance
EN10VC-IId-26-Detect bias and prejudice in the material viewed
EN10V-IId-13.9-Give technical and operational definitions
EN10LT-IId-2.2-Explain how the elements specific to a genre contribute to the theme of a
EN10LT-IId-2.2.2-Explainthe literary devices used
EN10SS-IId-1.6.3-Acknowledge citations by preparing a bibliography
EN10OL-IId-3.11-Use the correct sound of English when delivering impromptu and
extemporaneous speech
EN10G-IId-29-Observe correct grammar in making definitions
II. SUBJECT MATTER

a. Topics:
 The Training of the Negroes for Social Reform by W.E.B Du Bois
 Asking critical questions
 Infinitives
 MLA in-text citations
b. Reference:
39
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will write down the sentence posted on the online dictionary as an
example. Then, they will use the word in their own sentence (refer to EnglishTek
10, pp. 146-147).
2. Students will do the Knowledge Activation and Oral Interaction activities (refer to
 For Knowledge Activation Activity 1, here is the link to Malala Yousafzai’s The
Right to Learning Should Be Given to Any Child:
https://www.youtube.com/watch?v=qu3aQMxkrc4
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt from The Training of the Negroes
for Social Reform. As they read, they will do the worksheet on EnglishTek 10
Anthology, p. 251.
Anthology, p. 252.
3. The teacher will discuss repetition (refer to EnglishTek 10 Worktext, p. 149).
 Repetition is a device that helps emphasize a point and directs the audience’s
focus on the main statement of the speech.
4. The teacher will guide the students in asking critical questions (refer to EnglishTek
 To understand and analyze a text on a much deeper level, we must learn to ask
critical questions; questions that challenge not only our interpretation of a text
but also its underlying message or idea.
Grammar
The teacher will discuss infinitives (refer to EnglishTek 10 Worktext, p. 151).
 An infinitive is a verbal that can be a subject, object, or modifier in a sentence.
 Functions of infinitives: answering questions requiring reasons, stating general or
habitual actions, and indicating a past action.
Writing
The teacher will discuss the MLA in-text citations (refer to EnglishTek 10 Worktext, p.
153).
 In-text citations are citation included in the text.
40
C. Application
1. Students will identify the repeated statements using the graphic organizer provided
2. Students will write a speech about the educational system of the Philippines using
repetition and perform it in class (refer to EnglishTek 10 Worktext, p. 150).
3. Students will look for speeches that used repetition as a rhetorical device and
discuss its effect on the speech (refer to Oral Communication activity on
4. Students will look further into African-American education and make a timeline
based on the research conducted (refer to Research and Writing on EnglishTek 10
Worktext, p. 150).
5. Students will discuss the assigned article by writing questions for a fishbowl
activity (refer to EnglishTek 10 Worktext, p. 151).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and write an action plan on the best solution to stop
terrorism in Mindanao (refer to EnglishTek 10 Worktext, p. 153).

Students will form groups and write a speech about stopping terrorism in Mindanao based
on their previous research and action plan. They will perform a choral reading with the
group, making sure to use repetition when necessary.
Skills: repetition, critical questions
41
ENGLISHTEK 10
UNIT 2
Lesson 5: Conflicts
Period: 4 days
I. OBJECTIVES
a. analyze the author’s attitude toward the theme or subject of a text;
b. express opinions regarding the author’s perspective;
c. rewrite a text using Philippine context;
d. write a research report on the literary contributions of Ryunosuke Akutagawa to
Japanese literature;
e. identify internal conflict in a text;
f. analyze characters through the internal conflict they experience;
g. explain when to use capitalization;
h. revise sentences following proper capitalization; and,
i. write a Works Cited page for one’s research paper.
DepEd competencies
EN10RC-IIe-7.3-Read closely to get the author’s purpose
EN10LC-IIe-13.2-Employ analytical listening in problem solving
EN10VC-IIe-26-Detect bias and prejudice in the material viewed
EN10V-IIe-13.9-Give technical and operational definitions
EN10LT-IIe-2.2-Explain how the elements specific to a genre contribute to the theme of a
EN10LT-IIe-2.2.3-Determine tone, mood, technique, and purpose of the author
EN10SS-IIe-1.6.4-Use writing conventions to indicate acknowledgement of resources
EN10OL-IIe-3.8-Observe the correct stance and proper stage behavior as deemed
necessary
EN10OL-IIe-2.6.2-Establish eye contact
EN10G-IIe-28-Use words and expressions that affirm or negate
II. SUBJECT MATTER

a. Topics:
 Rashomon by Ryunosuke Akutagawa
 Internal conflict
 Capitalization
 MLA works cited page
b. Reference:
42
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will complete the chart provided (refer to EnglishTek 10 Worktext, p.
158)
2. Students will do the activities on EnglishTek 10 Worktext, p. 159.
 Students will watch the video clip about Japan’s Heian Period
(https://www.youtube.com/watch?v=ZnZEoOJ-cxE) to be played by the teacher
to know more about the setting of the story. They will take note of the key
events during 12th century Japan and list these key events on the boxes below
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Rashomon. As they read, they will
do the worksheet on EnglishTek 10 Anthology, p. 253.
2. After reading, they will do the comprehension questions on EnglishTek 10
Anthology, p. 254.
3. The teacher will discuss the author’s attitude (refer to EnglishTek 10 Worktext, p.
161).
 The author’s attitude is revealed by the way a story is presented.
4. The teacher will discuss internal conflict (refer to EnglishTek 10 Worktext, p. 162).
 In literature, internal conflict is the struggle experienced by a character in his
own mind. This is usually visible to the audience and is implied to other
characters in the story.
Grammar
The teacher will discuss capitalization (refer to EnglishTek 10 Worktext, pp. 163-165)
 Capitalization of the first letter of a word applies to publication titles, person’s
titles, beginning sentences, government office names, and clauses with a colon.
Writing
The teacher will discuss the MLA works cited page (refer to EnglishTek 10 Worktext,
p. 167)
 A works cited page is an alphabetical list of every source that you have cited in
your paper.
C. Application
43
1. Students will answer the Understanding Literature activities on EnglishTek 10
Worktext,, p. 161.
2. Students will rewrite the story in the Philippine context (refer to Oral
3. Students will do research on the literary contributions of Ryunosuke and compile
their findings in a written report (refer to EnglishTek 10 Worktext, p. 161).
4. Students will complete the table provided on EnglishTek 10 Worktext, p. 162.
V. EVALUATION
VI. ENRICHMENT
Students will interview poor households and make a local documentary on the Filipino
poor then make a documentary on the conditions of the poor in their local community

Students form groups of five and perform a talk show discussing Rashomon’s attitude and
the characters’ inner conflict. One member will act as Rashomon being interviewed and the
others, as talk show hosts and crew.
Skills: author’s attitude, inner conflict
44
ENGLISHTEK 10
UNIT 2
Lesson 6: Change
Period: 4 days
I. OBJECTIVES
a. express one’s reflection on issues about child labor and poverty;
b. identify the features and functions of a satire;
c. participate in a parliamentary debate;
d. write a literary analysis of a satire;
e. interpret satire in pop culture;
f. identify some common abbreviations used in MLA and APA;
g. use abbreviations in writing one’s paper;
h. recognize the APA style; and,
i. use the APA citation style when writing a research report.
DepEd competencies
EN10RC-IIf-13.1-Read closely to get explicitly and implicitly stated information
EN10LC-IIf-13.2-Employ analytical listening in problem solving
EN10VC-IIf-26-Detect bias and prejudice in the material viewed
EN10V-IIf-13.9-Give technical and operational definitions
EN10LT-IIf-2.2-Explain how the elements specific to a genre contribute to the theme of a
EN10LT-IIf-2.2.3-Determine tone, mood, technique, and purpose of the author
EN10SS-IIf-1.6.6-Use quotation marks orhanging indentations for direct quotes
EN10OL-IIf-3.8-Observe the correct stance and proper stage behavior as deemed
necessary
EN10OL-IIf-2.6.2-Establish eye contact
EN10G-IIf-28-Use words and expressions that affirm or negate
II. SUBJECT MATTER

a. Topics:
 A Modest Proposal by Jonathan Swift
 Interpreting satire in pop culture
 Abbreviation
 APA
b. Reference:
45
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will complete the chart provided (refer to EnglishTek 10 Worktext, p.
172).
2. Students will answer the activities about poverty (refer to EnglishTek 10 Worktext,
p. 173).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, A Modest Proposal. As they read,
they will answer the worksheet on EnglishTek 10 Anthology, p. 255.
2. After reading, they will answer the comprehension questions on EnglishTek 10
Anthology, p. 256.
3. The teacher will discuss satire (refer to EnglishTek 10 Worktext, p. 175).
 Satire is a genre of literature which is most often found in audio, graphic, and
performance arts.
4. The teacher will guide the students in interpreting satire in pop culture (refer to
Grammar
The teacher will discuss abbreviations (refer to EnglishTek 10, pp. 177-178).
Writing
The teacher will guide the students in citing sources using the APA style (refer to
 The American Psychology Association (APA) style is commonly used when
writing papers and citing sources within the social sciences (e.g., education,
sociology, anthropology, economics). It specifies the recommended paper, heading,
format, language use, and structure to be used for scholarly research reports.
C. Application
1. Students will answer the questions about satire (refer to EnglishTek 10 Worktext, p.
175).
2. Students will write a winning argument for their position on a chosen topic in a
parliamentary debate (refer to EnglishTek 10 Worktext, p. 175).
46
3. Students will write a literary analysis on the other works of Jonathan Swift. They
will use MLA citation format (refer to EnglishTek 10 Worktext, p. 176).
4. Students will complete the table about satire (refer to EnglishTek 10 Worktext, p.
176).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and interview a poor family, following the guide
questions provided (refer to EnglishTek 10 Worktext, p. 179).

Students will form into small groups and perform a satirical play on poverty.
Skills: satire, interpreting satire on pop culture
47
ENGLISHTEK 10
UNIT 2
Lesson 7: Judgment
Period: 4 days
I. OBJECTIVES
a. identify the theme of a text;
b. write an analysis of the theme of a text;
c. create a video blog on one’s insights about faith, tradition, and family;
d. evaluate a character’s motives and decisions;
e. compose longer and more complex sentences through coordination;
f. identify key features of APA in-text citation; and,
g. use APA in-text citation when writing a paper.
DepEd competencies
EN10RC-IIg-13.1-Read closely to get explicitly and implicitly stated information
EN10LC-IIg-13.3-Detect biases and prejudices
EN10VC-IIg-27-Use previous experiences as scaffold to the message conveyed by a
material viewed
EN10V-IIg-13.9-Give technical and operational definitions
EN10LT-IIg-2.3-Draw similarities and differences of the featured selections in relation to
the theme
EN10SS-IIg-1.6.5-Use in-text citations
EN10F-IIg-3.7-Demonstrate confidence and ease of delivery
EN10G-IIg-28-Use words and expressions that affirm or negate
II. SUBJECT MATTER

a. Topics:
 Candide by Voltare
 Evaluating character’s decision
 Combining sentences through coordination
 APA in-text citation
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
48
IV. PROCEDURE
A. Motivation
1. The students will compare and contrast the meanings of the underlined words after
completing the chart (refer to EnglishTek 10 Worktext, pp. 184-185).
2. Students will answer the activity questions (refer to EnglishTek 10 Worktext, p.
186).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Candide. As they read, they will
complete the worksheet on EnglishTek 10 Anthology, p. 257.
Anthology, p. 258.
3. The students will recall the theme (refer to EnglishTek 10 Worktext, p. 187).
 Theme is the fundamental and often universal idea in a literary work.”
4. The teacher will guide the students in analyzing the characters’ motive and
decisions (refer to EnglishTek 10 Worktext, p. 189).
 Analyzing the characters’ motive and decisions guide the readers in identifying
the theme and reflecting further on it.
Grammar
The teacher will guide the students in learning about combining sentences through
coordination (refer to EnglishTek 10 Worktext, p. 192).
 There are two ways of combining sentences: conjunctions and coordination. In this
lesson, we will focus on the use of conjunctive adverbs such as therefore, in
addition to, however, in fact, and nevertheless.
Writing
The teacher will discuss the APA in-text citation (refer to EnglishTek 10 Worktext, p.
195-196).
 In-text citations: The APA style recommends writers to use the past tense or
present perfect tense when using signal phrases in reference to earlier research
made on the topic.
C. Application
1. Students will answer the questions given on the Understanding Literature activity
on EnglishTek 10 Worktext, p. 188.
2. Students will make a group video on their personal insights regarding faith, society,
tradition, and family. It can look like a newscast, documentary, TV drama series,
music video, or talk show (refer to EnglishTek 10 Worktext, p. 188).
3. Students will complete the charts about the excerpt (refer to EnglishTek 10
Worktext, p. 189-191).
49
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and write a newsletter on the catechism of the Catholic
faith or their religion (refer to EnglishTek 10 Worktext, p. 195).

Students form groups of five and choose one movie. They will present a reality tv show
covering the movie’s theme and character analysis.
Skills: theme, analyzing character’s motive and decisions
50
ENGLISHTEK 10
UNIT 2
Lesson 8: Prophecy
Period: 5 days
I. OBJECTIVES
a. identify allusions used in a text;
b. analyze the effect of allusions on a text;
c. perform a poetry reading of a text;
d. write a research report about the four voices in The Burial of the Dead;
e. evaluate the theme of a poem by connecting literary elements together;
f. differentiate the forms and functions of dashes, parentheses, and brackets;
g. identify the proper use of dashes, parentheses, and brackets;
h. compile a literary folio as a class output;
i. recognize the format of APA Works Cited Page; and,
j. write the reference page of a paper using APA format.
DepEd competencies
EN10RC-IIh-2.22-Evaluate text content, elements, features, and properties using a set of
criteria
EN010LC-IIh-15.3-Determine unsupported generalizations and exaggerations
EN10VC-IIh-27-Use previous experiences as scaffold to the message conveyed by a
material viewed
EN10V-IIh-13.9-Give technical and operational definitions
EN10LT-IIh-3-Explain how a selection may be influenced by culture, history,
environment, or other factors
EN10WC-IIh-13-Compose an argumentative essay
EN10F-IIh-3.7-Demonstrate confidence and ease of delivery
EN10G-II-h-28-Use words and expressions that affirm or negate
II. SUBJECT MATTER

a. Topics:
 The Burial of the Dead from The Wasteland by TS Eliot
 Judging a poet’s message
 Dashes, parentheses, brackets
 APA works cited page
b. Reference:
51
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will translate words into American English to understand the story
better (refer to EnglishTek 10 Worktext, p. 197).
2. Students will complete the diagram with the important events that lead to the
declaration of Ireland’s independence (refer to EnglishTek 10 Worktext, p. 198).
3. Students will form small groups and discuss the best ways to handle loss (refer to
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Burial of the Dead. As they
read, they will do the worksheet on EnglishTek 10 Anthology, p. 259.
Anthology, p. 260.
3. The teacher will discuss allusion (refer to EnglishTek 10 Worktext, p. 199).
 Allusion refers to a metaphor or a represented allegorical reference.
4. The teacher will guide the students in identifying the theme of a poem (refer to
 To identify the theme(s) of a poem or the poet’s message(s), you have to connect
all the literary elements in the poem.
Grammar
The teacher will discuss dashes, parentheses, and brackets (refer to EnglishTek 10
Worktext).
 Dashes, parentheses, and brackets should be used sparingly, as they have more
specialized uses than the others.
Writing
The teacher will discuss the APA works cited page (refer to EnglishTek 10 Worktext,
pp. 206-207).
C. Application
1. Students will complete the chart to guide the interpretation and analysis of the
poem (refer to EnglishTek 10 Worktext, pp. 199-202).
52
2. Students will rewrite the four voices of the selection referring to the social issues of
the country today. They will prepare a poetry reading performance on it (refer to
3. Students will write a research report on the analysis of the selection (refer to
4. Students will use the chart to identify the theme of the poem (refer to EnglishTek 10
Worktext, p. 203).
V. EVALUATION
VI. ENRICHMENT
Students will complete a literary folio following the guidelines on the worktext (refer to

Students form groups of five and present a short skit about a topic assigned by the teacher.
The rest of the class will try to identify the theme of the short skit.
Skills: allusions, theme
53
ENGLISHTEK 10
UNIT 2
Lesson 9: Ghosts
Period: 5 days
I. OBJECTIVES
a. interpret meanings of biblical allusions;
b. analyze the message of a text based on the influence of religion;
c. present a song that reflects teachings on family life;
d. conduct a research on various religions’ teachings on family life;
e. differentiate objective and subjective claims;
f. identify the forms and functions of the ellipses, slash, and hyphen;
g. explain when to use the ellipses, slash, or hyphen;
h. prepare an exhibit on the topic of family awareness;
i. explain the need to avoid charged words in writing or speaking; and,
j. revise sentences to avoid charged words.
DepEd competencies
EN10RC-IIi-2.22-Evaluate text content, elements, features, and properties using a set of
criteria.
EN010LC-IIi-15.3-Determine unsupported generalizations and exaggerations
EN10VC-IIi-27-Use previous experiences as scaffold to the message conveyed by a
material viewed
EN10V-IIi-13.9-Give technical and operational definitions
EN10LT-IIi-19-Evaluate literature as a vehicle of expressing and resolving conflicts
between and among individuals or groups
EN10WC-IIi-13-Compose an argumentative essay
EN10F-IIi-1.15-Make and deliver impromptu and extemporaneous speeches with ease and
confidence
EN10G-IIi-28-Use words and expressions that affirm or negate
II. SUBJECT MATTER

a. Topics:
 Ghosts by Henrik Ibsen
 Challenging the text
 Ellipses, slash, hyphens
 Recognizing charged words
b. Reference:
54
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will complete the graphic organizer provided (refer to EnglishTek 10
Worktext, p. 209).
2. Students will answer the activity questions (refer to EnglishTek 10 Worktext, p.
210).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, Ghosts. As they read, they will do
the worksheet on EnglishTek 20 Anthology, p. 261.
2. After reading, they will do the comprehension questions on EnglishTek 10
Anthology, p. 262.
3. The teacher will discuss biblical allusions (refer to EnglishTek 10 Worktext, p.
212).
4. The teacher will discuss the difference between objective and subjective claim
(refer to EnglishTek 10 Worktext, pp. 213-214)
 An objective claim is a statement made on a matter of fact. A subjective claim is
an expression of personal belief, opinion or preference.
Grammar
The teacher will discuss the slash, ellipses, and hyphen (refer to EnglishTek 10
Worktext, p. 216-217).
 The slash (/) shows a partition between paired terms or lines of poetry.
 Ellipses (...) is used to indicate that there is missing material within a sentence or
passage.
 The hyphen ( - ) is used to join words or parts of words.
Writing
The teacher will guide the students in recognizing charged words (refer to EnglishTek
 Charged words are those that result in either negative or positive emotions upon
being mentioned.
C. Application
55
1. Students will answer the activity questions about the story (refer to EnglishTek 10
Worktext, p. 212).
2. Students will conduct a research on various religions’ teachings on family life and
juxtapose it with the Ibon Facts and Figures on annulment, domestic problems, and
marital cases (refer to EnglishTek 10 Worktext, p. 212).
3. Students will write O for objective claim and S for subjective claim on the space
beside the speaker’s name (refer to EnglishTek 10 Worktext, pp. 214-215).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and choose a slogan about the growing issues of broken
families and present it in class (refer to EnglishTek 10 Worktext, p. 219).

Students will form small groups. The teacher will assign two groups to conduct a debate on
a chosen issue about marriage and family. One group will support a religious view, while
the other a liberal view.
Skills: biblical allusion, objective and subjective claim, charged words
56
EnglishTek 10
Unit 2
Lesson 1: Visuals
I. Before Reading
Important Words
Activity. Complete the table below by identifying the affixes used in each word and its
meaning. Then, use the word in a complete sentence.
Words from the text Affixes Meaning Sentences
1. surcease no affixes to cease from
2. obeisance -ance an act of obeying
3. beguiling be-, -ing charmingly attractive
4. ghastly -ly frightening
5. ungainly -un, -ly not well-formed
6. sainted -ed recognized as a saint
7. ominous -ous exhibiting an omen
8. undaunted un-, -ed not discouraged
9. unmerciful un-, -ful not showing mercy
Answers to column 4 on writing sentences will vary.
The following is a suggested article on Filipino immigrants to the United States, to be read to
the class:
• https://bit.ly/3dMkoQU
Activity
The website for the listening activity can be found here:
• http://poetryoutloud.org/poems-and-performance/listen-to-poetry
Oral Interaction
Call on students to answer the questions in preparation for the reading selection.
“The Raven” by Edgar Allan Poe
For Critical Viewing, let the students express what feelings the image elicits from them and
how this affects their perception of the man in the image.
Literary Analysis
Activity
Re-read the marginal notes about the allusions made in the poem. Focus on what the
allusions mean or symbolize, then analyze the lines from the poem using the allusions.
Lines from the Poem Allusion Analysis of the lines based

on the allusion
Perched upon a bust of Pallas just This is a mythological The “bust of Pallas”
above my chamber door— allusion to Pallas, the represents the narrator’s
Greek goddess of interest in learning and
wisdom. scholarship.
Ghastly grim and ancient Raven This is a mythological The “Night’s Plutonian
wandering from the Nightly allusion to Pluto, the shore” represents the worlds
shore,— Roman god of the between the living and the
Tell me what thy lordly name is underworld. dead.
on the Night’s Plutonian shore!
Respite—respite and nepenthe This is an allusion to a The speaker is hoping that
from thy memories of Lenore! sleeping potion that the raven will give him relief
was used to bring relief from his sorrow of his
from pain and sorrow. missing Lenore.
Is there—is there balm in This is a biblical The speaker is trying to find
Gilead?—tell me—tell me, I allusion referring to relief from his sorrow and is
implore! Gilead, a region known hoping the raven can tell
for its herbs and balms. him there is.
Tell this soul with sorrow laden if, Aidenn is Arabic for The speaker is asking the
within the distant Aidenn, Eden, so this is an raven if Lenore is in heaven
It shall clasp a sainted maiden allusion to Eden, or with the angels.
whom the angels name Lenore— Paradise.
Oral Communication
Divide the class into small groups. In each group, let the members take a position regarding
Cleopatra's actions (affair, murder, extravagant lifestyle). Let each member share whether
they agree or disagree with Cleopatra's actions. Also tell the students to analyze the reasons
behind Cleopatra's decisions.

Students may be redirected to this URL for guidance in writing an analysis essay:
• http://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANAL
YSISESSAY_10.15.07_001.pdf
V. Skills Development: Reading Images in Poetry
Note the descriptions of the raven used in the poem, and then draw your idea of how the
raven looks like on the table provided. After illustrating the raven, continue with the rest of
the major characters specified in the poem.
Characters Descriptions from the poem Illustration based on the

given description
the raven stately, ebony bird, grave and stern,
grim, ungainly, ghastly, ancient,
gaunt, ominous, fiery eyes
the speaker weak and weary, wondering,
fearing, doubting, dreaming
Lenore rare and radiant maiden, sainted
maiden
For column 3, illustrations will vary.
VI. Grammar Review: Determiners and Noun Phrases

For additional references on determiners and noun phrases, the following links may be
accessed:
• https://dictionary.cambridge.org/us/grammar/british-grammar/noun-phrases-dependent-
words
• https://grammar.collinsdictionary.com/easy-learning/noun-phrases-with-several-
determiners
A. Encircle the noun phrases in the following sentences. Punctuate the sentences as needed.
If necessary, revise fragments into a complete sentence.
Note: the underlined noun phrases should be encircled.
After reading the poem, I began feeling much sadness for the speaker’s loss. (2)
The poem caused the speaker to dwindle down into great despair that he turned
mad with misery. (3) His lamentations were stronger than the one-word response
uttered by the raven. (4) This conversation with the raven worsened the speaker’s
condition for the word ‘nevermore’ enflamed the speaker’s heartbreak. (5)
Lenore’s name did not give the speaker consolation for it resounded the word
‘nevermore’.
B. Complete Lenore’s letter for the speaker by adding appropriate noun phrases.
Answers will vary.

For references on tips about poetry reading, the following links may be accessed:
• https://discover.submittable.com/blog/6-tips-for-successful-poetry-readings/
• https://writing.wisc.edu/handbook/assignments/readingpoetry/
IX. Writing Topic: The Research Report

Answers will vary for the Guided Reading and Individual Activity.
EnglishTek 10
Unit 2
Lesson 2: Dialect
I. Before Reading
Important Words
Activity. Change the following verb phrases into single words and vice versa.
SINGLE WORDS PHRASAL VERBS
lament weep over
encounter come across
search look up
associate link with
submit yield to
remove shake off
consecrate set apart
open hang down
anguish worry over
Activity 1
You can show any of the first five videos here:
• https://www.youtube.com/results?search_query=escape+to+country
Activity 2
After watching the television clip, use your observations in Activity 1 to discuss the
following questions with a classmate.
Answers will vary.
Oral Interaction

“The Sad Fortunes of the Rev. Amos Barton” by George Eliot
For Critical Viewing, ask the students to observe the facial expressions of the characters in
the illustration and tell what emotions are being expressed.
Literary Analysis
Students can take this online quiz to determine the kind of English that they speak:
• http://www.tekstlab.uio.no/cambridge_survey/
Activity
To help you understand dialects in works of literature, paraphrase the following lines into
today’s language. As you paraphrase, take note of the changes including the similarities and
difference in language form, order, and use.
Answers will vary but here are some suggested answers as guide:
Speaker Lines from the text Paraphrase into Observed changes:
today’s language differences and
similarities in language,
form, order, and use
Rachel, the If you please ‘m, the Excuse me, Ma’am, but • Different language: “If
housekeeper shepherd says, have you the shepherd says Mrs. you please” is more
heard as Mrs. Barton’s Barton is worse and not formal compared to
wuss, and not expected to expected to live long. “Excuse me”
live?’ • Different forms: ‘m
→ Ma’am
• Different form: wuss
→ “worse”
Mr. Tozer ‘Ah, poor mon,’ he was “Poor guy,” he said. Different form:
heard to say, ‘I’m sorry for “I’m sorry for him. He hedn’t → hadn’t
un. He hedn’t much here, didn’t have much here, theer → there
but he’ll be wuss but he’ll be worse off
there. Half a loaf’s wuss → wuss
off theer. Half a loaf’s
better nor ne’er un.’ better than none. better nor ne’er un
→ better than none

Discuss the Oral Communication activity and the Research and Writing activity before the
students work on the tasks.
V. Skills Development: Inferring the Author’s Meaning
For additional references on inferring the author’s meaning, go to the following links:
• https://www.literacyideas.com/teaching-inference
• https://literaryterms.net/inference/
Answers to the activity will vary.
VI. Grammar Review: Latinate Verbs and Phrasal Verbs

For additional references on latinate verbs and phrasal verbs, go to the following links:
• http://sana.aalto.fi/awe/style/vocabulary/verbs/index.html
• https://www.grammar-
monster.com/lessons/prepositions_with_verbs_succinct_writing.htm

Activity
Rewrite the text using phrasal verbs to replace the underlined words. Write your answer on a
separate piece of paper.
Sample answers:
1. found school easy → got along well with school
2. progressed → moved on
3. fared → shaped up
4. detract from → take her away from
5. failed to reach the mark → failed to hack it
6. succeed rapidly → make it
7. clinched → pulled off
8. successfully done → well carried out
9. failed to materialize → fell through
10. surrender → give up
11. yield → give in
12. fainted → passed out
13. regained consciousness → woke up
14. gradually disappeared → slowly faded away
15. confined to bed → flat on her back
16. deteriorated → broken down
17. recovered → got better
18. died → passed on
VIII. Writing Topic: Avoiding Plagiarism

For additional references on avoiding plagiarism, go to the following links:
• https://writingcenter.unc.edu/tips-and-tools/plagiarism/
• https://www.scribbr.com/category/plagiarism/
EnglishTek 10
Unit 2
Lesson 3: Religions
I. Before Reading
Important Words
Activity. Find the meaning of each word and write it on the second column. Read the
sentences on the third column. Put a check at the end of the sentence if it uses the word or
phrase correctly.
Note: For Meaning, there may be some variations in answers but meanings should be the
same.
Word Meaning Used correctly or not?

1. distended swollen The man distended his garden, causing the
plants to dry up and wilt.
2. tessellated having a checkered The architecture was old yet beautiful, with
appearance intricate, colored-glass windows and
tessellated floors. ✓
3. deplorable very bad The coroner was dismayed to see the
deplorable conditions in which the prisoners
were held. ✓
4. incipient beginning She breathed a sigh of relief. She was finally
graduating. This was the incipient stage of her
high school life.
5. irksome annoying The way he constantly clicked his pen during
tests was an irksome habit. ✓
6. insuperable impossible to overcome Her insuperable attitude was cause for discord
among her co-workers.
7. usury lending money at an Susan’s father worked in the business of
exorbitant rate usury, and was rumored to have connections
with local politicians. ✓
8. yahoos rude, loud, unpleasant The old man angrily yelled and shook his
person with little education cane at the yahoos who constantly vandalized
his property. ✓
9. enmity feeling of hate Wanting to make peace, the two warring
factions agreed on an enmity.
10. ingratiate to make someone like you Her uncle was furious with her, calling her a
by pleasing them lazy ingratiate who did no work around the
house to repay his hospitality.
11. oxter a person’s armpit The family had the oxter built by the cistern a
few yards from the house.
12. superfluity having more than is wanted Many of her friends thought she was lucky for
or needed having the superfluity of unoccupied time. ✓
13. infallibility the fact of never being He had the makings of a great leader, if only
wrong he overcame his infallibility of public
speaking.
14. crabbed difficult to understand Many people were surprised that while she
had beautiful illustrations, she had crabbed
handwriting. ✓
15. obdurate stubborn His parents wanted him to take medicine, but
he was obdurate and chose to study
engineering instead. ✓
16. iniquity sin She nervously walked up to the reception
desk and rang the bell, ready with iniquities.
Answers to Activity A and Activity B will vary.
Oral Interaction

“Grace” by James Joyce
For Critical Viewing, let the students analyze the details of the illustration and draw their
own conclusions on what the men could be arguing about, and whether they find anything
ironic about the picture.
Literary Analysis
Activity
A. “Grace” makes use of various symbols unique to the story’s context to represent
something abstract. Can you guess what the following symbolize or stand for?
Possible answers:
1. drunkenness
Explanation: Drunkenness represents man’s fallen nature. Kernan literally fell while
he was drunk but he was also fallen morally and spiritually.
2. Mr. Kernan’s friends
Explanation: Mr. Kernan’s friends portray the spiritual life of people. They profess
to be pious yet they do not live a life of serious reflection.
3. scripture
Explanation: Scripture represents redemption. In the story, Father Purdon quotes
Scripture, explaining that grace and redemption are offered to anyone who is willing
to accept it.
4. Mr. Fogarty
Explanation: Mr. Fogarty symbolizes temptation. He brings whisky despite the fact
that Mr. Kernan is an alcoholic who just recovered from an injury he sustained while
drinking heavily.
B. How were these symbols able to enrich the story and convey the message more
meaningfully?
Answers will vary.

V. Skills Development: Analyzing a Short Story

Discuss the elements of the short story extensively so that the students may get a better
grasp before they answer the activity. The following links may be used as additional
references on how to analyze a short story:
• https://www.texasgateway.org/resource/how-read-and-analyze-short-story-english-iii-
reading
• https://www.wikihow.com/Analyze-a-Short-Story
VI. Grammar Review: Sentence Units

Review the students in their knowledge of each sentence unit and provide sufficient
examples for each sentence unit so that students may have a good understanding of their
function in a sentence.
A. Determine whether the underlined phrases are independent clauses or dependent clauses.
Then, determine whether they function as the subject or the predicate of the sentence.
Mark your answers by putting an X in the appropriate box.
Independent Clause Dependent Clause

Phrase
Subject Predicate Subject Predicate
Example
Improperly disposed of garbage like plastic bags
✖
may clog water drainage systems and eventually
contribute to flooding.
1. Mai noticed several bags full of garbage
✖
floating in their local creek.
2. The sight was very appalling, so Mai went to
their barangay hall and asked their captain why ✖
there was trash in their creek.
3. The captain explained that, since they only had
one garbage truck and could only collect waste
✖
twice a week, some people resorted to throwing
their garbage into the nearby body of water.
4. Mai voiced out her opinions against this
practice, highlighting some health and flood- ✖
related concerns.
5. She proposed to organize a group which would
educate the community on how to properly ✖
segregate and dispose of its waste.
6. After obtaining the captain’s approval, Mai
called her friends up and asked if they would ✖
like to save the creek from trash.
7. Most of her friends agreed to help her, and
together, they handed out brochures that
✖
encouraged everyone to segregate
biodegradable from non-biodegradable waste.
8. Meanwhile, the local government upheld laws
regarding trash dumping and imposed fines on ✖
violators.
9. Upon learning the value of proper waste
management and disposal, the community ✖
cooperated willingly.
10. When heavy rains came later that year, all the
surrounding communities except for their ✖
barangay were devastated by flood.
B. Complete the following sentences by supplying the missing basic sentence unit required.
Sample answers:
1. Rory was a talented singer (complement) who always wanted to sing.
2. He often dreamt of joining Golden Voice (object), a noontime singing competition
on TV.
3. One day, Louie Valera (subject), the host of the contest, announced that they would
be holding auditions for the new season of the show.
4. To Rory’s surprise, the auditions took place (verb) in their little town.
5. Rory began practicing regularly (adverbial) for the auditions.
6. At last, the day of the auditions arrived, and Rory sang It’s My Life (object).
7. He sang confidently (adverbial) while his grandparents watched in the audience.
8. There was no denying that even the judges in the panel (complement) were
impressed.
9. The judges finally gave him (object) a verdict: he was in!
10. Rory saw the pride on his grandparent’s faces, and he cried. (verb).

Ask the students to make a narrative report of what transpired during the symposium.
IX. Writing Topic

EnglishTek 10
Unit 2
Lesson 4: Advocacies
I. Before Reading
Important Words
Activity. Access an online dictionary and find out the meaning of the following words.
Write down the sentence posted on the online dictionary as an example. Then, use the word
in your own sentence.
Possible answers:
Word Meaning and Sample Sentence My Own Sentence
engender to make people have a particular feeling or make a
situation start to exist:
Her latest book has engendered a lot of controversy.
atrophy (of a part of the body) to be reduced in size and
therefore strength, or, more generally, to become
weaker:
After several months in a hospital bed, my leg muscles
had atrophied.
peonage the use of laborers bound in servitude because of debt:
Her empathetic portraits of African-American field
hands shine a light on a system of peonage that
predated and outlasted the 1930s.
permeate to spread through something and be present in every
part of it:
A foul smell of stale beer permeated the whole
building.
emancipation being set free from something:
The church also encouraged the emancipation of
individual slaves and the redemption of captives.
curtailment the action of reducing or limiting something, or of
stopping something before it is finished:
She condemned postwar curtailment of civil liberties.
debauch to destroy or damage something so that it is no longer
considered good or moral:
Lenin said that the best way to destroy the capitalist
system was to debauch the currency.
preclude to prevent something or make it impossible, or prevent
someone from doing something:
His contract precludes him from discussing his work
with anyone outside the company.
degenerate to become worse in quality:
Educational standards are degenerating year by year
because of a lack of funds.
Answers to Column 3 will vary.
The video can be accessed here: https://www.youtube.com/watch?v=vZPKczYMLp8
Answers to Activity A and Activity B will vary.
Oral Interaction

“The Training of Negroes for Social Reform” by W.E.B. Du Bois
For Critical Viewing, let the students compare the illustration of two different classrooms
and form their own opinions on which learning environment is better.

Literary Analysis
Activity 1
To further your understanding of how repetition is used in “The Training of Negroes for
Social Reform,” identify the repeated statements using the graphic organizer below. Beside
each statement, write down the point being emphasized. Decide if the repetition of the
statements made more impact compared to the absence of repetition. Afterwards, compare
your answers with your seatmate.
Sample answer:
STATEMENTS USING POINTS BEING IS THE USE OF
REPETITION EMPHASIZED REPETITION EFFECTIVE?
The Negro problem, it has often been It emphasizes the meaning YES NO
said, is largely a problem of of ignorance, that it is not
ignorance—not simply of illiteracy, merely a lack of
but a deeper ignorance of the world intelligence, but a lack of ✓
and its ways, of the thought and understanding of
experience of men; an ignorance of experience and life itself.
self and the possibilities of human
souls.
Answers to Activity 2 and Activity 3 will vary.

V. Skills Development: Asking Critical Questions

For additional references on asking critical questions, the following links may be accessed:
• https://www.teachthought.com/critical-thinking/48-critical-thinking-questions-any-
content-area/
• https://www.brown.edu/sheridan/teaching-learning-resources/teaching-
resources/classroom-practices/learning-contexts/discussions/questions-critical-thinking
VI. Grammar Review: Infinitives

For additional references on asking critical questions, the following links may be accessed:
• https://www.ef.com/wwen/english-resources/english-grammar/infinitive/
• https://grammar.yourdictionary.com/parts-of-speech/verbs/infinitive-verb.html

A. Underline the better verbal to use for each sentence.
1. (To live, Living) in complete freedom is the desire of most of us.
2. I shudder (to think, thinking) that the Twin Tower collapse killed thousands of
innocent people.
3. You may respond by (to write, writing) the president about your thoughts on the
matter.
4. Sharon volunteered (to help, helping) the victims of terrorism.
5. (To give, Giving) a speech at Cairo University allowed the president much chance to
explain his position.
6. We enjoy (to listen, listening) to speeches delivered by politicians at school.
7. She organized the event in order (to talk, talking) to the president after the speech
delivery.
8. The president reminded the audience (to practice, practicing) respect of cultural
differences wherever we are.
9. I would like (to thank, thanking) the university for this opportunity.
10. This speech prohibits (to linger, lingering) on a heavy and sensitive issue.
B. Complete the letter below. Use infinitives correctly.

Sample answers:
Dear President Trump:
I am writing this letter to (1) inform you that I strongly agree with your perspective
regarding the matter. In this regard, I suggest that our countries should continue to (2)
forge a strong resistance against terrorism and the effects it inevitably yields. I believe
that our countries need to (3) take up the challenge of responsible citizenship as residents
of the world. I agree that to (4) fight against discrimination requires the desire to (5) do
more than what we are told.
I want you to (6) know that your speech has influenced me to (7) learn better and to (8)
strive better as a renewed student of the world. To (9) do so, I promise to (10) act more
responsibly.
Thank you!
Respectfully yours,
________________________
(Sign your name)

The following table may be used as a guide to writing the action plan.
General question:
Q: What do we want to do about the terrorism in Mindanao?
A: ____________________________________________________
What steps do we need to Why do we want to achieve How are we going to achieve
undertake to achieve our this step? this particular step?
main goal?
1.
2.
3.
4.
5.
IX. Writing Topic: MLA In-Text Citations

EnglishTek 10
Unit 2
Lesson 5: Conflicts
I. Before Reading
Important Words
Activity. Compound words are made of two words joined together to make one idea. In the
words below, define the meaning of the word based on the base words joined together. Write
your answers on the right column. Use the word in your own sentence. Write this on the
space below the word and its definition.
1. ridgepole— the horizontal pole at the top of a tent
2. overhead— above someone's head
3. afterlight— the light visible in the sky after sunset
4. outstretched— (something, especially a hand or arm) extended or stretched out
5. torchlight—the light of a torch or torches
Answers to writing sentences will vary.
Activity
The video clip can be accessed through this link:
• https://www.youtube.com/watch?v=IAbQacGa8KU
Oral Interaction

“Rashomon” by Ryūnosuke Akutagawa
For Critical Viewing, let the students observe the picture and make intelligent guesses on
what the gate represents and what the conflict in the story could be all about.


For additional reference on author’s attitude, the following link may be accessed:
• https://literarydevices.net/attitude/
Help them analyze the literary selection first. The following links may be accessed for
reference:
• https://www.coursehero.com/lit/Rashomon/plot-summary/
• http://hartzog.org/j/rashomon.htm
Answers to Activity A and Activity B may vary.
Oral Communication
Encourage creativity as students rewrite the story of Rashomon in the Philippine context.

The article mentioned in the book can be accessed here:
• http://www.japantimes.co.jp/life/2012/03/18/general/ryunosuke-akutagawa-in-focus/
V. Skills Development: Internal Conflict

Activity
Answer the questions that follow. Write your answers on the right column.
Sample answers:
What did the main character tell himself at “If I am willing to do whatever it takes to
the beginning of the story? survive…”
What does the pimple signify? How does it The pimple signifies the servant’s festering
relate to his conflict? moral sickness. He nurses at it as he
decides whether to do evil or starve, and in
the end he touches the pimple and decides
to rob the woman.
How did he deal with his hatred over the He threatened the woman by drawing his
old lady’s behavior? sword towards her.
What did he think of the old lady after He was disgusted at the old woman and felt
knowing her reason for her actions? hatred and contempt towards her.
How was the old lady affected by the main The old lady became a victim of evil as she
character’s action in the end? was robbed of her clothes.
What do your answers to these questions The themes of the story are about morality
tell you about the story’s theme? and desperation.
VI. Grammar Review: Capitalization

Review the rules on capitalization. Make sure to give sufficient examples.
A. Read the conversation below. Some of the following sentences contain capitalization
errors. Identify and correct the errors.
Ian: I read Ryunosuke Akutagawa’s “Rashomon” when I was in freshman high school.
Tina: I read it this year. I even went to Kyoto’s Office for Historical Affairs to look for
the gate.
Ian: Wow! I went to Japan with my family just for a vacation last year.
Tina: I would love to go back to Japan.
Ian: I hear you’re learning to speak Japanese.
Tina: Yes, I am. Cora has been teaching me basic Nihonggo since May.
Ian: I am taking my Japanese language classes in a language center. In my class, there are
five nationalities: Chinese, Filipino, Malay, French and British.
Tina: How is it different from a one-on-one language class?
Ian: Well, having classmates means I have more chances to practice.
Tina: Interesting! Maybe I can enroll in your class next year. Is this center located in
Makati?
Ian: Yes. We can enlist together next time. I’m excited to introduce you to my friends.
B. If the words in each line are capitalized correctly, write C on the space beside the
number; if it is incorrect, write I.
C (1) Dear Mr. Kurosawa:
C (2) Good day!
I (3) I am writing to share my opinion and plans for the story “rashomon”.
C (4) I find it disturbing yet enlightening.
I (5) Because of this, I plan to visit kyoto’s national museum and conduct an interview
with you to understand the theory behind the film directing techniques you used.
I (6) I have already written to doctor Yamamoto requesting for his immediate
assistance.
C (7) After this, I will write a story using the same paradigm but in the Philippine
context. I hope we can work together on this project.
C (8) I look forward to hearing from you regarding this proposal.
I (9) warm regards,
C (10) Angeline Ramos

Discuss with the students some tips on how to make a documentary. The following links
may be used as reference:
• https://www.desktop-documentaries.com/making-documentaries.html
• https://www.premiumbeat.com/blog/5-tips-for-great-short-documentary/
IX. Writing Topic

EnglishTek 10
Unit 2
Lesson 6: Change
I. Before Reading
Important Words
Activity. The essay you are about to read is written in 18th century England. The language
uses word spelled in the British standard. Refer to your knowledge of understanding dialects
in completing the chart below.
Word from American Used in a Sentence

the Essay English Spelling
fricasie fricassée
publick public
prolifick prolific
catholick Catholic
cloathing clothing
expence expense
encreaseth increaseth
Answers will vary for column 3.
The text for the listening activity can be found here:
http://www.workhouses.org.uk/poorlaws/1601act.shtml
Oral Interaction

“A Modest Proposal” by Jonathan Swift
For Critical Viewing, let the students analyze the illustration and express their views
regarding the state of the children as depicted in the image.

Activity
A. Jonathan Swift’s essay “A Modest Proposal” is a satire. To understand this genre and
essay further, analyze the excerpt below.
I have been assured by a very knowing American of my acquaintance in London, that a
young healthy child well nursed is at a year old a most delicious, nourishing, and
wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it
will equally serve in a fricassee or a ragout.
Possible answers:
• What technique is used here?
The technique used here is parody as Swift tried to make fun of the children of Ireland,
expressing them as delicious food to be eaten.
• What does his use of American reference mean?
His use of the American reference means that the Americans, like the Irish, are
considered to be barbaric people in need of instruction from the English.
• What does this proposal mean?
The proposal seeks to address the problem of poverty in Ireland by making an absurd
suggestion that the children of the Irish poor be butchered and sold as food to the
wealthy landlords.
• How does this reflect Jonathan Swift’s language use and political influence?
The language use is very descriptive and evokes a sad tone, reflecting the situation of
the children and how bad we should feel for them. It also reflected Swift’s political
influence as he addressed the problem of poverty in Ireland.
Answers to Activity B will vary.

V. Skills Development: Interpreting Satire in Pop Culture

The video clip can be accessed here:
• https://www.youtube.com/watch?v=DX1iplQQJTo
VI. Grammar Review: Abbreviations

Discuss with the students the abbreviations used in referencing.
A. Use the correct abbreviation according to the MLA style for an in-text citation and a
bibliographic entry. Refer to the discussions of the format in previous lessons. Write
your answers on the box.
The Irish Poor Laws were a series of Acts of Parliament intended to address social
instability due to widespread and persistent poverty in Ireland. While some legislation
had been introduced by the pre-Union Parliament of Ireland prior to the Act of Union,
the most radical and comprehensive attempt was the Irish Act of 1838, closely modeled
on the English Poor Law of 1834. In England, this replaced Elizabethan era legislation
which had no equivalent in Ireland.
Bibliographic entry: “Irish Poor Laws.” Wikipedia, Wikimedia Foundation, 11 March
2020, https://en.wikipedia.org/wiki/Irish_Poor_Laws.
B. Use the correct abbreviation according to the APA style for an in-text citation and a
bibliographic entry. Write your answer on the box.
Jonathan Swift (30 November 1667 – 19 October 1745) was an Anglo-Irish[1]satirist,
essayist, political pamphleteer (first for the Whigs, then for the Tories), poet and cleric
who became Dean of St Patrick’s Cathedral, Dublin.[2] He is remembered for works
such as Gulliver’s Travels, A Modest Proposal, A Journal to Stella, Drapier’s Letters,
The Battle of the Books, An Argument Against Abolishing Christianity, and A Tale of a
Tub. Swift is probably the foremost prose satirist in the English language, and is less
well known for his poetry. Swift originally published all of his works under pseudonyms
– such as Lemuel Gulliver, Isaac Bickerstaff, MB Drapier – or anonymously. He is also
known for being a master of two styles of satire: the Horatian and Juvenalian styles.
Bibliographic entry: Jonathan Swift. (2018). Retrieved October 28, 2020, from
https://simple.wikipedia.org/wiki/Jonathan_Swift.

Encourage creativity in presentation of oral or written report.
IX. Writing Topic: APA

EnglishTek 10
Unit 2
Lesson 7: Judgment
I. Before Reading
Important Words
Some of the underlined words below have different meanings in American and British
English. Compare and contrast these meanings after completing the table. Use a dictionary
or other resource materials to find the meaning of the underlined words.
In order to answer the table, students may refer to these websites:
• British dictionary: http://dictionary.cambridge.org/dictionary/british/
• American dictionary: http://oaadonline.oxfordlearnersdictionaries.com/
The video for this activity can be accessed here:
• https://www.youtube.com/watch?v=a2IGuOA2yUw
Oral Interaction

“Candide” by Voltaire
For Critical Viewing, let the children observe the illustration and form their opinions on the
relationship of the man and the woman, as well as their characteristics. Based on their
observations, let them give suggestions on what the literary selection is all about.
Literary Analysis
Answers will vary based on the students’ reflections of their faith.
Oral Communication
Discuss with the students some tips on making a video presentation. The following links
• https://biteable.com/blog/video-presentation-ideas/
• https://www.digitalchalk.com/resources/blog/tips-and-tricks/make-video-presentation-
power-point-in-5-easy-steps

Discuss with the students Leibniz’s optimism theory before they relate it to the novel. The
following references may be used:
• https://www.thenewatlantis.com/publications/the-optimistic-science-of-leibniz
• https://www.britannica.com/topic/best-of-all-possible-worlds
V. Skills Development: Evaluation of Character’s Decision

Study the excerpts below. To make an interpretation of these excerpts, complete the table
that follows each. Be guided by your knowledge of satire and the author’s implied
worldview. Write your answers on the spaces provided.
Sample answer:
Situation Candide’s Effect of the Satirical Analysis

choice decision technique used
Candide is Candide The Baron parody It parodies The Fall
attracted to the chooses to sees them in the Bible where
Baron’s daughter, kiss kissing and he Adam is banished
Cunegonde, and Cunegonde. banishes from Eden. Candide
they meet each Candide from is also banished from
other one day. the castle. the castle for doing
something forbidden.
VI. Grammar Review: Combining Sentences through Coordination

Help the students recall their lesson on coordinating conjunctions. For additional reference,
the following link may be accessed:
• http://www.laspositascollege.edu/raw/lpcraw-coordinationandsubordination.php

A. Read Voltaire’s biography and combine the clauses together using the rules of
coordination. Rewrite the paragraph on the lines provided.
Possible answers:
François-Marie Arouet was born in Paris. He is the youngest of the five
children; however, only three of the siblings survived. He was born to François
Arouet, a lawyer who was a minor treasury official, and his wife, Marie
Marguerite d’Aumart. They come from a noble family of the province of Poitou.
There is some speculation about his real date of birth; nevertheless, Voltaire
always claimed it to be 20 February 1694. Voltaire was educated by the Jesuits at
the Collège Louisle-Grand in 1704 until 1711. Here, he learned Latin and Greek;
in addition, he later became fluent in Italian, Spanish and English.
B. Read the plot overview on the first two chapters of Candide and combine the
clauses together using the rules of coordination. Rewrite the paragraph on the
lines provided.
Possible answers:
Candide is the illegitimate nephew of a German baron. He grows up in the
baron’s castle under the tutelage of the scholar Pangloss; in fact, he teaches him
that this world is “the best of all possible worlds.” Candide falls in love with the
baron’s young daughter, Cunégonde; however, the baron catches the two kissing,
and therefore he expels Candide from his home. On his own for the first time,
Candide is soon recruited into the army of the Bulgars; however, when he
wanders away from camp for a brief walk, he is brutally flogged as a deserter. The
King of the Bulgarians saved him from the situation; in fact, he reasons out that
Candice is unknowledgeable to the engagements of the world because he is a man
of metaphysics. Candice then witnesses a horrific battle and manages to escape
and travel to Holland.
VIII. Collaboration Task

To guide the students in doing the task, discuss some elements and tips on making a
newsletter. The following links may be used as references:
• https://contentmarketinginstitute.com/2010/06/five-essential-elements-to-a-great-
newsletter/
• https://freshmail.com/blog/basic-newsletter-elements-how-to-make-the-most-of-them/
IX. Writing Topic: APA In-text Citation

EnglishTek 10
Unit 2
Lesson 8: Prophecy
I. Before Reading
Important Words
The following are foreign words used by the poet to create a realistic foreign tone in the
development of the character in the narrative poem. To understand the poem better, start by
translating the words into modern American English using both the library reference
materials and the internet search engine sites. Write your answers on the chart.
Phrases Translation
Bin gar keine Russin, stamm’ aus Litauen, “I am not Russian; I come from Lithuania,
echt deutsch a real German.”
Frisch weht der Wind "The wind blows fresh
Der Heimat zu To the Homeland
Mein Irisch Kind, My Irish Girl
Wo weilest du? Where are you lingering?"
Oed’ und leer das Meer "Empty and desolate the sea"
You! hypocrite lecteur! - monsemblable, - You! Hypocrite reader!—my fellow,—my
mon frere! brother!
Activity
Listen as your teacher reads a text about The Irish Free State. After listening, complete the
diagram below with the important events that lead to the declaration of Ireland’s
independence.
The text can be found here:
• http://www.history.com/this-day-in-history/irish-free-state-declared
Oral Interaction

“The Burial of the Dead” from The Waste Land by T.S. Eliot
For Critical Viewing, let the students describe the scene and share their impressions of the
characters in the illustration.
Literary Analysis
Activity
Complete the charts to guide the interpretation and analysis of the poem. Use the answers as
reference in accomplishing the task that follows.
Sample answers:
Foreign Language
Lines from the Poem Metaphorical Analysis
Reference
Bin gar keine Russin, stamm’ aus language It conveys a variety of
Litauen, echt deutsch voices, cultures, and images
in the world which depicts
that humans are a mixture of
different experiences,
languages, and personalities.
Frisch weht der Wind home It conveys the longing to
Der Heimat zu experience comfort and
security.
Mein Irisch Kind,
Wo weilest du?
Oed’ und leer das Meer. sea The long vowels in German
create an ominous, sad and
dejected sound, describing
the depressing conditions
after the war.
“You! hypocrite lecteur! - mon brother It conveys the idea that the
semblable, - mon frere!” reader is one with the writer
in their share in the
hypocrisy with which they
attempt to hide evil.
Foreign Places
Lines from the Poem Metaphorical Analysis
Reference
Summer surprised us, coming It refers to the countess It depicts the two experiences
over the Starnbergersee Marie Louis Larisch’s of the pre-war and post-war
native home in Munich, world which was emptied of
a symbol of old-world all meaning with the misery
decadent Europe. and death that it brought
about.
And went on in sunlight, into theA garden in the center It shows the contrast of the
Hofgarten of Munich, it stands for world before and after the
European decadence. war.
Flowed up the hill and down King It is a financial center It represents the working
William Street, of London. class, depicting the city life
that has taken over the church
To where Saint Mary Woolnoth
which is now only a simple
kept the hours
landmark.
With a dead sound on the final
stroke of nine.
“You who were with me in the A naval battle between It shows that humanity has
ships at Mylae! the Romans and never changed, that war will
Carthage, Eliot used it never change, and death will
to depict World War I. always be there.
Oral Communication
Prepare the students for the task by discussing satirical and prophetic tone. The following
rubrics may be used for the poetry reading performance:
• http://www.readwritethink.org/files/resources/lesson_images/lesson1001/poetry.pdf

The student’s main goal in this lesson section is to affirm or disprove the statement that:
The poem’s four speakers in the four vignettes begin with an Austrian aristocratic woman
who reminisces the cheerful past of her youth, continued by the hyacinth girl who tells of an
experience of sexual abuse, added by the clairvoyant Madame Sosostris who prophesizes the
future of unhappy events, and ends with the Greek goddess of death Persephone who
demands the proper burial of the dead.
Grade the papers based on how well students have affirmed/disproved this reading.
V. Skills Development: Judging a Poet’s Message
Write all the key points you found in the space provided for each category. There is no need
to write the details or the lines from the poem. Use these major ideas in identifying the
theme(s) of the poem.
Sample answers:
Elements Concepts Themes
Title: “The Wasteland”, Metaphor - signifies the state of Death
“Burial of the Dead” the world in the author’s time Rebirth
Imagery: “April is the and the deaths resulting from war The Seasons
cruellest month, breeding Irony – April is a pleasant spring
lilacs out of the dead land” month but become cruel because
it brings back memories of war.
VI. Grammar Review: Dashes, Parentheses, Brackets

Clarify the use of dashes, parentheses, and brackets by giving sufficient examples.

A. For each item, draw a box around the correct word or phrase.
1. twenty-first
2. all too common
3. Please—
4. course—
5. thirty-six
6. nail-biting
B. For each item, write a revised sentence that uses the punctuation mark mentioned in
parentheses at the end of the item. Write your answers on the lines provided.
Suggested answers:
1. T.S. Eliot wrote about social issues of the United Kingdom’s postwar era (he was also
the most notable English poet at the time).
2. Thomas Stearns Eliot was an essayist, poet (considered one of the major twentieth
century poets), and social critic. He was born on September 26, 1888 and died on
January 4 1965.
3. T.S. Eliot was born in St. Louis, Missouri (in the United States).
4. T.S. Eliot was born in the United States. He moved to the United Kingdom (at age 25)
and was naturalised as a British citizen.
5. His poetry collections include Prufrock and Other Observations (published in 1917)
and Old Possum’s Book of Practical Cats (published in 1939).
Encourage students’ creativity individually and as a class in working with their literary
portfolio.
IX. Writing Topic

EnglishTek 10
Unit 2
Lesson 9: Ghosts
I. Before Reading
Important Words
(1) Rendezvous → a meeting at an agreed time and place
(2) pied de mouton → foot of a sheep
(3) parcel → piece
(4) Solvik in the Manor of Rosenvold → name of a place
(5) fiat → a formal authorization
(6) countenance → expression
(7) discourse → address
(8) meerschaum → a mineral used in fashioning tobacco pipes
(9) Bien → good
Assign this video to be watched at home:
• https://www.youtube.com/watch?v=4dXw52Fm5aA&t=3141s
Oral Interaction

“Ghosts” by Henrik Ibsen
For Critical Viewing, let the students observe the image and their impressions of the
characters.
Literary Analysis
Discuss with the students how biblical allusions are used in literature. The following link
• https://literarydevices.net/examples-of-biblical-allusion/
V. Skills Development: Challenging the Text

Activity
Consider the conversation that follows. Identify the objective from the subjective claim.
Write O for objective claim and S for subjective claim on the space beside the speaker’s
name.
MANDERS. Shall the Orphanage buildings be insured or not?
S MRS. ALVING. Of course they must be insured.
MANDERS. Well, wait a moment, Mrs. Alving. Let us look into the matter a little more closely.
O MRS. ALVING. I have everything insured; buildings and movables and stock and crops.
O MANDERS. Of course you have—on your own estate. And so have I—of course. But here, you
see, it is quite another matter. The Orphanage is to be consecrated, as it were, to a higher
purpose.
MRS. ALVING. Yes, but that’s no reason—
S MANDERS. For my own part, I should certainly not see the smallest impropriety in guarding
against all contingencies—
MRS. ALVING. No, I should think not.
S MANDERS. But what is the general feeling in the neighbourhood? You, of course, know better
than I.
MRS. ALVING. Well—the general feeling—
S MANDERS. Is there any considerable number of people—really responsible people—who
might be scandalised?
MRS. ALVING. What do you mean by “really responsible people”?
S MANDERS. Well, I mean people in such independent and influential positions that one cannot
help attaching some weight to their opinions.
S MRS. ALVING. There are several people of that sort here, who would very likely be shocked if—
S MANDERS. There, you see! In town we have many such people. Think of all my colleague’s
adherents! People would be only too ready to interpret our action as a sign that neither you
nor I had the right faith in a Higher Providence.
O MRS. ALVING. But for your own part, my dear Pastor, you can at least tell yourself that—
S MANDERS. Yes, I know—I know; my conscience would be quite easy, that is true enough. But
nevertheless we should not escape grave misinterpretation; and that might very likely react
unfavourably upon the Orphanage.
O MRS. ALVING. Well, in that case—
S MANDERS. Nor can I entirely lose sight of the difficult—I may even say painful—position in
which I might perhaps be placed. In the leading circles of the town, people take a lively interest
in this Orphanage. It is, of course, founded partly for the benefit of the town, as well; and it is
to be hoped it will, to a considerable extent, result in lightening our Poor Rates. Now, as I have
been your adviser, and have had the business arrangements in my hands, I cannot but fear
that I may have to bear the brunt of fanaticism—
MRS. ALVING. Oh, you mustn’t run the risk of that.
S MANDERS. To say nothing of the attacks that would assuredly be made upon me in certain
papers and periodicals, which—
S MRS. ALVING. Enough, my dear Pastor Manders. That consideration is quite decisive.
MANDERS. Then you do not wish the Orphanage to be insured?
S MRS. ALVING. No. We will let it alone.
S MANDERS. [Leaning back in his chair.] But if, now, a disaster were to happen? One can never
tell—Should you be able to make good the damage?
O MRS. ALVING. No, I tell you plainly I should do nothing of the kind.
O MANDERS. Then I must tell you, Mrs. Alving—we are taking no small responsibility upon
ourselves.
MRS. ALVING. Do you think we can do otherwise?
O MANDERS. No, that is just the point; we really cannot do otherwise. We ought not to expose
ourselves to misinterpretation, and we have no right whatever to give offence to the weaker
brethren.
VI. Grammar Review: Ellipses, Slash, Hyphens

Clarify the use of ellipses, slashes, and hyphens by giving sufficient examples.

A. Complete the summary on the first act by using the slash, hyphen, and ellipses on the
blanks provided.
Summary of Ghosts, Act 1
Jakob Engstrand tries to convince his daughter Regina to come work at the
sailor’s establishment he wants to open, but she is too proud of her job as Mrs.
Alving’s maid to do so. She responds using French words every so often: “Very
well (1) … I won’t stop here and have rendezvous’s. When he leaves Pastor
Manders enters. The Pastor tries to convince Regina to help her father saying
“Your father is not a man of strong character (2) … He stands terribly in need of
a guiding hand.”In response, she pesters him to find her a position somewhere in
high society. She leaves to call Mrs. Alving. Later, Oswald, Mrs. Alving’s son,
joins the pastor and his mother in the sitting (3) - room. He has been traveling in
Europe since he was young and has not been home in years. He excuses himself
after he and the Pastor get into an argument over living out (4) - of (5) - wedlock.
And then, the Pastor admonishes Mrs. Alving for letting her son grow up in such a
way. He also blames her for once leaving her husband. He calls her an
irresponsible mother (6) / wife (7) / woman. Mrs. Alving explains that her
husband’s debauchery made her miserable and that she sent her son away to save
him from this. She even admits to the Pastor that Regina is the love (8) - child of
her husband and their former maid, Johanna. As dinner is about to start, the two
hear a cry from the kitchen. Apparently Oswald is making advances on Regina
who says “Oswald! (9) … Are you mad? Let me go!”. The scene ends with Mrs.
Alving’s lines: “Ghosts! The couple from the conservatory (10) — risen again!”
B. Write a summary of Acts 2 and 3 using the slash, hyphen, and ellipsis correctly. Be
guided by the structure used in the summary on the previous page. Use the lines provided
below to write your summary.
Answers will vary.

Guide the students in coming up with an appropriate slogan or theme for their project.
IX. Writing Topic: Recognizing Charged Words

ENGLISHTEK 10
UNIT 3
Lesson 1: Smallness
Period: 4 days
I. OBJECTIVES
a. reflect on the causes of and possible solutions to some of the country’s major
problems;
b. explain the purpose of a critical review;
c. write a critical review of a text read;
d. create a short film on what the Philippines might be like in the future;
e. write a reaction paper on an article about culture;
f. identify the author’s purpose in writing a text with evidence to support the purpose;
g. identify different verb tenses;
h. explain when to use the different tenses in writing a research report; and,
i. define one’s research problem by narrowing down a general topic to a specific topic.
DepEd competencies
EN10LT-IIh-3: Explain how a selection may be influenced by culture, history,
environment, or other factors.
EN10LT-IVe-21: Evaluate literature as an instrument to express and resolve conflicts
within, between, and among societies.
EN10LT-Ii-18: Evaluate literature as a way of expressing and resolving one’s personal
conflicts.
EN10LC-IIIe-2.9: React intelligently and creatively to the text listened to.
EN10LC-IIId-3.18: Get different viewpoints on various local or global issues.
EN10RC-IIIe-22.5: Relevance of the selection to the historical context during which it was
produced (historical).
II. SUBJECT MATTER

a. Topics:
 The Philippines a Century Hence by Jose Rizal
 Recognizing author’s purpose
 Verb tenses in research report (Part 1)
 Defining the research problem
b. Reference:
57
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will use context clues to determine the meaning of the word. Then,
they will write a sentence that uses the word in the same context (refer to
2. Students will do Knowledge Activation Activity 1 and 2 on EnglishTek 10 Worktext,
p. 224.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Philippines a Century Hence.
As they read, they will answer the worksheet on EnglishTek 10 Anthology, p. 265.
Anthology, p. 266.
3. The teacher will discuss critical review (refer to EnglishTek 10 Worktext, p. 226).
 The purpose of a critical review is to summarize and evaluate a text. The critical
review can be of a book, a chapter, or a journal article.
4. The teacher will guide the students in recognizing the author’s purpose (refer to
 Able writers can communicate their messages effectively through a variety of
techniques; skilled readers, however, will recognize the author’s purpose after
reading the text.
Grammar
The teacher will discuss the uses of simple tenses and progressive aspects of the verb
Writing
The teacher will help the students in defining the research problem (refer to
 The steps in defining a research problem are:
1. identifying a broad topic
2. choosing a broad topic
3. raising questions about your topic
4. formulating objectives
5. writing your research question and objectives
58
C. Application
1. Students will write their first impressions on the introduction, body, and conclusion.
Then, they will give criticisms on each part (refer to Understanding Literature
Activity on EnglishTek 10 Worktext, p. 227).
2. Students will record a short film that represents what they think the Philippines
would look like in a hundred years (refer to Oral Communication activity on
3. Students will write a reaction paper expressing their opinion and critique of the
culture review (refer to Research and Writing activity on EnglishTek 10 Worktext,
p. 228).
4. Students will complete the graphic organizer provided (refer to EnglishTek 10
Worktext, p. 229).
V. EVALUATION
Worktext, pp. 232-233 and p. 235, respectively.
VI. ENRICHMENT
Students will form small groups and work collaboratively to solve the lateral thinking
problem assigned to their group (refer to Collaborative Task on EnglishTek 10 Worktext, p.
233).

Students form groups of five and create a review vlog of a chosen text. This includes
identifying the author’s purpose and evaluating the text.
Skills: critical review, recognizing the author’s purpose
59
ENGLISHTEK 10
UNIT 3
Lesson 2: Illness
Period: 4 days
I. OBJECTIVES
a. explain Marxist Literary Theory;
b. conduct a Marxist literary analysis of a text to analyze issues of class, power, and
oppression;
c. present a talk show to discuss how the literary selection represents “illness”;
d. create an infographic to synthesize one’s research findings about social classes;
e. identify the literal and the figurative meanings of a text;
f. analyze a short story on a figurative level;
g. identify different verb tenses;
h. explain when to use the different tenses in writing a research report; and,
i. formulate supporting arguments for one’s research topic.
DepEd competencies
EN10SS-IVe-2.3: Compose a research report on a relevant social issue.
EN10LT-IVe-21: Evaluate literature as an instrument to express and to resolve conflicts
EN10-LT-IVd-2.3: Draw similarities and differences of the featured selections in relation
to the theme.
EN10LT-IV-b-2.2.2: Explain the literary devices used.
EN10WC-IVb-14.1.2: Use a variety of informative, persuasive, and argumentative writing
techniques.
EN10LT-IIIe-3: Explain how a selection may be influenced by culture, history,
EN10LT-IIIb-2.2.2: Explain the literary devices used.
II. SUBJECT MATTER

a. Topics:
 The Condition of the Working Class by Frederick Engels
 Distinguishing levels of meaning
 Verb tenses in research report (Part 2)
 Formulating the supports
b. Reference:
60
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will encircle the correct word that completes the sentences (refer to
2. Students will do Knowledge Activation Activity 1 and 2 on Victorian England (refer
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Condition of the Working
Class. As they read, they will do the worksheet on EnglishTek 10 Anthology, p.
267.
2. Students will answer the comprehension questions on EnglishTek 10 Anthology, p.
268 after reading the selection.
3. The teacher will discuss the Marxist Literary Analysis (refer to EnglishTek 10
Worktext, p. 238)
 To conduct Marxist Literary Analysis, one has to perceive that literature reflects
class struggle and materialism.
4. The teacher will help the students in distinguishing levels of meaning (refer to
EnglishTek 10 Worktext, pp. 239-240)
 On the literal level, words mean their dictionary definition (or denotation). On
the figurative level, words can take on additional meanings tied to the context of
the text.
Grammar
The teacher will discuss the perfect and perfect progressive aspects (refer to
Writing
The teacher will discuss the guidelines when formulating supporting arguments (refer
 The following are the guidelines to follow when formulating supporting arguments:
1. Formulate three key ideas that will support your claim.
2. Raise questions for each key idea.
3. Formulate objectives.
61
C. Application
1. Students will do the Understanding Literature Activity on Marxist Literary
Analysis (refer to EnglishTek 10 Worktext, p. 239).
2. Students will form groups of five and talk about how the “The Condition of the
Working Class in England” represents “illness” in the form of a talk show (refer to
the Oral Communication activity on EnglishTek 10 Worktext, p. 239).
3. Students will describe the various hierarchies of Victorian England in the form of
an infographic (refer to Research and Writing activity on EnglishTek 10 Worktext,
p. 239).
4. Students will answer the questions about literal and figurative level of meaning
(refer to Skills Development Activity on EnglishTek 10 Worktext, p. 240).
V. EVALUATION
VI. ENRICHMENT
Students will form a group with five members and reflect on the importance of having
a strong foundation for a structure and in case of writing, strong support for
arguments in an essay or research paper (refer to Collaborative Task on EnglishTek

Students form groups of five and choose one literary piece from the list provided by
the teacher. They will present their Marxist analysis on the piece, and discuss the
literal and figurative meaning of the story.
Skills: Marxist literary analysis, literal and figurative level of meaning
62
ENGLISHTEK 10
UNIT 3
Lesson 3: Categories
Period: 4 days
I. OBJECTIVES
a. identify key events in the history of Germany;
b. identify the features and purposes of political poetry;
c. make connections between a political poem and one’s own experiences;
d. evaluate the importance of political poetry to society;
e. create a video that campaigns for speaking out for other people;
f. explain why the Holocaust must never happen again by writing a letter to the public;
g. analyze a text for its implied emotion;
h. use comparisons to show similarities and differences;
i. assess the relevance of one’s research sources;
j. use signal phrases to cite one’s sources; and,
k. consolidate key sources to support the key idea of one’s research paper.
DepEd competencies
EN10LT-Ie-2.2: Explain how the elements specific to a genre contribute to the theme of a
EN10LT-IIc-2.2.1: Express appreciation for sensory images used.
EN10LT-IIe-2.2.3: Determine tone, mood, technique, and purpose of the author.
EN10LT-IIi-19: Evaluate literature as a vehicle of expressing and resolving conflicts
between and among individuals or groups.
techniques.
EN10V-IVb-30: Get familiar with technical terms used in research.
EN10SS-IVi-2.3: Compose a research report on a relevant social issue.
EN10LT-IVi-21: Evaluate literature as an instrument to express and resolve conflicts
II. SUBJECT MATTER

a. Topics:
 First They Came for the Jews by Martin Niemholler
 Reading for implied emotion
 Comparisons
 Consolidating key sources
63
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will write down what they know about the term on the second column,
and the definition of each term on the third column (refer to EnglishTek 10
Worktext, p. 246).
2. Students will answer the questions about genocide (refer to Knowledge Activation
Activity 1 and 2 on EnglishTek 10 Worktext, p. 247).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, First They Came for the Jews. As
they read, they will do the worksheet on EnglishTek 10 Anthology, p. 269.
Anthology, p. 270.
3. The teacher will discuss political poetry (refer to EnglishTek 10 Worktext, p. 249).
 Political poetry is poetry written in reaction to political events. It mixes the
private (emotions) with the public (sociopolitical events).
4. The teacher will discuss reading for implied emotion (refer to EnglishTek 10
Worktext, p. 250).
 In short stories or poems, authors opt to show instead of directly tell the reader
how a persona or character feels.
Grammar
The teacher will discuss comparisons and some phrases to use when using comparison
in research papers (refer to EnglishTek 10 Worktext, p. 252).
 Comparisons: When comparing two things, you can show similarities or
differences by using the appropriate phrase.
64
Writing
The teacher will discuss consolidating key sources (refer to EnglishTek 10 Worktext,
pp. 254-255)
 Examples used to support main ideas include quotations, paraphrases, expositions,
and gathered data.
C. Application
1. Students will do the Understanding Literature Activity about political poetry (refer to
2. Students will create a video entitled “Speaking Out for Others” and talk about why we
should not let others be wrongfully punished because of their race, gender, or religion
(refer to Oral Communication activity on EnglishTek 10 Worktext, p. 250).
3. Students will write a letter to the public telling them why the Holocaust should never
happen again (refer to Research and Writing activity on EnglishTek 10 Worktext, p.
250).
4. Students will complete the chart about implied emotion (refer to EnglishTek 10
Worktext, p. 251).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five. They will categorize the words and post the semantic
map on the wall (refer to Collaborative Task on EnglishTek 10 Worktext, p. 254).

Students form groups of five. Each group must choose two political poems and create an
educational video comparing the implied emotions in each poem.
Skills: political poetry, implied emotions, comparisons
65
ENGLISHTEK 10
UNIT 3
Lesson 4: Imprints
Period: 4 days
I. OBJECTIVES
a. compare and contrast the perspectives of the youth and the elderly;
b. identify the persona in a poem;
c. analyze a poem based on the persona speaking;
d. deliver a monologue written from the perspective of a specific persona in a text;
e. create an infographic that compares and contrasts how two different cultures value
their elders;
f. compare poems that have similar subjects or themes;
g. use “as” and “like” correctly;
h. differentiate formal sentence outline and formal topic outline;
i. evaluate the logic and organization of an outline; and,
j. write a formal outline for one’s research topic.
DepEd competencies
EN10LT-IVb-2.2: Explain how the elements specific to a genre contribute to the theme of
a particular literary selection.
techniques.
EN10V-IVb-30: Get familiar with technical terms used in research.
EN10LT-IIIh-2.3: Draw similarities and differences of the featured selections in relation to
the theme.
EN10LT-IIIa-2.2.1: Express appreciation for sensory images used.
EN10LT-Ii-18: Evaluate literature as a way of expressing and resolving one’s personal
conflicts.
EN10LC-Ih-14.3: Show appreciation for songs, poems, and other listening texts.
II. SUBJECT MATTER

a. Topics:
 Recollections of my children by Yamagami-no Okura
 Comparing poems
 As and like
 Writing the outline
66
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will write the words they associate with the given terms (refer to
2. Students will complete the chart about the difference in perspectives of the youth
and elderly (refer to EnglishTek 10 Worktext, p, 257).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt from Recollections of My Children.
As they read, they will do the worksheet on EnglishTek 10 Anthology, p. 271.
Anthology, p. 272.
3. The teacher will discuss persona (refer to EnglishTek 10 Worktext, p. 259).
 Using a persona in writing is a way to distance yourself from but at the same time
empathize with the subject.
4. The teacher will guide the students in comparing poems (refer to EnglishTek 10
Worktext, p. 260).
 Comparing poems: By looking at how the poets expressed certain emotions, you
can get a universal perspective on the topic explored by the poets. When
comparing poems, it is best to start with identifying the strong emotions.
Grammar
The teacher will discuss the usage of as and like.
 As is a preposition which means “equal to.”
 Like is a preposition which means “similar to.”
Writing
The teacher will discuss some guidelines when writing an outline (refer to EnglishTek
10 Worktext, pp. 262-263).
67
 Creating a formal outline will help you determine the flow of your paper. The
outline includes your main points and supporting arguments. This will help you
organize your paper in a clear and logical way. It will also help you sort through the
information you gathered and include only those that are relevant to your thesis
statement.
C. Application
1. Students will answer questions about the poem, Recollections of My Children (refer
to Understanding Literature Activity on EnglishTek 10 Worktext, p. 259).
2. Students will write a monologue from the perspective of the adult son or daughter
of the persona (refer to Oral Communication activity on EnglishTek 10 Worktext, p.
259).
3. Students will read and research about how other cultures view old age and the
elderly. They have to create an infographic comparing and contrasting how two
cultures value their elderly (refer to Research and Writing activity on EnglishTek
4. Students will complete the chart about the poem (refer to Skills Development
V. EVALUATION
VI. ENRICHMENT
Students will draw an outline of their favorite object and answer the questions that follow
(refer to Collaborative Task on EnglishTek 10 Worktext, p. 262).

Students will form groups and choose two poems to compare. They will discuss the
persona used in each poem, as well as the emotions expressed in the poem. They will write
their output in an outline. Using the information, they will perform an interpretative dance
about the poems.
Skills: comparing poem, writing outline, using persona
68
ENGLISHTEK 10
UNIT 3
Lesson 5: Peculiarities
Period: 3 days
I. OBJECTIVES
a. explain the overall effect of recurring imagery in a text to the story;
b. present an oral report of an analysis of a song about a famous person;
c. write a biographical sketch of a person who sacrificed for their art;
d. explain allegory as a literary device;
e. analyze allegory by identifying political, religious, social, or cultural representations in
a text;
f. identify when to spell out numbers and when to write in digits;
g. write numbers in words correctly;
h. differentiate technical and nontechnical writing;
i. explain with some opening strategies when writing the introduction; and,
j. write the introduction for one’s research paper.
DepEd competencies
EN10LT-Id-2.2: Explain how the elements specific to a genre contribute to the theme of a
EN10LT-Id-2.2.2: Explain the literary devices used.
EN10LT-Ib-2.2.1: Express appreciation for sensory images used.
EN10V-If-13.9: Differentiate formal from informal definitions of words.
EN10V-IIi-13.9: Give technical and operational definitions.
EN10WC-IIIb-14.1.2: Use a variety of informative, persuasive, and argumentative writing
techniques.
EN10V-IVf-30: Get familiar with technical terms used in research.
II. SUBJECT MATTER

a. Topics:
 A Hunger Artist by Franz Kafka
 Understanding allegories
 Numbers in sentences
 Writing an introduction
b. Reference:
69
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will use context clues to determine what each word means (refer to
2. Students will answer questions related to what an “artist” is, as well as listen to a
related article and answer corresponding questions (refer to Knowledge Activation
Activity 1 and 2 on EnglishTek 10 Worktext, p. 267).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, A Hunger Artist. As they read, they
Anthology, p. 274.
3. The teacher will discuss imagery (refer to EnglishTek 10 Worktext, p. 269).
 A story becomes real the moment the reader is able to imagine the scenes in his
mind. To make the reader see the story, the author places specific images that
appeal to the senses. These collective images are called imagery.
4. The teacher will discuss allegory (refer to EnglishTek 10 Worktext, pp. 270- 271)
 An allegory is a literary device in which abstract ideas or meanings are given
concrete or material form.
Grammar
The teacher will discuss numbers in sentences (refer to EnglishTek 10 Worktext, pp.
271-273).
 To help you in writing numbers, you should first understand the difference between
technical and nontechnical writing. Writing in science and business is considered
technical while writing in the humanities is considered nontechnical.
Writing
The teacher will guide the students in writing an introduction (refer to EnglishTek 10
Worktext, p.275).
 Your introduction should have the following elements:
70
1. a background of your topic or problem
2. the rationale or motivation in relation to the problem
3. the need or the solution to the problem
4. your thesis statement
C. Application
1. Students will complete the chart about the selection (refer to Understanding
Literature Activity on EnglishTek 10 Worktext, p. 269).
2. Students will present an analysis of their chosen text through an oral report (refer to
Oral Communication activity on EnglishTek 10 Worktext, p. 270).
3. Students will create a biographical sketch of their chosen figure (refer to Research
and Writing activity on EnglishTek 10 Worktext, p. 270).
4. Students will complete the chart about allegory (refer to EnglishTek 10 Worktext, p.
271).
V. EVALUATION
VI. ENRICHMENT
Students will create bookmarks using recycled materials (refer to Collaborative Task on

Students form groups of five and make a trailer of a chosen allegory featuring the imagery
presented in the selection.
Skills: allegory, imagery
71
ENGLISHTEK 10
UNIT 3
Lesson 6: Emotions
Period: 3 days
I. OBJECTIVES
a. identify the features of thematic poetry;
b. analyze the theme of a poem by citing textual evidence to support one’s answers;
c. compose a poem from the perspective of a character from a text;
d. write an essay that synthesizes one’s research findings about the experiences of
soldiers;
e. identify historical fiction as a literary genre;
f. write a historical fiction piece;
g. explain how to use italics and underlines when emphasizing;
h. formulate strong and logical arguments; and,
i. develop supporting arguments.
DepEd competencies
EN10LT-IVe-21: Evaluate literature as an instrument to express and resolve conflicts
EN10LC-IIIf-3.13: React to the falsity or soundness of an argument.
EN10LC-IIId-3.18: Get different viewpoints on various local or global issues.
techniques.
II. SUBJECT MATTER

a. Topics:
 Literary selection: The Soldier
 Reading and writing historical fiction
 Italics and underlines
 Developing supports and strengthening arguments
b. Reference:
72
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will find out what each word means using context clues (refer to
2. Students will answer the questions in Knowledge Activation Activity 1 and 2 about
working overseas (refer to EnglishTek 10 Worktext, p. 279).
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Soldier. As they read, they
Anthology, p. 276.
3. The teacher will discuss thematic poetry (refer to EnglishTek 10 Worktext, p. 280).
 Thematic poetry is a poem containing a prevalent theme or a thematic statement.
It is the message that the poet sends to his or her readers through recurring
elements or a prominent emotion within the text.
4. The teacher will discuss historical fiction (refer to EnglishTek 10 Worktext, p. 282).
 Historical fiction is a literary genre that presents a story set in a time period in
the past.
Grammar
The teacher will discuss italics and underlines (refer to EnglishTek 10 Worktext, p.
283-284)
 Italics and underlines bring emphasis to words and phrases.
Writing
The teacher will discuss how to strengthen arguments and develop supporting
arguments (refer to EnglishTek 10 Worktext, pp. 287-288).
C. Application
73
1. Students will complete the chart by analyzing the theme of the selection (refer to
Understanding Literature Activity on EnglishTek 10 Worktext, p. 281).
2. Students will construct a poem from the perspective of a soldier (refer to Oral
3. Students will write an essay about the experiences of soldiers (refer to Research
and Writing activity on EnglishTek 10 Worktext, p. 281).
4. Students will complete the chart about historical fiction (refer to EnglishTek 10
Worktext, p. 282).
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and choose one member to blindfold. They will give
instructions to the blindfolded member to help him collect the target objects (refer to
Collaborative Task on EnglishTek 10 Worktext, p. 287).

Students will form themselves into small groups and choose a historical fiction to read.
Then, they will write a poem about its theme and perform a creative choral reading in
class.
Skills: thematic poetry, historical fiction
74
ENGLISHTEK 10
UNIT 3
Lesson 7: Surrealism
Period: 4 days
I. OBJECTIVES
a. explain the meaning of surrealism;
b. explain thematic imagery as a literary device;
c. present a dramatic, choral, or interpretive reading of a poem;
d. write an informative descriptive essay analyzing a poem’s thematic imagery;
e. express agreement or disagreement with the author’s statement of philosophy;
f. identify the functions of the apostrophe; and,
g. write an effective conclusion to one’s research paper.
DepEd competencies
EN10LT-IVa-2.2.1: Express appreciation for sensory images used.
EN10LT-IIIh-2.3: Draw similarities and differences of the featured selections in relation to
the theme.
EN10RC-IVf-2.12: Draw conclusions from the set of details.
EN10LT-IIIf-3: Explain how a selection may be influenced by culture, history,
EN10LT-IIf-2.2.3: Determine tone, mood, technique, and purpose of the author.
II. SUBJECT MATTER

a. Topics:
 Evening Harmony by Charles Baudelaire
 Evaluating author’s statement of philosophy
 Apostrophes
 Arriving at a conclusion
b. Reference:
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
75
IV. PROCEDURE
A. Motivation
1. The students will find the meaning of the words using context clues (refer to
2. Students will answer Knowledge Activation Activity 1 and 2 questions about
surrealism (refer to EnglishTek 10 Worktext, p. 291).
B. Lesson Proper
Literature
1. Students will be given time to read the excerpt, Evening Harmony. As they read,
they will do the worksheet on EnglishTek 10 Anthology, p. 277.
2. After reading they will answer the comprehension questions on EnglishTek 10
Anthology, p. 278.
3. The teacher will discuss thematic imagery (refer to EnglishTek 10 Worktext, p.
293).
 The collection of recurring connected, vivid images is called thematic imagery.
4. The teacher will guide the students in evaluating author’s statement of philosophy
 The author’s philosophy is his or her view of life.
Grammar
The teacher will discuss apostrophes (refer to EnglishTek 10 Worktext, p. 295-296).
 Apostrophes have a variety of uses. Two of the most common are: to show
possession and to take the place of omitted letters in contractions.
Writing
The teacher will guide the students in arriving at a conclusion (refer to EnglishTek 10
Worktext, p. 298).
 The conclusion of your research paper should not only summarize but also
synthesize the different parts of your entire paper.
C. Application
1. Students will complete the graphic organizer and answer the questions that follow
2. Students will present a dramatic, choral, or interpretative reading of the selection
with a group of 4-5 members (refer to Oral Communication activity on EnglishTek
3. Students will choose another poem from Baudelaire’s collection, The Flowers of
Evil and analyze its thematic imagery. They have to organize their answers into an
76
informative-descriptive essay (refer to Research and Writing activity on EnglishTek
4. Students will complete the chart about the selection (refer to Skills Development
V. EVALUATION
VI. ENRICHMENT
Students will form groups of five and play the game about the sinking boat (refer to

Students form groups of five and choose a selection among the list provided by the teacher.
They will present a video featuring an interview with the author discussing his or her
philosophy and the imagery he used. The role of the author will be played by one of the
members of the group.
Skills: author’s philosophy, thematic imagery
77
ENGLISHTEK 10
UNIT 3
Lesson 8: Structures
Period: 4 days
I. OBJECTIVES
a. discuss one’s ideas about the most pressing problem experienced by humans today;
b. explain foreshadowing as a literary device;
c. identify foreshadowing in a text;
d. dramatize a specific scene from a story;
e. write a descriptive informative essay about dystopia;
f. analyze a text based on its social and political contexts;
g. identify some commonly confused and misused words in order to use them correctly;
and,
h. present information visually in a research paper.
DepEd competencies
EN10LT-IId-2.2.2: Explain the literary devices used.
EN10RC-Ib-2.15.2: Determine the effect of textual aids like advance organizers, titles,
non-linear illustrations, etc. on the understanding of a text.
EN10LT-IIh-3: Explain how a selection may be influenced by culture, history,
EN10LT-IIIi-20: Evaluate literature as a source of wisdom in expressing and resolving
conflicts between individuals or groups and nature.
techniques.
II. SUBJECT MATTER

a. Topics:
 2 B R 0 2 B by Kurt Vonnegut
 Connecting to social and political contexts
 Commonly confused and misused words
 Using visuals
b. Reference:
78
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will write a sentence following the context of the first statement using
the synonym of the word (refer to EnglishTek 10 Worktext, p. 301).
2. Students will do the Knowledge Activation Activity 1 and 2 on EnglishTek 10
Worktext, p. 302.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, 2 B R 0 2 B. As they read, they
Anthology, p. 280.
3. The teacher will discuss foreshadowing (refer to EnglishTek 10 Worktext, p. 303).
 Foreshadowing is a literary device in which a writer gives a hint in advance
about what is to come later in the story.
4. The teacher will discuss how to connect to social and political contexts (refer to
 In order to make connections between a text and socio-political contexts, make
sure to follow the given steps.
a. Make sure to read the entire text while taking notes of personal ideas,
commentaries, and questions of specific events, characters, or lines.
b. Analyze the plot by answering: what is the story about?
c. Analyze the characters by knowing their roles, thoughts, and actions which
are consistent in the entire story.
d. Analyze the imagery by looking at the descriptions of the setting and how
these affect the story’s mood and tone.
e. Analyze signs and symbols that are associated with general ideas or concepts.
f. Analyze the story’s theme before determining its allegorical meaning.
Grammar
The teacher will discuss commonly confused and misused words (refer to EnglishTek
10 Worktext, pp. 305-308).
Writing
79
The teacher will guide students in using visuals (refer to EnglishTek 10 Worktext, pp.
309-311).
 Visuals are often used to support and enhance an argument. In research writing,
visuals refer to images, maps, graphs, and bars.
C. Application
1. Students will complete the table with details that foreshadow the events of the story
(refer to Understanidng Literature Activity on EnglishTek 10 Worktext, pp. 303-
304).
2. Students will form small groups and interpret the assigned scene into a skit (refer to
Oral Communication activity on EnglishTek 10 Worktext, p. 304).
3. Students will discuss what makes the selection a dystopia (refer to Research and
Writing activity on EnglishTek 10 Worktext, p. 304).
4. Students will write a short literary analysis of the story by following the steps that
you have learned in connecting a text to social and political contexts (refer to Skills
Development Activity 1 on EnglishTek 10 Worktext, p. 305).
5. Students will write an allegorical poem, short story, or essay on a pressing cultural
issue Filipinos are experiencing today (refer to Skills Development Activity 2 on
V. EVALUATION
VI. ENRICHMENT
Students will form a group with five members. Then, they will find one news article on a
local newspaper which they think lacks visuals (tables, graph, diagrams, etc.). They will
decide on the best visual to complement it and draw their visual organizer on a half-sheet
cartolina. Afterwards, they will exchange visuals with another group providing them only
the title of the news article. The other group should be able to infer what the article is
generally about based on the title and the visual organizer they created (refer to

Students form into two groups and play charades. A representative will draw the
allegorical meaning of each story title given to them by the teacher while the other
members guess which story it is. If they fail to answer, the other group will have the
chance to make a guess.
Skills: making connections to socio-political context, visuals
80
ENGLISHTEK 10
UNIT 3
Lesson 9: Reforms
Period: 3 days
I. OBJECTIVES
a. analyze the conflict in a literary text;
b. explain how the plot is driven by conflict;
c. present a persuasive and informative speech on how to alleviate the problems of the
poor;
d. write an essay describing the profile of a person interviewed;
e. evaluate the character’s actions in a text;
f. identify some common combinations of prepositions;
g. explain the importance of cohesion;
h. use transitions to write a cohesive first draft; and,
i. revise a paragraph to improve cohesion.
DepEd competencies
EN10WC-IVf-14.1.1: Expand ideas using principles of cohesion and coherence.
EN10WC-IVf-14.1.2: Use a variety of informative, persuasive, and argumentative writing
techniques.
II. SUBJECT MATTER

a. Topics:
 The Dignity of Begging by William Modisane
 Judging a character’s actions
 Common prepositions combinations
 Writing the first draft: using transitions for cohesion
b. Reference:
81
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will study the sentences below, and fill in the table by classifying the
underlined words according to their grammatical categories (refer to EnglishTek 10
Worktext, p. 313).
2. Students will do the Knowledge Activation activities on EnglishTek 10 Worktext, p.
314.
B. Lesson Proper
Literature
1. Students will be given time to read the selection, The Dignity of Begging. As they
read, they will do the EnglishTek 10 Anthology, p. 281.
Anthology, p. 282.
3. The teacher will discuss conflict (refer to EnglishTek 10 Worktext, pp. 315-316).
 Conflict in literature is defined as the struggle between two opposing forces.
4. The teacher will discuss how to judge character actions (refer to EnglishTek 10
Worktext, p. 317)
 We judge character actions or evaluate behavior with regards to specific criteria:
your values, your experiences, and your knowledge of what is reasonable.
Grammar
The teacher will discuss common preposition combinations (refer to EnglishTek 10
 Prepositions are some of the most common and most confusing lexical categories in
the English language. The problem with prepositions is that there are no rules that
govern their usage. The pairing of words and prepositions is often arbitrary.
Writing
The teacher will guide students in writing the first draft using transitions for cohesion
(refer to EnglishTek 10 Worktext, pp. 321-322)
 A cohesive paper allows the reader to understand and see relationships among your
arguments.
82
C. Application
1. Students complete the graphic organizer below to see how the plot of the story is
driven by conflict (refer to EnglishTek 10 Worktext, p. 316).
2. Students will answer the questions in the form of a persuasive, informative speech
(refer to EnglishTek 10 Worktext, p. 317)
3. Students will interview someone who moved away to find fortune in a different city
(refer to Oral Communication activity on EnglishTek 10 Worktext, p. 317).
4. Students will use the chart to analyze the characters’ actions and decide whether
their actions are valid (refer to Skills Development Activity on EnglishTek 10
V. EVALUATION
Worktext, p. 320 and p. 322, respectively.
VI. ENRICHMENT
Students will form groups of five and form a big circle with the entire class. One person
will start whispering a message to another person. The receiver will then pass the message
round the circle by whispering the same message to the person next to him or her. The last
person will say the message out loud. The first receiver of the message will confirm
whether the message is correct. If the final message is incorrect, they will discuss within
the group any changes that have been made and when it happened. They will also discuss
why such changes occur and why it is important to keep the message true or correct until
the end. Finally, they will reflect on what they learned on this activity about giving
cohesive and clear messages (refer to Collaborative Task on EnglishTek 10 Worktext, p.
321).

Students will form small groups and judge the actions of the character assigned to their
group based on the story’s conflict, as well as their own values and experiences. They will
take note of their ideas and prepare a report for the class.
Skills: judging character’s actions, conflict
83
EnglishTek 10
Unit 3
Lesson 1: Smallness
I. Before Reading
Important Words
Activity. Read each sentence and take note of the underlined word. Use context clues to
determine the meaning of the word. Then, write a sentence that uses the word in the same
context.
Answers will vary.
The excerpt from "A Damaged Culture: A New Philippines?" by James Fallows can be
accessed through this link:
 http://www.theatlantic.com/magazine/archive/1987/11/a-damaged-culture/505178/
Please read only “The War of Every Man Against Every Man.”
The War of Every Man Against Every Man
AM I SHOOTING FISH IN A BARREL? SURE--YOU COULD work up an even starker

contrast between Park Avenue and the South Bronx. But that would mean only that the United
States and the Philippines share a problem, not that extremes of wealth and poverty are no
problem at all. In New York and a few other places the extremes are so visible as to make many
Americans uneasy about the every-man-for-himself principle on which our society is based.
But while the South Bronx is an American problem, few people would think of it as typical of
America. In the Philippines the contrasting extremes are, and have been, the norm.
What has created a society in which people feel fortunate to live in a garbage dump because the
money is so good? Where some people shoo flies away from others for 300 pesos, or $ 15, a
month? It can't be any inherent defect in the people: outside this culture they thrive. Filipino
immigrants to the United States are more successful than immigrants from many other
countries. Filipino contract laborers, working for Japanese and Korean construction companies,
built many of the hotels, ports, and pipelines in the Middle East. "These are the same people
who shined under the Japanese managers,' Blas Ople, a veteran politician, told me. "But when
they work for Filipino contractors, the schedule lags.' It seems unlikely that the problem is
capitalism itself, even though Philippine Marxists argue endlessly that it grinds up the poor to
feed the rich. If capitalism were the cause of Philippine underdevelopment, why would its
record be so different everywhere else in the region? In Japan, Korea, Singapore, and elsewhere
Asian-style capitalism has not only led to trade surpluses but also created Asia's first real
middle class. Chinese economists can't call what they're doing capitalism, but they can go on
for hours about how "market reforms' will lead to a better life for most people.
If the problem in the Philippines does not lie in the people themselves or, it would seem, in
their choice between capitalism and socialism, what is the problem? I think it is cultural, and
that it should be thought of as a failure of nationalism.
It may seem perverse to wish for more nationalism in any part of the Third World. Americans
have come to identify the term with the tiny-country excesses of the United Nations.
Nationalism can of course be divisive, when it sets people of one country against another. But
its absence can be even worse, if that leaves people in the grip of loyalties that are even
narrower and more fragmented. When a country with extreme geographic, tribal, and social-
class differences, like the Philippines, has only a weak offsetting sense of national unity, its
public life does become the war of every man against every man.
Nationalism is valuable when it gives people a reason not to live in the world of Hobbes--when
it allows them to look beyond themselves rather than pursuing their own interests to the
ruination of everyone else. I assume that most people in the world have the same mixture of
selfish and generous motives; their cultures tell them when to indulge each impulse. Japan is
strong in large part because its nationalist-racial ethic teaches each Japanese that all other
Japanese deserve decent treatment. Non-Japanese fall into a different category. Individual
Filipinos are at least as brave, kind, and noble-spirited as individual Japanese, but their culture
draws the boundaries of decent treatment much more narrowly. Filipinos pride themselves on
their lifelong loyalty to family, schoolmates, compadres, members of the same tribe, residents
of the same barangay. The mutual tenderness among the people of Smoky Mountain is enough
to break your heart. But when observing Filipino friendships I thought often of the Mafia
families portrayed in The Godfather: total devotion to those within the circle, total war on those
outside. Because the boundaries of decedent treatment are limited to the family or tribe, they
exclude at least 90 percent of the people in the country. And because of this fragmentation--this
lack of nationalism--people treat each other worse in the Philippines than in any other Asian
country I have seen.
Like many other things I am saying here, this judgment would be hotly disputed by most
Filipinos. Time and again I heard in interviews about the Filipino people's love of
reconciliation and their proudly nationalistic spirit. The EDSA revolution seems emotionally so
important in the Philippines not only because it got rid of Marcos but also because it
demonstrated a brave, national-minded spirit. I would like to agree with the Filipinos that those
four days revealed the country's spiritual essence. To me, though, the episode seems an
exception, even an aberration.
For more than a hundred years certain traits have turned up in domestic descriptions and
foreign observations of Philippine society. The tradition of political corruption and cronyism,
the extremes of wealth and poverty, the tribal fragmentation, the local elite's willingness to
make a separate profitable peace with colonial powers--all reflect a feeble sense of nationalism
and a contempt for the public good. Practically everything that is public in the Philippines
seems neglected or abused. On many street corners in downtown Manila an unwary step can
mean a broken leg. Holes two feet square and five feet deep lurk just beyond the curb; they are
supposed to be covered by metal grates, but scavengers have taken the grates to sell for scrap.
Manila has a potentially beautiful setting, divided by the Pasig River and fronting on Manila
Bay. But three fourths of the city's sewage flows raw into the Pasig, which in turns empties into
the bay; the smell of Smoky Mountain is not so different from the smell of some of the prettiest
public vistas. The Philippine telephone system is worse than its counterparts anywhere else in
non-communist Asia--which bogs down the country's business and inconveniences its people--
but the Philippine Long Distance Telephone Company has a long history of high (and not
reinvested) profits. In the first-class dining room aboard the steamer to Cebu, a Filipino at the
table next to mine picked through his plate of fish. Whenever he found a piece he didn't like, he
pushed it off the edge of his plate, onto the floor. One case of bad manners? Maybe, but I've
never seen its like in any other country. Outsiders feel they have understood something small
but significant about Japan's success when they watch a bar man carefully wipe the
condensation off a bottle of beer and twirl it on the table until the label faces the customer
exactly. I felt I had a glimpse into the failures of the Philippines when I saw prosperous-looking
matrons buying cakes and donuts in a bakery, eating them in a department store, and dropping
the box and wrappers around them as they shopped.
Answers will vary in Activity A and B.
Oral Interaction
“The Philippines a Century Hence” by Jose Rizal
For Critical Viewing, let the students express what feelings the image elicits from them and
how this affects their perception of the man in the image.
Let the students answer the worksheet on EnglishTek 7 Anthology, p. 265.
Literary Analysis
Activity
In a critical analysis, it is important to look at all parts of the argument. One must zoom in on
the introduction, the body, and the conclusion of the article. On the graphic organizer below,
write down your first impressions of each part of “The Philippines A Century Hence.” These
impressions can be about the main arguments or how the arguments are presented by the
author. You may also include suggestions on how to better explain the arguments. Give at least
three criticisms for each part.
Answers will vary.
Oral Communication
Outputs will vary.

Outputs will vary.
V. Skills Development: Recognizing Author’s Purpose
In a critical analysis, it is important to look at all parts of the argument. One must zoom in
on the introduction, the body, and the conclusion of the article. On the graphic organizer
below, write down your first impressions of each part of “The Philippines A Century
Hence.” These impressions can be about the main arguments or how the arguments are
presented by the author. You may also include suggestions on how to better explain the
arguments. Give at least three criticisms for each part.
VI. Grammar Review: Verb Tenses in Research Report (Part 1)

Review and discuss the simple tenses and progressive aspects.

A. Write two sentences for each verb tense.
Answers will vary.
B. Rewrite the following sentences and use the correct verb tense.
1.He is taking diving lessons now.
2.The doctor was talking to a patient when her husband called.
3.The orchestra will practice in the grand hall tomorrow.
4.Cindy and her friends go to the mall every Saturday.
5.The first chart shows the preferred vacation spot of young professionals.
6.I gathered data by interviewing people who live along the busy street.
7.The recent survey showed that most teenagers interact with their friends using
social media.
8. In the past, people believed that the Earth is flat.
9. In James Joyce’s “Araby,” the narrator experienced his first love.
10. Every day in the city, thousands of people ride the MRT.
Outputs will vary.
IX. Writing Topic: Defining the Research Problem

Answers will vary for the Individual Activity.
EnglishTek 10
Unit 3
Lesson 2: Illness
I. Before Reading
Important Words
Activity. Look up the meaning of the words inside the parentheses. Then, encircle the
correct word that completes the following sentences.
1. Her silence was taken as (callous, tacit) agreement.

2. The soul of man is a thinking (monad, nomad), and stands mid-way between divine
intelligence and the world of external things.
3. The (siege, fjord) of the Jefferson fort lasted into the morning.
4. The boy had already (encroached, avowed) his resolve to be a soldier.
5. His illness caused him such (inebriation, debility), he feared he would be unable to
leave the house for the rest of his lie.
6. Walking through the desolate, chaotic streets was (desaturating, demoralizing).
7. In the Persian (epoch, eon), native dynasties established themselves in Caria and even
extended their rule over Greek cities.
8. I have answered your question several times, answering it again would be
(superfluous, stupendous).
 https://www.youtube.com/watch?v=GOqqCjvQTFo
Answers will vary on Activity 1 and 2.

Oral Interaction

“The Condition of the Working-Class in English in 1844” by Frederick Engels
For Critical Viewing, ask the students to observe the facial expressions of the characters in
the illustration and tell what emotions are being expressed.
Literary Analysis
Activity
A. Conduct Marxist Literary Analysis on “The Condition of the Working Class in England” by
answering the questions listed in Literary Analysis.
B. Given the deplorable living conditions of the working class back then, what would you
propose as a solution? Work as a group of 4 to 5 members and imagine using the power of the
working class to rally behind your cause. Present your proposal through a step-by-step poster.
Answers will vary to activity A and B.

V. Skills Development: Distinguishing Levels of Meaning
Activity
A. “The Condition of the Working Class in England” is a straightforward informative
description of the living conditions of the working class in England in the late 1800s. For what
purpose do you think the author has for writing the text, based on their tone and word choice?
B. Research another short story in which you can appropriately analyze in a figurative level.
Present your analysis through a graphic organizer and present it to the class.
VI. Grammar Review: Verb Tenses in a Research Report (Part 2)

Discuss perfect and perfect progressive aspects.

Activity
A. Write two sentences for each verb tense.
Answers will vary.
B. Rewrite the following sentences and use the correct verb tense.
1. By April next year, I will have turned 17 years old.

2. My father said that our mother went to the grocery store.
3. It had stopped raining when we left the house.
4. It had been raining since last night.
5. When the bell rings, I will have been studying for eight hours today.
6. The students were performing an experiment when one of them got sick.
7. Lea is getting fatter because she eats too much.
8. I know this story very well because I have seen the film.
9. I’m tired because I had been running for an hour.
10. They have been playing in the backyard all afternoon ever since they came from
school.

Outputs will vary.
IX. Writing Topic: Formulating the Supports

Answers will vary for Guided and Individual activity.
EnglishTek 10
Unit 3
Lesson 3: Categories
I. Before Reading
Important Words
Activity.
Look at the terms in the chart below. On the second column, write down what you know
about each term or what you think each term means. Using an online dictionary or a
reference book, write the definition of each term on the third column. Afterwards, discuss
your answers with a seatmate.
Answers will vary.
The listening text can be accessed through this link:
 http://www.history.com/topics/what-is-genocide
Oral Interaction

“First They Came for the Jews” by Martin Niemhöller
For Critical Viewing, let the students analyze the details of the illustration.
Literary Analysis
Activity
A. Deepen your understanding of political poetry by separating the details present in the
poem. What does the diagram tell you about politics and the author’s personal life?
Write your answers on the diagram below.
B. Apart from showing the connection between political events and the personal lives of
individuals, what do you think is the purpose of political poetry? How is political poetry
valuable to society? Discuss your answers with your classmates.
Answers will vary.
V. Skills Development: Reading for Implied Emotion

Use the Implied Emotion chart to study Martin Niemholler’s poem. After completing the
chart, discuss your inferences with a small group. Take note of the differences and
similarities in your answers.
Answers may vary.
VI. Grammar Review: Comparisons

Discuss comparisons. Then, give the examples of phrases to use when writing a paper using
comparison.
A. With the given information below, fill in the blanks with the appropriate phrases to
show similarity or difference in each sentence.
1. Twitter is identical to Facebook in sending private messages to their contacts.
2. As opposed to Facebook, you can’t play games on Twitter.
3. Facebook is almost the same as Twitter because they are both available in different
languages.
4. Tumblr is like Facebook because their headquarters are located in the same country.
5. Facebook, Twitter, and Tumblr are alike because users can post updates.
6. The headquarters of Facebook and Twitter are almost alike because they are both
located in California but in different areas.
7. When it comes to instant messaging, Twitter is unlike Tumblr.
8. All three websites are alike because they are all social networking sites.
9. Facebook is almost the same as Twitter because users can express their approval by
clicking on “like” or “retweet.”
10. In popularity, Twitter is close to Facebook because millions of people use it every
day.
B. Create your own sentences using the phrases below.

Answers will vary.
Facilitate the task. Pick some words to use on this activity.
IX. Writing Topic
EnglishTek 10
Unit 3
Lesson 4: Imprints
I. Before Reading
Important Words
Answers will vary.
The song can be accessed through this link:
https://www.youtube.com/watch?v=EkaKwXddT_I
Lyrics:
You who are on the road

Must have a code that you can live by
And so become yourself
Because the past is just a good-bye.
Teach your children well,
Their father's hell did slowly go by,
And feed them on your dreams
The one they pick, the one you'll know by.
Don't you ever ask them why, if they told you, you will cry,
So just look at them and sigh
And know they love you.
And you, of tender years,

Can't know the fears that your elders grew by,
And so please help them with your youth,
They seek the truth before they can die.
Teach your parents well,

Their children's hell will slowly go by,
And feed them on your dreams
The one they picks, the one you'll know by.
Don't you ever ask them why, if they told you, you will cry,
So just look at them and sigh and know they love you.
Answers will vary.

Oral Interaction

“Recollections of My Children” by Yamagami-no Okura
For Critical Viewing, let the students observe the illustration.

Literary Analysis
Activity 1
Reread the poem “Recollections of my Children.” Who is the persona? What have you
learned about him or her based on his or her speech, thoughts, and emotions in the poem?
What memories does the persona choose to remember about the children? What do these
memories reveal about him or her? Write your answers on the space below.
Answers will vary.

V. Skills Development: Comparing Poems

Find another poem with a similar subject and theme to Yamagami no Okura’s
“Recollections of My Children.” Compare how the two poems depict emotions. Use the
chart shown in noting your ideas. Answers to the activity will vary.
VI. Grammar Review: As and LIke

Discuss the usage of the words “as” and “like”.
A. Fill in the blanks with as or like.
1. The cost of fruits is much lower, as shown in the first chart.
2. As Alexander Graham Bell discovered, it is possible to transmit a human voice by
telegraph.
3. Incidents like this should be reported to the teacher.
4. She worked as a research assistant before becoming a professor.
5. Like a doctor, the teacher took care of her sick student.
6. The mountain acts as both a barrier against storms and a defense against enemies.
7. Like all mammals, goats produce milk to feed their young.
8. The nervous system functions as both regulatory and communicating system in the
body.
9. There are several systems in the body like the circulatory system, respiratory system,
and digestive system.
10. The fireman entered the flaming building to rescue a baby, like a real-life
superhero.
B. Read each sentence and identify whether as or like was used correctly. Put a check beside
each sentence if as or like was used correctly.
1. As all tropical countries, the Philippines experience typhoons regularly.
2. Students should wear their school uniform every day, like stated in the school rules.
3. Kendra enjoys playing with toys, like most children her age. 
4. All planets in the Solar System revolve around the sun, as Mars and Jupiter.
5. Many teenagers today are connected to the internet using devices like mobile phones. 
6. Scientists bred different animals like lions and tigers to form different species as tigons
and ligers.
7. Like Rosalind Franklin discovered, the structure of the DNA is a double helix.
8. As in the Philippines, India has a problem with overpopulation.
9. She works like an engineer for the local government.
10. As shown in the first chart, more people prefer to live in the city than in the
countryside. 

Outputs may vary.
IX. Writing Topic: Writing the Outline

EnglishTek 10
Unit 3
Lesson 5: Pecularities
I. Before Reading
Important Words
Activity. The underlined words below are words that you will encounter when
you read the story in this lesson. Use context clues to determine what each word
means. Then, use each word in your own sentence.
Answers will vary.
Activity
Answers will vary.
Kindly read this listening selection for the class:
The Myth of the Tortured Artist — and Why It’s Not a Myth
by Christopher Zara Media, Culture, and Arts Journalist
It’s always been my belief that all great art comes from pain. Van Gogh painted The
Starry Night while in emotional torment; Lennon and McCartney forged their creative
partnership following the death of their respective mothers; Milton penned Paradise
Lost after losing his wife, his daughter, and his eyesight. Such unremitting grief would
send even the most grounded among us into a frenzied Xanax binge and associated fetal
position, but these celebrated artists chose not to recoil in passive suffering. Instead, they
turned their sorrow into something the world would cherish.
The idea of the tortured artist has long been debated in our culture, but to me it always
seemed a self-evident truth. Art is a reflection of humanity, and humanity’s greatest
virtue is its ability to overcome adversity. Why shouldn’t that same adversity inspire our
greatest art? In fact, it’s a topic that fascinates me so much, I wrote a book about it, aptly
titled Tortured Artists, which takes an admiring yet irreverent look at the link between
creative genius and personal adversity. Did you know that Picasso nearly died in an
earthquake at the age of three? Or that Frankenstein was inspired by a volcanic eruption?
Or that Walt Disney created Mickey Mouse as an act of revenge?
Although my book approaches the subject matter in a fun way, it centers on a weighty
idea: the idea that suffering does not happen in vain. Van Gogh may have suffered from
anxiety, absinthe addiction, and debilitating seizures, but his suffering gave him insight,
and that insight, in turn, gave the world a new kind of art called Post-Impressionism.
Such poetic symmetry is enough to convince even the stodgiest fatalist that the universe
is not as cold and random as we perceive it to be, which is why I’ve always found the
notion of tortured artists so appealing.
But not everyone shares my zeal. In fact, the more I speak about tortured artists at author
events and in interviews, the more I realize what a polarizing topic it actually is. Some
folks seem to consider the primary thesis in Tortured Artists — that pain is a requirement
for producing great art — a biased assessment of the creative process.
However, I never claimed that art cannot be produced without suffering, only that art
produced without suffering is not likely to be very good. Why? Because the central
function of an artist is to convey an idea. That idea can be visceral or intellectual; it can
be conveyed through a painting, a song, a poem, or a guy dancing around in a moose
costume. The method doesn’t matter. Artists, both brilliant and hackneyed, create out of
the same basic desire to communicate. But it’s we art lovers who invest our attention, our
time, in their creations. Why should we invest in a work of art that was created without
conflict, or struggle, or pain? Where is the challenge?
Of course, I always knew there would be people who wouldn’t buy the tortured-artist
concept, but what I find most surprising is that the people who are least likely to
subscribe to the idea also happen to be artists themselves. Indeed, many creative types are
simply fed up with what they see as a baseless falsehood perpetuated by romantic tales of
Kurt Cobain blowing his brains out and Sylvia Plath putting her head in the oven. In a
2011 interview, the indie rocker Jeff Tweedy, of Wilco fame, called the concept of the
tortured artist a “damaging mythology,” one that impeded his own battles with addiction,
anxiety, and depression.
And Tweedy is not alone in his hostility. In speaking publicly about tortured artists, I’ve
been accused of suggesting that drug addicts are better off high and the mentally ill
should not seek help, if only because such impediments, by my estimation, help them
produce better art. But calling John Belushi one of the greatest comic performers of the
1970s is not the same as condoning his excessive drug use. Even if we ignore the fact that
few performers were not on drugs in the 1970s, we needn’t see Belushi’s brutal addiction
as having caused his talent. Rather, it was a symptom of the same insatiable void that
drove his need to perform. You might say that void tortured Belushi; you might also say
it’s what made him great.
So why, then, are so many artists still turned off by the tortured-artist concept? For some,
I suspect, it simply hits too close to home. Consider the wedge it creates between two
fundamental desires: the desire to be happy versus the desire to produce great art. The
stereotype of the tortured artist as a long-suffering creative genius suggests that those two
states are mutually exclusive — and that’s an unsettling thought for anyone who practices
a creative craft. But even those of us who don’t have the wherewithal to choose between
happiness and being a great artist can take comfort in knowing that the former is within
our grasp. Let’s leave the suffering to the geniuses. It’s what they do.
Oral Interaction

“A Hunger Artist” by Franz Kafka
For Critical Viewing, let the students observe the picture and make intelligent guesses on the
meaning of the illustration.


A. Below is an excerpt from the story “A Hunger Artist” that is full of imagery. Answer the
questions to have an idea about how imagery works.
B. Go back to the story “A Hunger Artist” and look for images that appear several times.
Why do you think they recur? What effect do these images create in the story?
Answers may vary.

V. Skills Development: Understanding Allegories
Activity
Take a look at the following terms and concepts from the short story “A Hunger Artist.”
What do they represent?
Answers may vary.
VI. Grammar Review: Numbers in Sentences
Discuss how to write numbers in nontechnical and technical writing.

A. Here are the revised sentences with the correct answers.
1. Jenna and Jonas have been best friends since they were five.
2. Now, Jenna and Jonas are both sixteen years old.
3. They live next to each other, so every day at 7 AM, they bike to school together.
4. Since they have known each other more than ten years, they have become accustomed
to each other’s eccentricities.
5. Jenna treats Jonas like an older brother. She has no siblings whereas Jonas has two
brothers and three sisters.
6. When it comes to music, their tastes are very esoteric. 75% of the artists on their iPods
are bands that only they know about.
7. Last year, they organized a benefit concert that raised 11, 800 pesos for the renovation
of the barangay library.
8. They also like the same TV shows. On weekends, they stay up until 2:30 AM watching
their favorite shows.
9. Next year, both are going to the same college and taking the same four-year course.
10. Jenna and Jonas promise each other that they are going to stay friends until they are
eighty.
B. Here are the edited recipes with the correct answers.

Blueberry Cheesecake Recipe
Crust: 2 cups ground graham crackers
1/2 teaspoon cinnamon
1 stick unsalted butter
Filling:
Two 8-ounce tub of cream cheese
1 cup sugar
½ cup sour cream
2 cups blueberry toppings
Procedure:
1. Preheat your oven to 325 degrees F.
2. Combine the crumbs and butter.
3. Pour the mixture into an 8 inch by 8 inches pan. Refrigerate for 5 minutes.
4. Combine all the other ingredients and beat for 1 minute.
5. Bring out the pan and pour in the filling up to about 1-inch thick.
6. Bake for 45 minutes.
7. After baking, let cool for 30 minutes.
Outputs and answers will vary.
IX. Writing Topic

EnglishTek 10
Unit 3
Lesson 6: Emotions
I. Before Reading
Important Words
Activity. Study the underlined words in each sentence. Using context clues, find out what
each word means. You may define the words by giving its synonyms or by relating it to
similar concepts.
Answers may vary depending on how they write “similar concepts”.
1. Unproductive, unfruitful
2. Roof
3. Want, desire
4. Top, peak
5. Clothed, dressed
The text for the listening activity can be found here:
https://www.military.com/spouse/military-deployment/military-homecoming/military-
homecoming-what-to-expect.html
Answers will vary.
Oral Interaction

“The Soldier”
For Critical Viewing, let the students analyze and express their views regarding illustration.

Activity
Analyze the theme of The Soldier using the following table. Answers may vary.
V. Skills Development: Reading and Writing Historical Fiction

Write a short historical fiction piece on a particular era in Philippine history. With a group,
review past, significant events in the country that interest you and choose one that you and
your group mates like the best. You will then begin planning your story using the story map
shown. Be sure that you include accurate facts and real elements in your story for it to be
realistic. Afterwards, present your story through a story board. Answers to the activity will
vary.
VI. Grammar Review: Italics and Underlines

Discuss with the students the italics and underlines.

A. Here are the answers to this activity:
1. Emotional Intelligence is the ability to identify, express, and control one's emotions.
2. The term emotional intelligence is commonly attributed to Wayne Payne.
3. In 1990, psychologists Peter Salovey and John Mayer published their article
"Emotional Intelligence" in the journal Imagination, Cognition, and Personality.
4. The concept of emotional intelligence became popular after the publication of the
book Emotional Intelligence: Why It Can Matter More Than IQ.
5. The book became a bestseller that is why the term became popular as well.
6. An article in the Huffington Post claims that emotional intelligence leads to better
decision-making.
7. The book Emotional Intelligence 2.0 is about the importance of emotional intelligence to
job performance.
8. If you go to the Amazon website, you will see many books similar to Emotional
Intelligence 2.0.
9. There are also several books by the Author Daniel Goleman.
10. Emotional literacy is often used interchangeably with emotional intelligence.
However, there differences between the two.
B. Rewrite the following sentences with the correct use of italics.

1. David Nye’s book, The American Technological Sublime, has an interesting chapter
summarizing the history of the American space program.
2. Oliver Stone is perhaps most famous for writing and directing the films Platoon and
Born on the Fourth of July.
3. The fiction writer Tim O’Brien has published short stories about the war for Esquire,
GQ, and Massachusetts Review.
4. His dreamlike novel Going after Cacciato is about the horrors of combat.
5. Typical of veteran’s writing, the novel uses words and phrases borrowed from
Vietnamese, such as di dimau (“go quickly) or dinky dau (“crazy”).
6. Another writer, Philip Caputo, provides a gripping account of his service in Vietnam
in the book A Rumor of War.
7. Caputo’s book was made into a television movie, also entitled A Rumor of War.
8. The playwright David Rabe—in such dramas as The Basic Training of Pavlo Hummel,
Streamers, and Sticks and Bones—depicts the effects of war not only on the soldiers
but also on their families.
9. Steve Mason, called the poet laureate of the Vietnam War, has published two
collections of poems on the war: Johnny’s Song and Warrior for Peace.
10. Rod Kan wrote an autobiography about the war, Veterans Day, that received rave
reviews in the Washington Post.
Encourage creativity in presentation of oral or written report.
IX. Writing Topic: APA

EnglishTek 10
Unit 3
Lesson 7: Surrealism
I. Before Reading
Important Words
Answers to this puzzle:
1. Slope
2. Evening
3. Violin
4. Salty
5. Vase
6. Attempted
7. Flowers
The video “Living Beyond Limits—The Power of Imagination” for this activity can be
accessed here:
 https://www.youtube.com/watch?v=N2QZM7azGoA
Oral Interaction

“Evening Harmony” by Charles Baudelaire
For Critical Viewing, let the children observe the illustration and form their opinions on the
relationship of the man and the woman, as well as their characteristics. Based on their
observations, let them give suggestions on what the literary selection is all about.
Literary Analysis
A. The same images mean differently for different people. To help you understand your
reaction to Evening Harmony, re-read the poem and list down prominent images that recur
in the text. Write these central images in the central circle. Then, write down the words you
associate with these words in the outer circles of the graphic organizer. Finally, below each
word association, write why you think the author chose those recurring images. What do you
think is the message of the poem?
Answers will vary.
V. Skills Development: Evaluating Author;s Statement of Philosophy
A. Identify Charles Baudelaire’s statement of philosophy by completing the chart. On the
evaluation box, write whether you agree or disagree with his view of life and your reason for
agreement or disagreement.
B. Choose one short story you have read before that you think relates to the theme
SURREALISM. Evaluate the author’s statement of philosophy in that narrative. Recreate
the chart in the first activity on your notebook.
VI. Grammar Review: Apostrophes

Discuss apostrophes and its functions.

A.
1. Dennis’s
2. paintings’
3. artworks’
4. Paris’s
5. Surrealists’
6. Guillaume Apollinaire’s
7. Surrealism’s
8. Andre Breton and Philippe Soupault’s
9. Apollinaire’s
10. Surrealism’s
B.
1. You’re
2. your
3. Who’s
4. whose
5. It’s
6. Its
7. They’re
8. Their
9. We’re
10. your
VIII. Collaboration Task
Outputs will vary.
IX. Writing Topic: Arriving at a Conclusion

EnglishTek 10
Unit 3
Lesson 8: Structures
I. Before Reading
Important Words
Look up the meaning of the underlined words. Using a synonym of the given word, write a
sentence following the context of the first statement.
Answers will vary.
Activity
Below is the listening text for Activity 2 which can also be accessed at:
http://www.nbcnews.com/id/44990504/ns/us_news-life/t/seven-big-problems-billion-
people/#.VxJk3vl97IU
Seven Big Problems for 7 Billion People
by James Eng
Sometime on Monday, Oct. 31, the world's population is projected to hit 7 billion. Is that
numerical milestone a cause for celebration or concern?
A little bit of both, according to the United Nations Population Fund. The organization, an
international development agency that promotes the right of every person to enjoy a life of
health and equal opportunity, on Wednesday released a report detailing the achievements
and setbacks faced by an ever-crowded world.
How we respond now will determine whether we have a healthy, sustainable and prosperous
future or one that is marked by inequalities, environmental decline and economic setbacks,
according to "The State of World Population 2011" report.
PhotoBlog: World population set to top 7 billion
The report notes that the record population can be viewed as a success because it means
people are living longer — average life expectancy has increased from about 48 years in the
early 1950s to about 68 in the first decade of the 21st century — and more children are
surviving worldwide. But not everyone has benefited from a higher quality of life.
In some of the poorest countries women are having more babies, stymieing development and
perpetuating poverty; in some of the wealthier countries low fertility rates and a shortage of
workers are raising concerns about the sustainability of economic growth and social
programs.
World population by the billions
1 billion - 1804
2 billion - 1927
3 billion - 1959
4 billion - 1974
5 billion - 1987
6 billion - 1999*
7 billion - 2011
*Year when the milestone was observed by the United Nations
Source: United Nations Population Fund
"This report makes the case that with planning and the right investments in people now — to
empower them to make choices that are not only good for themselves but for our global
commons — our world of 7 billion can have thriving, sustainable cities, productive labor
forces that can fuel economic growth, youth populations that contribute to the well-being of
economies and societies, and a generation of older people who are healthy and actively
engaged in the social and economic affairs of their communities," writes Babatunde
Osotimehin, executive director of the UNFPA.
The 7 billion milestone “is a challenge, an opportunity and a call to action,” Osotimehin
said.
Story: World population nears 7 billion: Can we handle it?
In response to the report, msnbc.com asked seven notable figures to identify some major
problems — and potential remedies — confronting a world with 7 billion inhabitants. Here's
what they had to say:
Paul R. Ehrlich
American biologist, Bing professor of population studies and professor of biological
sciences at Stanford University and author of the 1968 best-seller, "The Population Bomb"
Problem: Food shortage, damage to environment
Seven billion is already facing us with horrendous problems, including almost 1 billion
people hungry and contributing greatly to the chances of catastrophic climate disruption.
But the next 2 billion people the demographers expect by 2050 will cause much more
environmental damage than did the last 2 billion added to our population — a classic
nonlinearity. That is because human beings are smart, and picked the low-hanging fruit
first. Thus each added individual, on average, must now be fed from more marginal land,
supplied with water from more distant or more polluted sources, obtain the metals required
to make the products he or she consumes from poorer ores, etc.
Many past human societies have collapsed, with overpopulation playing a significant role.
But today, for the first time, a global civilization is in peril, and nothing significant is being
done about it in societies insane enough to believe that growth can be perpetual.
Image: Paul R. Ehrlich
Paul R. Ehrlich
Paul R. Ehrlich
Solution:
Women in every country should be given equal rights and opportunities with men, and every
sexually active human being should be given access to excellent birth control methods, and,
in case they fail, backup abortion. Governments should all adopt the slogan "patriotic
citizens stop at two children" and adjust tax and other policies to discourage over-
reproducers and those unethical elements in society that are pronatalist.
The current redistribution of wealth from poor to rich must be halted, and overconsumption
by the rich must be controlled with programs such as those that transformed consumption
patterns in the United States when it entered World War II. A rapid transition away from
the use of fossil fuels should be started immediately, as should rebuilding of human water-
handling infrastructure with much more attention to resilience. Leaders should be taught
enough arithmetic to allow them to grasp the consequences of the growth rates
recommended by economists — 3.5 percent per year.
Alfred Spector
Vice president of research and special initiatives at Google
Problem: Access to information technology, education

In the developed world technology has transformed our lives, allowing us to access
information at any time from an ever growing number of devices. Tasks once performed by
many have been reduced to a single click or tap. However, as the world population exceeds
7 billion people, we must ensure that all are armed with the skills to leverage the vast
powers of information technology to improve their lives. Furthermore, we must increase the
level of education for all residents of our planet for the mutual benefit of our global society.
According to the United Nations Development Programme over 70 million children receive
no education and most of them are girls.
Image: Alfred Spector
Google Inc.
Alfred Spector
Solution:
The good news is that information technology itself is a major part of the solution. With the
decreasing costs of smartphones and tablets in the developing world we are seeing a whole
new population accessing the Internet. Today, a teacher in India can purchase a $38 Android
tablet and bring unprecedented amounts of information into the classroom. Whether through
more prevalent network connections like the fiber-optic links connecting Africa, ever more
creative software connecting people online, or the vast amounts of Web-based content now
accessible to millions, technology is getting into a position to help educate the world.
And learning is increasingly possible online: there are vast amounts of free information on
the Web, from Wikipedia to millions of books accessible to all. Or middle- and high school-
level YouTube classes like those from the Kahn Academy. And the interest is there. At
Stanford’s recent online course about artificial intelligence taught by Googlers Peter Norvig
and Sebastian Thrun nearly 50,000 people turned in the first assignment.
So in ways that were inconceivable only a few years ago, useful educational materials are
spreading across the planet — and the cost of access is declining markedly. However, there
is still much work ahead of us and great opportunities to accelerate this access to
information.
Alexandra Paul
Actress (best known for her role as Lt. Stephanie Holden in TV series "Baywatch") and
environmental and political activist
Problem: Women's rights and gender inequality
I believe we must work to lower the world population to 2 billion people, which was the
human population of this planet only 80 years ago.
When the planet is overpopulated, the weakest in society are hurt the most because strained
resources go to those with more power. In many countries, women have very low social
status and few rights, but ironically, one of the most efficient ways to stabilize and lower
population is to empower women. Today, the biggest barrier to lowering birth rates is
gender inequality. Where girls and women are second-class citizens, where they are taken
out of school early, where violence against females is accepted and where women have no
say in family planning, birth rates are highest. When women have no place in society other
than to have children and take care of the home, they begin having children at young ages
and have larger families.
Courtesy Alexandra Paul
Actress Alexandra Paul
For every year a girl stays in school she’ll increase her income by at least 10 percent. She’ll
get married later. She is more likely to use birth control and will have fewer children, who in
turn will be more likely to attend school.
Solution:
A woman’s status in a society is deeply embedded in its culture; therefore, it is vital that we
support programs that influence attitudes toward women. It is important not to force
change, which doesn’t stick in the long run, but to instead transform ingrained belief
systems. The best way to do that is through entertainment — specifically, the soap opera.
Population Media Center uses serialized dramas on radio and television to encourage
positive behavior change.
These shows, which often run weekly for several years, allow time for the audience to form
bonds with the characters, who are evolving in their thinking and behavior at a gradual,
believable pace. Each program is first and foremost riveting drama, often taking 60
episodes before messaging storyline is subtly introduced. For example, Radio Tanzania
broadcast a serial drama that attracted 58 percent of the 15- to 45-year-olds in the region.
Because of the birth control issues the characters in the program tackled during the course of
the show, there was a marked increase in the percentage of Tanzanians in the region who
discussed family planning with their spouses and who began to use birth control themselves.
Not because they were forced to, but because they wanted to.
As an actress, I appreciate the power of the media. But I especially love that soap operas are
proving to be one of the most effective tools in lowering birth rates around the world, as
Americans have long snickered over this form of entertainment. Now, however, the lowly
telenovela is gaining respect. "All My Children" may have been canceled, but there's
worthy work for Susan Lucci over in Bangladesh.
John Carr
Executive director of justice, peace and human development of the U.S. Conference of
Catholic Bishops
Image: John Carr
US Conference of Catholic Bishops
John Carr
Problem: Climate change
Global climate change offers a cruel paradox: The poorest people on earth contribute least to
climate change but are likely to suffer its worst consequences since they have the fewest
resources to adapt and respond. Climate change with increasing water scarcity, food
insecurity, frequency and intensity of natural disasters, migration and conflict over declining
resources will exacerbate the challenges felt by people in poverty and a growing world
population.
Solution:
A central moral measure of our response to climate change is how it touches poor and
vulnerable people at home and abroad. The U.S. Catholic Bishops encourage Catholics to
care for creation and the poor by reducing their carbon footprint, taking the St. Francis
Pledge, and advocating for climate policies that bring together care for creation and for “the
least of these.”
Robert Engelman
President of the Worldwatch Institute and the author of the 2008 book "More: Population,
Nature, and What Women Want"
Image: Robert Engelman
Worldwatch Institute
Robert Engelman
Problem: Aging
With 7 billion people of all ages in the world this month and a median age of about 30 we're
likely to have several billion people older than 65 late in the century. We have no experience
with a vast population of older people like this one will be, and by that time climate change
will have advanced significantly — and possibly catastrophically — and fossil fuels are
likely to be far more expensive than they are today. The challenge of keeping these people
alive and healthy will be vast.
Solution:
What we should NOT do is try vainly to keep the ratio of young to old constant by
attempting to convince women to have more children [than] they want to have. That will just
postpone the day of reckoning and make the problem worse by continually enlarging the
population of all ages. Better to prepare for this likely future with a focus on preventive
health, finding better ways to take advantage of the productive and other assets of older
populations, and moving toward simpler and less energy- and resource-intensive lifestyles
than today's.
Patrick Tucker
Deputy editor of The Futurist, a magazine about social and technological trends, and director
of communications for the World Future Society
Problem: Energy
Experts predict that energy demand will double by 2050 and that's a very conservative
estimate. As we've reported in THE FUTURIST, petroleum alternatives now comprise less
than 20 percent of global energy use and are growing at just 30 percent per year. By 2020,
only 30 percent of global energy is likely to come from alternative energy sources.
Image: Patrick Tucker
Picasa / Patrick Tucker
Patrick Tucker
Solution:
As a replacement for oil, halophyte or salt-water alga is abundant, cheap, and has the
potential to reduce global carbon-dioxide levels tremendously. Halophyte algae do not
compete with food stocks for freshwater (unlike corn). At present, algae need too much
nitrogen to be practical as a replacement for oil, but a genetically engineered species of salt-
water algae, capable of surviving and growing on less nitrogen than conventional algae,
could provide both abundant energy and food.
As covered previously in THE FUTURIST magazine, when the cost of pumping ocean
water into so-called "wasteland" regions such as the Sahara is factored in, the cost of
halophytic algae biofuel is less than the cost of petroleum trading at $70 per barrel or higher.
Desert areas receive a lot of sunlight. That means that halophyte algae farmers could use
solar-powered pumps to move water up from sea level. Many of today's water-stressed
regions in Libya, Chad, Sudan, western Australia, the Middle East, eastern Africa, the
American southwest, and west Texas can become productive real estate.
NASA scientist Dennis Bushnell, (also writing for THE FUTURIST magazine) has pointed
out that genetically-engineered halophytic algae could lessen the world's food and water
shortages as well. Some 68 percent of the freshwater that is now tied up in agriculture could
instead go to growing populations. Even better, algae require only a fraction of the land area
of many other crops and can provide an excellent source of protein.
Aklog Birara
Former World Bank economist and author of "Ethiopia: The Great Land Giveaway"
Image: Aklog Birara
Andinetusa.org
Aklog Birara
Problem: Water
I believe that rapid population growth in many poorer countries in South Asia, almost all of
Africa and Central America is a time bomb. Just take Ethiopia, one of the most emergency
food aid countries in the world. Its population today is 90 million and is projected to grow to
278 million by 2050. One least-understood problem about such insane growth is the
potential for regional wars to control water resources, for example, war between Egypt and
Ethiopia. This will lead to intracountry and regional instability that will in turn reinforce
extremist forces and perpetuate poverty and lack of security. Poor and repressive governance
in the region and in others aggravates both insecurity and poverty.
Solution
The most important solution that will avert a disaster is for the world community [to]
channel most of its aid and intellectual resources in support of smallholder farming
revolutions. Poor people will be owners of their own destiny; they will reduce the propensity
to have more children as security and will reduce size. Rural girls and women will be more
empowered and will choose their family size.
I also like to suggest that the world can no longer afford to follow the same economic and
social model of insatiable demand and consumption and concentration of consumption and
wealth in a few hands — a phenomenon that is now spreading in developing countries. I
cannot imagine that the rest of the world would tolerate continuation of 20 percent of
humanity consuming 80 percent of the world's goods and services, while one-fifth of the
poorest consume only 1.3 percent. Is this not what triggered the Arab Spring and is likely to
trigger Springs in the rest of, at least the poorer and most repressed countries?
Vijay Mahajan
Indian social entrepreneur, former dean of the Indian School of Business in Hyderabad,
professor at McCombs School of Business at the University of Texas at Austin, and author
of "The 86% Solution"
Image: Vijay Mahajan
University of Texas at Austin
Vijay Mahajan
Problem: Consumer innovation
My perspective has not changed much since the publication of my last two books ("The 86%
Solution" and "Africa Rising" and the new one that I will finish in the next two weeks, "The
Arab World Unbound"). I continue to believe that consumers are going to be in the 86% of
the world — where the GDP per capita is less than $10,000. Since 1948, other than Japan,
very few countries have managed to be a part of the 14% World (GDP per capita more than
$10,000). Some examples include Gulf Cooperation Council countries, Singapore, Taiwan,
Israel, South Korea, Slovenia and other Eastern European countries. Brazil and Russia just
hit that mark but there are no guarantees that they will continue to be part of the 14%. In
fact, since 1948, other than Japan, less than 200-300 million people have managed to be part
of 14% World. I do not think this situation is going to change in my lifetime including for
China and India — though certain parts may look like 14% there).
Solution
Rather than looking at the 86% World as Charity (like Africa with more than 1 billion
consumers), entrepreneurs and companies need to focus on 86% solutions — be that toilets,
housing, diseases, education, women hygiene products, transportation, energy,
infrastructure, banking, media, etc. I wish, like COMDEX, where high-tech industry used to
showcase its state-of-art products, there would an annual global exhibition where
entrepreneurs and companies from all over the world (both 14% and 86%) showcase their
leapfrog 86% Solutions (such exhibitions can be done in the individual countries also). This
will accelerate the diffusion of ideas and may even provide an opportunity to investors to
bring to the market products and services to meet the aspirations of 7 billion consumers. I
believe that many of the 86% solutions will also be good for the 14% world. This will also
help us in the U.S. to move away from what I call the "2,400-square-feet mindset" — the
average size of the house in the U.S. is 2,400 square feet so our innovation and marketing
processes are focused on [a] 2,400-square-foot house with about 1.8 to two persons, on the
average, living in the houses — throw in some pets like a dog or cat. This can also make
U.S. companies more competitive and give access to the 86% markets.
Oral Interaction

“2BR02B” by Kurt Vonnegut
For Critical Viewing, let the students describe the scene and share their impressions of the
characters in the illustration.
Literary Analysis
Activity
From the get-go, Mr. Wehling’s unhappiness and the general uneasiness of the entire story
foreshadows the revelation about how the society functions. Complete the following table
with details that foreshadow the events in the story.

V. Skills Development: Connecting to Social and Political Contexts
Activity 1
Write a short literary analysis of the story by following the steps that you have learned in
connecting a text to social and political contexts.
Activity 2
Write an allegorical poem, short story, or essay on a pressing cultural issue Filipinos are
experiencing today. You may consider any of the following suggested topics:
Effects of OFW parents on the Filipino’s family dynamics
Influence of the internet to the youth’s perspective on local products
Apple and Samsung: Expanding horizons or manipulating choices?
Outputs will vary.
VI. Grammar Review: Commonly Confused and Misused Words

Clarify the use meaning of the commonly confused and misused words.

A. Below are some commonly confused words. Use each word correctly in a sentence.
Answers will vary.
B. Write C if the underlined word is used correctly. If not, write the correct word on the
blank.
1. compliment
2. confidant
3. C
4. C
5. adopted
6. morale
7. ascent
8. canvas
9. C
10. C

Outputs will vary.
IX. Writing Topic

EnglishTek 10
Unit 3
Lesson 9: Reforms
I. Before Reading
Important Words
1. Gaol – noun
2. Abject – adjective
3. Compunction – noun
4. Ostracized – verb
5. Neurotic - adjective
6. Humdrum – noun
7. Maimed – verb
8. Watertight – adjective
9. Bookie - noun
The listening text to this activity can be accessed here:
http://www.theguardian.com/commentisfree/2013/dec/06/dont-give-money-beggars-
help-them
Don’t Give Money to Beggars, Help Them Instead
by Dave Hill
Amazing change is taking place in my neck of the woods. Every few days it seems a
new restaurant opens its doors, a laptop cafe pops up, or a stripped-down vintage shop
appears. Gentrification, sweeping eastwards across London towards the Olympic Park, is
transforming the landscape. House prices are going through the roof. But amid the
organic veg mounds and coffee fetishists one feature of neighbourhood life remains the
same – the daily presence of beggars on the streets.
What is to be done? It's easier to say what shouldn't – easier, at least, as in clearer. That
is, you shouldn't give beggars money. The argument for what at first glance can seem
like hard-heartedness is not new but worth repeating. Jeremy Swain, chief executive of
the London homelessness charity Thames Reach, has lately made the case again under
the stark heading Killing with kindness."I am fascinated by the impulses that lead us to
give money to people begging on the street," he writes. "In fact, to be candid, I am
frequently left incredulous at the justification given for dropping money into the cap next
to the sign that says 'hungry and homeless'."
For 10 years Thames Reach and others have been trying to persuade us that handing
loose change to sad, dishevelled, beseeching suitors on high streets does more harm than
good. Campaigns to stop it are needed, argues Swain, "because of the incontrovertible
evidence that the vast majority of people begging on the streets are doing so in order to
purchase hard drugs".
Outreach workers know it. The police know it. They are the ones who have to deal with
the consequences, handling the harder cases, directing them to rehab, hoping not to have
to fish a corpse out of a hostel's bath. Swain doesn't buy the line that austerity has
spawned a new type of beggar, desperate only for food. The majority of those arrested
aren't actually homeless. Denial and complacency among those who fund addiction the
odd pound at a time can induce "hot waves of anger" in him.
The stories you need to read, in one handy email
Read more
I took this argument on board years back but I have stopped giving to beggars for
another reason too. It is, I'm afraid, because I'm sick of them. One of the regulars round
my way, a bit clever, fag in hand, became so persistent, so intrusive, that I got quite
hostile, dismissing him with the same curt tone I find myself using with cold callers who
plague my phone.
I don't like being pestered, even pawed, when approaching the corner shop with my
small daughter. I feel quite insulted by the bolder ones' never-changing ploys: the
proffered handshake and old pals greeting ("Hello, my friend! I need just a little favour
…"); the tall tales about the meter running out, the urgent need for a bus fare, or of wives
having babies a taxi ride away. I don't like being picked out as a sucker. I learned long,
long ago that junkies lie.
These feelings don't fill me with pride. That is because I know that beggars, from the
outrageously brash to the pathetically passive, are almost always in a truly desperate
plight. It's just not the one they claim it is. Beneath my narkiness I want to help. What is
the best way?
Thames Reach doesn't discourage engaging with members of street populations in

London or, of course, other cities and towns: buy someone food or a cup of tea if you
wish and, best of all, if you think they are sleeping rough, contact local homelessness
organisations (the StreetLink webpage can direct you to those in England. Thames
Reach points out too, though, that most rough sleepers don't beg and most beggars aren't
rough sleepers. Local authorities and police, linked with voluntary groups and health and
addiction services, are alternative avenues for constructive action.
If you want to help with money, give it to a relevant charity. And don't feel bad if, like
me these days, you find beggars unpleasant as well as concerning. Thames Reach
considers such feelings along with worries about the wider effects of begging on
communities understandable and justified. Individuals doing the right things in response
to it shouldn't fear they are colluding in the persecution of the needy. The effort to help
beggars needs public support.
Some days, it seems to me that the trendier my neighbourhood gets the more begging
there is in it. If so, maybe it's no coincidence. Whatever, the message is the same,
wherever you live. Don't give money to street beggars. Help them instead.
Oral Interaction

“The Dignity of Begging” by William Modisane
For Critical Viewing, let the students observe the image and their impressions of the
characters.
Literary Analysis
Complete the graphic organizer below to see how the plot of the story is driven by conflict.
V. Skills Development: Judging a Character’s Actions

Activity
Reread the story “The Dignity of Begging,” and take note of the actions taken by Richard
Serurubele and Nathaniel Mokgomare in this short story. Use the chart to analyze the
characters’ actions and decide whether their actions are valid.
Answers will vary.
VI. Grammar Review: Common Preposition Combinations
Discuss the common preposition combinations.
1. of
2. to
3. on
4. with
5. on
6. on
7. on
8. to
9. in
10. in
Outputs will vary.
IX. Writing Topic: Recognizing Charged Words

ENGLISHTEK 10
UNIT 4
Lesson 1: Epiphany
Period: 5 days
I. OBJECTIVES
a. explain what “epiphany” means;
b. identify the elements of a plot;
c. analyze the plot of a story;
d. differentiate plot and structure;
e. create a character sketch of the boy from “Araby”;
f. write an autobiographical essay;
g. write a letter of advice;
h. identify some varieties of English;
i. differentiate between British and American English;
j. identify features of Philippine English;
k. identify when to use the different varieties of English;
l. follow guidelines about inappropriate language when writing an academic paper; and,
m. edit one’s paper for appropriate language.
DepEd competencies
EN10SS-IVa-1.5-Use locational skills to gather information from primary and secondary
sources of information.
EN10LC-IVa-16-Listen to simplify, reorganize, synthesize, and evaluate information to
expand, review, or update knowledge.
EN10VC-IVa-15-Compare and contrast the contents of the materials viewed with outside
sources of information in terms of accessibility and effectiveness.
EN10V-IVa-30-Get familiar with technical terms used in research.
EN10LT-IVa-2.2-Explain how the elements specific to a genre contribute to the theme of a
EN10LT-IVa-2.2.1-Express appreciation for sensory images used.
EN10WC-IVa-14.1.1-Expand ideas using principles of cohesion and coherence.
EN10OL-IVa-3.9-Use appropriate language when delivering campaign speeches.
EN10G-IVa-32-Observe the language of research, campaigns, and advocacies.
II. SUBJECT MATTER

a. Topics:
 Araby by James Joyce
 Writing a letter of advice
 Varieties of English
 Editing for appropriate language
b. References:
84
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will read the sample sentences and come up with a possible meaning
for the underlined words. Then, they will use the word in your own sentence (refer
2. Then, students will answer questions about thinking and feeling (refer to Activity 1
on EnglishTek 10 Worktext, p. 325).
3. The students will watch a video about thinking and feeling (link to video:
https://www.youtube.com/watch?v=Ze_Pz5fTdrY). Then with a small group, they
will discuss the topics listed based on the video and relate it to the idea of epiphany.
They will report the conclusion of their group discussion in class (refer to
B. Lesson Proper
Reading
1. Students will be given time to read the selection, Araby. As they read, they will
complete the worksheet on EnglishTek 10 Anthology, p. 285.
Anthology, p. 286.
3. The teacher will discuss plot (refer to EnglishTek 10 Worktext, p.327).
 Plot is the arrangement of events in a story. It shows how an action causes or
affects another action in the text.
4. The teacher will discuss the advice column and how to write one (refer to
 An advice column, found in magazines and newspapers, provides readers with
suggestions on how to solve problems.
Grammar
The teacher will discuss the varieties of English (refer to EnglishTek 10 Worktext, pp.
330-332).
85
 British English (BrE) is the variety of English used in the United Kingdom and
American English (AmE) is the variety used in the United States.
Writing
The teacher will discuss how to edit for appropriate language (refer to EnglishTek 10
 Using appropriate language means fitting your language to the topic, the
purpose, and the audience.
C. Application
1. Students will answer the activity questions about the selection (refer to EnglishTek
2. Students will create a character sketch of the boy in Araby (refer to Oral
Communication on EnglishTek 10 Worktext, p. 328).
3. Students will write an autobiographical essay about a place that is important to
them (refer to Research and Writing on EnglishTek 10 Worktext, p. 328).
4. Students will do the activities related to writing a letter of advice and will complete
the charts (refer to Activity A and B on EnglishTek 10 Worktext, p. 329).
V. EVALUATION
Worktext, pp. 332-333 and p. 336.
VI. ENRICHMENT
Students will design a peace wall in their classroom (refer to Collaborative Task on

Students will form pairs and present a short skit. The first member will act as someone
giving an advice and the second, the one being given the advice. They can choose to play
one of the following roles:
a. teacher-student
b. friend-friend
c. leader-member
d. concerned citizen-president
They will use the appropriate language needed for each specific role.
Skills: using appropriate language, giving advice
86
ENGLISHTEK 10
UNIT 4
Lesson 2: Voices
Period: 5 days
I. OBJECTIVES
a. identify the message of a text by situating it in a larger historical context;
b. analyze the main points of a speech using a graphic organizer;
c. paraphrase a message with precision and effectiveness;
d. write an informative essay that explores the culture of an ancient civilization;
e. explain what author’s bias is;
f. determine whether an author has a bias evident in a text;
g. evaluate author’s bias and analyze how he or she is able to influence the reader;
h. identify common prefixes and their meanings;
i. infer the meaning of a word by analyzing its prefix;
j. explain the importance of using credible sources; and,
k. edit a paper for accuracy.
DepEd competencies
EN10SS-IVb-1.7-Get vital information from various websites on the internet.
EN10LC-IVb-3.18-Get different viewpoints on various local or global issues.
EN10LC-IVb-16.1-Distinguish the important points from less important ones in any
listening text.
EN10VC-IVb-15-Compare and contrast the contents of the materials viewed with outside
EN10V-IVb-30-Get familiar with technical terms used in research.
EN10LT-IVb-2.2-Explain how the elements specific toa genre contribute to the theme of a
EN10LT-IV-b-2.2.2-Explain the literary devices used.
EN10WC-IVb-14.1.2-Use a variety of informative, persuasive, and argumentative writing
techniques.
EN10OL-IVb-3.8.1-Show courtesy and politeness when delivering campaign speeches.
EN10G-IVb-32-Observe the language of research, campaigns, and advocacies.
II. SUBJECT MATTER

a. Topics:
 The Speech of Aristhophanes from “The Symposium” by Plato
 Recognizing author bias
 Prefixes
 Editing for accuracy
b. Reference:
87
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will solve the crossword puzzle by giving the synonym of the
underlined words in the given sentences (refer to EnglishTek 10 Worktext, p. 337-
338).
2. Students will watch a video on ancient Greece (link to video:
https://www.youtube.com/watch?v=6bDrYTXQLu8). They will then fill out the
diagram with details about the ancient Greek civilization as narrated in the video
(refer to Activity 1 on EnglishTek 10 Worktext, p. 338).
3. Students will form a small group and discuss whether they agree or disagree on the
main descriptions of ancient Greek civilization (refer to EnglishTek 10 Worktext, p.
338).
B. Lesson Proper
Reading
1. Students will be given time to read the selection, The Speech of Aristhophanes. As
they read, they will complete the worksheet on EnglishTek 10 Anthology, p. 287.
Anthology, p. 288.
3. The teacher will guide the students in understanding the text (refer to EnglishTek 10
Worktext, p. 340).
 To understand some speeches, we have to situate it in a larger context.
4. Then, the teacher will also help the students recognize author’s bias (refer to
 To understand the purpose of the writer for stressing important details, you must
be able to recognize the author’s bias or point of view towards an event. Phrases
or statements with positive or negative associations can be used as clues.
Grammar
The teacher will discuss prefixes (refer to EnglishTek 10 Worktext, p. 343)
88
 Prefixes are syllables added to the beginning of a root word that change its
meaning.
Writing
The teacher will discuss how to edit for accuracy (refer to EnglishTek 10 Worktext, p.
345)
 As a writer, it is imperative to use credible sources to make sure that the facts you
present are accurate.
C. Application
1. Students will use the graphic organizer to categorize the main points of the speech
of Aristophanes (refer to Activity A on EnglishTek 10 Worktext, p. 340-341).
2. Students will form a group of no less than three members and read Agathon’s reply
to Aristophanes. Then, they will discuss how their speeches are different or similar
(refer to Activity B on EnglishTek Worktext, p. 341)
3. Students will come up with an eight-to-ten-sentence paraphrase of Aristophanes’s
definition of Love (refer to Oral Communication on EnglishTek 10 Worktext, p.
342).
4. Students will write an informative paper about Greece during Plato’s time (refer to
Research and Writing on EnglishTek 10 Worktext, p. 342).
V. EVALUATION
VI. ENRICHMENT
Students will find similar news from a couple of newspapers, and evaluate the accuracy of
details they presented about the subject (refer to Collaborative Task on EnglishTek 10
Worktext, p. 344).

Students form groups of five and make a skit about a historical event that happened in our
country. The skit will present different points of view of each character while making sure
that the facts included are still historically accurate.
Skills: author’s bias, accuracy
89
ENGLISHTEK 10
UNIT 4
Lesson 3: Time
Period: 4 days
I. OBJECTIVES
a. identify fantasy as a literary genre;
b. explain how fantasy stories reflect real life;
c. narrate a story by participating in a story circle;
d. retell a story from a different perspective;
e. differentiate denotations and connotations;
f. explain the connotations of words in context;
g. identify suffixes and their meanings;
h. determine the appropriate suffix to attach to a word;
i. explain the meaning of words using their suffixes; and,
j. edit one’s work with attention to style.
DepEd competencies
EN10SS-IVc-1.8-Synthesize essential information about a chosen issue.
EN10LC-IVc-3.18-Get different viewpoints on various local or global issues.
EN10LC-IVc-16.1-Distinguish the important points from less important ones in any
listening text.
EN10VC-IVc-29-Appraise the unity of plot, setting, and characterization in a material
viewed to achieve the writer’s purpose.
EN10V-IVc-30-Get familiar with technical terms used in research.
EN10LT-IVc-2.2.3-Determine technical terms used in research.
EN10SS-IVc-1.6.3-Acknowledge sources by preparing a bibliography.
EN10OL-IVc-3.8-Demonstrate the appropriate stage stance and behavior when persuading
others in a campaign speech.
EN10G-IVc-32-Observe the language of research, campaigns, and advocacies.
II. SUBJECT MATTER

a. Topics:
 Library of Babel by Jorge Luis Borges
 Explaining connotations
 Suffixes
 Editing for style
b. Reference:
90
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will infer the meaning of each underlined word in the first column
based on how it was used in the given sentence (refer to EnglishTek 10 Worktext,
pp. 346-347).
2. Students will answer the activities on EnglishTek 10 Worktext, p. 348.
B. Lesson Proper
Reading
1. Students will be given time to read the selection, Library of Babel. As they read,
they will answer the worksheet on EnglishTek 10 Anthology, p. 289.
Anthology, 290.
3. The teacher will discuss narratives (refer to EnglishTek 10 Worktext, p. 350).
 Narratives are human stories that tell, whether directly or indirectly, something
about existence.
4. The teacher will discuss how to explain connotations (refer to EnglishTek 10
Worktext, p. 351)
 Connotations are culturally influenced and the societal context in which the
author frames words in the text will affect the connotative meaning.
Grammar
The teacher will discuss suffixes (refer to EnglishTek 10 Worktext, pp. 351-352).
 Suffixes are added letters attached to the end of a root word to create a new
meaning.
Writing
The teacher will discuss how to edit for style (refer to EnglishTek 10 Worktext, pp.
353-354).
 In editing work for style, you must keep your sentences direct, avoid wordy
constructions, use active voice, identify charged words, and set the tone for the
essay.
91
C. Application
1. Students will imagine that the given selection is a movie. With a group, they will
create a movie poster and write a movie review that will encourage people to watch
it (refer to Literary Analysis activity on EnglishTek 10 Worktext, p. 350).
2. Students will form a storytelling circle with classmates (refer to Oral
Communication on EnglishTek 10, p. 350).
3. Students will retell The Library of Babel from a different perspective (refer to
Research and Writing on EnglishTek 10 Worktext, p. 350).
4. Students will complete the chart with connotations (refer to Skills Development
activity on EnglishTek 10 Worktext, p. 351).
V. EVALUATION
Worktext, p. 352 and p. 354.
VI. ENRICHMENT
Students will conduct a fashion show (refer to Collaborative Task on EnglishTek 10
Worktext, p. 353)

Students will write a narrative, including connotations in the story. With a partner, they
will edit their work for style following the guidelines discussed in the lesson.
Skills: narratives, editing for style
92
ENGLISHTEK 10
UNIT 4
Lesson 4: Modernization
Period: 4 days
I. OBJECTIVES
a. discuss one’s reflections on modernization;
b. identify the story motif;
c. explain how the motif of a story contributes to the overall meaning of a text;
d. create a product advertisement to practice diction;
e. write a critique of an advertisement;
f. evaluate the author’s diction;
g. revise faulty parallelisms;
h. identify key features of peer reviewing; and,
i. peer review a partner’s paper.
DepEd competencies
EN10RC-IVd-2.13-Distinguish facts from beliefs.
EN10LC-IVd-3.14-Summarize important points discussed in the text listened to.
EN10VC-IVd-29-Appraise the unity of plot, setting, and characterization in a material
EN10V-IVd-30-Get familiar with technical terms used in research.
EN10-LT-IVd-2.3-Draw similarities and differences of the featured selections in relation to
theme.
EN10SS-IVd-1.6.4-Use writing conventions to acknowledge sources.
EN10OL-IVd-3.11-Produce the soundsof English correctly and effectively.
EN10G-IVd-32-Observe the language of research, campaigns, and advocacies.
II. SUBJECT MATTER

a. Topics:
 Transposition by John Gould Fletcher
 Evaluating diction
 Faulty parallelism
 Peer review
b. Reference:
93
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will determine the meaning of the underlined words using context
clues (refer to EnglishTek 10 Worktext, p. 355).
2. Students will answer the Knowledge Activation activities on EnglishTek 10
Worktext, p. 356.
B. Lesson Proper
Reading
1. Students will be given time to read the excerpt from Transposition. As they read,
they will answer the worksheet given on EnglishTek 10 Anthology, p. 291.
Anthology, p. 292.
3. The teacher will discuss motif (refer to EnglishTek 10 Worktext, p. 358).
 Any recurring object, subject, or concept in the story is a motif.
4. The teacher will discuss diction (refer to EnglishTek 10 Worktext, 359).
 Diction refers to a writer’s distinct choice of words for the text.
Grammar
The teacher will discuss faulty parallelism (refer to EnglishTek 10 Worktext, p. 360).
 Faulty parallelism occurs when you put two or more words, phrases, clauses, or
sentences together that do not have the same grammatical form.
Writing
The teacher will discuss peer review (refer to EnglishTek 10 Worktext, p. 361-362).
 Peer review is the act of having your classmates read your work and provide
feedback.
C. Application
1. Students will complete the graphic organizers about motifs (refer to Activity A on
2. Students will make a 1-2 minute advertisement of a product that will help solve or
improve the state of any kind of pollution in our country (refer to Oral
3. Students will write a three- to five-paragraph critique of an advertisement of their
choice (refer to Research and Writing on EnglishTek 10 Worktext, p. 359).
94
4. Students will read the poem and evaluate the author’s diction (refer to Skills
Development activity on EnglishTek 10 Worktext, p. 359).
V. EVALUATION
VI. ENRICHMENT
Students will create a poster of words that may be used in complimenting someone else’s
work (refer to EnglishTek 10 Worktext, p. 361).

Students will form pairs. Each student will choose a story to evaluate, writing about the
motifs and author’s diction in the text. They will exchange outputs for peer review and
check the other’s work for accuracy and parallelism.
Skills: motifs, author’s diction, peer review, peer review, faulty parallelism
95
ENGLISHTEK 10
UNIT 4
Lesson 5: Media
Period: 4 days
I. OBJECTIVES
a. use historical criticism to analyze a text;
b. explain the importance of historical and social contexts surrounding a text;
c. write and deliver a memorial speech to talk about an event that one wants people to
give importance to;
d. write an essay that analyzes the socio-political context of a particular era in history;
e. write a comparative essay of how local and international media portray soldiers and
warfare;
f. revise faulty and excessive coordination;
g. identify with the different formats of presentation notes; and,
h. prepare notes for the oral presentation of one’s research paper.
DepEd competencies
EN10RC-IVe-15.1-Evaluate the accuracy of given information.
EN10LC-IVe-2.9-React intelligently and creatively to the text listened to.
EN10VC-IVe-30-Assess one’s viewing behavior.
EN10V-IVe-30-Get familiar with technical terms used in research.
EN10LT-IVe-21-Evaluate literature as an instrument to express and resolve conflicts
EN10SS-IVe-2.3-Compose a research report on a relevant social issue.
EN10OL-IVe-5-Use the correct prosodic features of speech.
EN10G-IVe-32-Observe the language of research, campaigns, and advocacies.
II. SUBJECT MATTER

a. Topics:
 Suicide in the Trenches by Siegfried Sassoon
 Doing cultural research
 Faulty and excessive coordination
 Preparing presentation notes
b. Reference:
96
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will give the synonym of each word based on its definition, then
construct a sentence for each (refer to EnglishTek 10 Worktext, p. 363).
2. Students will answer the questions in the Knowledge Activation activities (refer to
B. Lesson Proper
Reading
1. Students will be given time to read the excerpt, Suicide in the Trenches. As they
read, they will answer the worksheet on EnglishTek 10 Anthology, p. 293.
Anthology, p. 294.
3. The teacher will discuss historical criticism (refer to EnglishTek 10 Worktext, p.
366)
 When we try to find meaning in a text using history and the dominant ideas and
beliefs during the author’s life and times, we are conducting historical criticism.
4. The teacher will guide the students in doing a cultural research (refer to EnglishTek
 Cultural research deals with finding how different nations impose their cultural
beliefs and traditions upon other nations as accessibility to information has
improved to a great extent.
Grammar
The teacher will discuss faulty and excessive coordination (refer to EnglishTek 10
Worktext, pp. 368-369)
 Coordinators are used to combine ideas that are equally important.
Writing
The teacher will guide the students in preparing the presentation notes (refer to
 Presentation notes should take the form of a list of main points and ideas.
C. Application
1. Students will answer the questions about the First World War (refer to EnglishTek
97
2. Students will make a memorial speech to honor the dead (refer to Oral
3. Students will write an essay discussing the social and political events, issues and
responses about the First World War (refer to Research and Writing on EnglishTek
4. Students will write a comparative analysis essay on how local and international
media present the same event (refer to Skills Development activity on EnglishTek
V. EVALUATION
VI. ENRICHMENT
Students will look through a poked hole for a minute and report their new perspective
learned from this activity (refer to Collabortive Task on EnglishTek 10 Worktext, p. 370).

Students form groups of five and choose from the list of stories given by the teacher and
conduct a historical criticism and research about the culture presented in it. They will
report their findings using presentation notes.
Skills: historical criticism, cultural research, presentation notes
98
ENGLISHTEK 10
UNIT 4
Lesson 6: Suspension of Disbelief
Period: 5 days
I. OBJECTIVES
a. explain the meaning of “suspension of disbelief ”;
b. identify texts that fall under the literary genre of science fiction;
c. define science fiction in one’s own words;
d. present a skit with a science fiction theme;
e. write a short scientific report about a popular science fiction idea;
f. explain the meaning of different idioms;
g. revise double negatives;
h. avoid double negatives when writing or speaking;
i. identify pointers in creating presentation slides; and,
j. create a slideshow presentation of one’s research paper.
DepEd competencies
EN10RC-IVe-15.1-Evaluate the accuracy of given information.
EN10LC-IVe-2.9-React intelligently and creatively to the text listened to.
EN10VC-IVe-30-Assess one’s viewing behavior.
EN10V-IVe-30-Get familiar with technical terms used in research.
EN10LT-IVe-21-Evaluate literature as an instrument to express and resolve conflicts
EN10SS-IVe-2.3-Compose a research report on a relevant social issue.
EN10OL-IVe-5-Use the correct prosodic features of speech.
EN10G-IVe-32-Observe the language of research, campaigns, and advocacies.
II. SUBJECT MATTER

a. Topics:
 The Nine Billion Names of God by Sir Arthur C. Clarke
 Idiomatic structures
 Double negatives
 Preparing the presentation
b. Reference:
99
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will identify the root word, prefixes and suffixes, as well as the
possible meaning of the underlined words in each sentence (refer to EnglishTek 10
Worktext, p. 373).
2. Students will complete the chart about their favorite stories and films (refer to
Activity 1 on EnglishTek 10 Worktext, p. 374).
3. Students will answer the questions about suspension of disbelief (refer to Activity 2
on EnglishTek 10, p. 374)
B. Lesson Proper
Reading
1. Students will be given time to read the selection, The Nine Billion Names of God.
As they read, they will answer the worksheet on EnglishTek 10 Anthology, p. 295.
Anthology, p. 296.
3. The teacher will discuss science fiction (refer to EnglishTek 10 Worktext, p. 376).
 Science fiction or sci-fi is a genre of fiction that incorporates unusual and strange
elements related to science and technology in the story.
4. The teacher will discuss idiomatic structures (refer to EnglishTek 10 Worktext, p.
377).
 Idioms are phrases or expressions that cannot be understood from the meanings
of the separate words that comprise them; they have separate meanings on their
own.
Grammar
The teacher will discuss double negatives (refer to EnglishTek 10 Worktext, pp. 378-
379).
 A double negative is the use of two negatives in one sentence.
Writing
The teacher will discuss how to prepare a presentation (refer to EnglishTek 10
Worktext, p. 381).
 Presenting your paper through a presentation software (such as PowerPoint, Prezi,
Google Drive, or SlideShare) is a great way to visualize the ideas that you explain
in your speech.
100
C. Application
1. Students will define science fiction using the graphic organizer provided (refer to
2. Students will pick one word or phrase listed in the box and make a scientific report
about it (refer to Research and Writing on EnglishTek 10 Worktext, p. 377).
3. Students will come up with a short skit (3-5 minutes) of what they think will be
possible a hundred years from now (refer to Oral Communication on EnglishTek 10
Worktext, p. 377).
4. Students will complete the chart about idiomatic expressions (refer to EnglishTek
V. EVALUATION
Worktext, pp. 379-380, 382.
VI. ENRICHMENT
Students will write a short reflection paper about the importance of properly visualizing
one’s work (refer to Collaborative Task on EnglishTek 10 Worktext, p. 381).

Students will form into small groups and think of a sci-fi story. They will make a trailer of
the story, making sure to include idioms and double negatives in the dialogues. Afterwards,
they will explain their work using a presentation software.
Skills: science fiction, idioms, double negatives, presentation software
101
ENGLISHTEK 10
UNIT 4
Lesson 7: Instructions
Period: 5 days
I. OBJECTIVES
a. discuss gender roles in class;
b. identify repetition as a literary device;
c. explain how repetition in a text contributes to the overall meaning;
d. give own examples of repetitions;
e. present in a report one’s findings from interviews about gender roles;
f. write an essay about other texts that talk about gender roles;
g. relate the structure of the text to its theme;
h. analyze the structure and theme of a text;
i. revise unnecessary shifts in sentences;
j. differentiate between a critique and a criticism; and,
k. write a critical response paper on a peer’s research.
DepEd competencies
EN10RC-IVg-2.12-Draw conclusions from a set of details.
EN10LC-IVg-16.2-React to the falsity or soundness of an argument.
EN10VC-IVg-15-Compare and contrast the contents of materials viewed with outside
EN10V-IVg-30-Get familiar with technical terms used in research.
EN10LT-IVg-3-Explain how a selection may be influenced by culture, history,
EN10SS-IVg-1.6.3-Acknowledge sources by preparing a bibliography.
EN10SS-IVg-1.6.4-Use writing conventions to acknowledge sources.
EN10OL-IVg-3.10-Use appropriate multimedia resources that accompany language.
EN10G-IVg-32-Observe the language of research, campaigns, and advocacies.
II. SUBJECT MATTER

a. Topics:
 Woman by Alice Ruth Moore
 Relating structure to theme
 Unnecessary shifts
 Writing a critical response paper
b. Reference:
102
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will infer the meaning of the word based on their use in the given
sentences and write related words (refer to EnglishTek 10 Worktext, p. 383).
2. Students will answer the activity questions about women (refer to Activity 1 and 2
on EnglishTek 10 Worktext, p. 384).
B. Lesson Proper
Reading
1. Students will be given time to read the excerpt, Woman. As they read, they will
answer the worksheet of EnglishTek 10 Anthology, p. 297.
Worktext, Anthology, p. 298.
3. The teacher will discuss repetition (refer to EnglishTek 10 Worktext, p. 385.
 Repetition is the use of the same words or phrases in a literary work.
4. The teacher will guide the students in relating structure to theme (refer to
 When analyzing literature by relating the structure to theme, you have to identify
the central message or insight revealed in the literary work first.
Grammar
The teacher will discuss unnecessary shifts (refer to EnglishTek 10 Worktext, p. 388-
390).
 Shifts are changes in structure in writing.
Writing
The teacher will discuss how to write a critical response paper (refer to EnglishTek 10
 A critical response paper or a critique is an analysis of a text.
C. Application
1. Students will look for the definition of the different kinds of repetition. They will
write down the definition and give an example for each (refer to EnglishTek 10
2. Students will answer the Responding to Literature activities on EnglishTek 10
Worktext, p. 387.
103
3. Students will conduct an analysis on “The Woman” by writing their insights and
observations in the table given (refer to EnglishTek 10 Worktext, p. 388).
V. EVALUATION
VI. ENRICHMENT
Students will play the game, “Back-to-Back” and reflect on the importance of knowing
their strengths and points for improvement (refer to Collaborative Task on EnglishTek 10
Worktext, p. 392).

Students form groups of five and make a short poem about a topic given by the teacher.
They will make sure to use repetitions and relate structure to the theme. They will present
the poem to the class in the form of a choral reading.
Skills: repetitions, relating structure to theme
104
ENGLISHTEK 10
UNIT 4
Lesson 8: Singularity
Period: 4 days
I. OBJECTIVES
a. analyze a social commentary using present-day context;
b. discuss feminism by participating in an open forum;
c. define feminism by researching and writing a paper about its three waves;
d. analyze the audience for whom a text is written;
e. revise mixed constructions;
f. follow guidelines in revising one’s work; and,
g. revise one’s paper to improve arguments, organization, and style.
DepEd competencies
EN10SS-IVh-1.8.1-Point out relationships among statements.
EN10LC-IVh-14.3-Show appreciation for songs, poems, plays, etc.
EN10LC-IVh-6.5-Describe the emotional appeal of a listening text.
EN10VC-IVh-29-Appraise the unity of plot, setting, and characterization in a material
EN10V-IVh-30-Get familiar with technical terms used in research.
EN10-LT-IVh-2.3-Draw the similarities and differences of featured selections in relation to
theme.
EN10SS-IVh-2.3-Compose a research report on a relevant social issue.
EN10F-IVh-1.16-Deliver self-composed campaign speeches on advocacies, social issues,
and concerns.
EN10G-IVh-32-Observe the language of research, campaigns, and advocacies.
II. SUBJECT MATTER

a. Topics:
 A Room of One’s Own by Virginia Woolf
 Analyzing audience
 Mixed constructions
 Revising
b. Reference:
105
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will look up the meanings of the underlined words and decide if the
words are used correctly in the sentence. If not, they have to choose a more suitable
word and write it on the space provided (refer to EnglishTek 10 Worktext, p. 396).
2. Students will watch a short video by Joyce Meyer, a famous American author of
devotional books. They will describe the women Joyce Meyer invited for her talk
and answer the given questions. They will justify their answers as they discuss with
a small group (refer Knowledge Activation activity on EnglishTek 10 Worktext, p.
397).
B. Lesson Proper
Reading
1. Students will be given time to read the selection, A Room of One’s Own. As they
read, they will answer the worksheet given on EnglishTek 10 Anthology, p. 299.
Anthology, p. 300.
3. The teacher will discuss social commentary (refer to EnglishTek 10 Worktext, p.
398).
 A social commentary is, in reality, not a mere commentary, but a criticism of a
practice or tradition in society.
4. The teacher will guide the students in analyzing the audience (refer to EnglishTek
Grammar
The teacher will discuss mixed constructions (refer to EnglishTek 10 Worktext, pp.
400-401)
 Mixed constructions happen when a sentence consists of two different grammatical
structures.
Writing
The teacher will discuss how to revise papers (refer to EnglishTek 10 Worktext, pp.
402-403).
 Revising your paper means to add, remove, move, and change text to improve the
content.
C. Application
106
1. Students will fill in the graphic organizer with issues regarding gender inequality
that were raised by Virginia Woolf and relate these to current issues (refer to
2. Students will hold an open forum and answer the questions provided by the teacher
(refer to Oral Communication on EnglishTek 10 Worktext, p. 399).
3. Students will write an essay about the three waves of feminism (refer to Research
and Writing on EnglishTek 10 Worktext, p. 399).
V. EVALUATION
VI. ENRICHMENT
Students will create a huge infographic using cartolina and coloring materials about the
history of erasers. Then, they will reflect on the value of the invention of the eraser and the
importance of revising one’s work (refer to Collaborative Task on EnglishTek 10 Worktext,
p. 402).

Students will form groups of five and choose one of the social issues of the country and the
intended audience from the list given by the teacher. They will host a talk show about their
commentary on the issue, keeping in mind the use of language in accordance to the level of
sophistication of the audience.
Skills: social commentary, analyzing audience
107
ENGLISHTEK 10
UNIT 4
Lesson 9: Beginning
Period: 5 days
I. OBJECTIVES
a. write a backstory for the speaker of a poem;
b. interview a person to get information about his or her prior experiences;
c. write a fair and balanced news report about an issue of national importance;
d. infer the speaker’s attitude and how it contributes to the meaning of a text;
e. follow some common spelling rules when writing;
f. revise spelling mistakes;
g. apply common strategies for editing; and,
h. reflect on one’s own writing style.
DepEd competencies
EN10RC-IVi-10.2-Distinguish between general and specific statements.
EN10LC-IVi-3.14-Summarize important points discussed in the text listened to.
EN10VC-IVi-6.1-Evaluate how the elements that make up reality and fantasy affect
viewing habits.
EN10VC-IVi-30-Assess one’s viewing behavior.
EN10V-IVi-30-Get familiar with technical terms used in research.
EN10LT-IVi-21-Evaluate literature as an instrument to express and resolve conflicts
EN10SS-IVi-2.3-Compose a research report on a relevant social issue.
EN10F-IVi-1.16-Deliver self-composed campaign speeches on advocacies, social issues,
and concerns.
EN10G-IVi-32-Observe the language of research, campaigns, and advocacies.
II. SUBJECT MATTER

a. Topics:
 Sense of Something Coming by Rainer Maria Rilke
 Inferring speaker’s attitudes in poems
 Spelling rules
 Strategies for editing
b. Reference:
108
III. MATERIALS
a. Book
b. Visual aids
c. Worksheets
IV. PROCEDURE
A. Motivation
1. The students will study the synonyms of the word and write a sentence that uses
each synonym (refer to EnglishTek 10 Worktext, p. 404).
2. The students will answer the Knowledge Activation activity and answer the Oral
Interaction questions (refer to EnglishTek 10 Worktext, p. 405).
B. Lesson Proper
Reading
1. Students will be given time to read the selection, Sense of Something Coming. As
they read, they will answer the worksheet given on EnglishTek 10 Anthology, p.
301.
Anthology, p. 302.
3. The teacher will discuss the back story (refer EnglishTek 10 Worktext, p. 407)
 A back story is a story that happened in the past that affects the present.
4. The teacher will discuss how to infer the speaker’s attitude in poems (refer to
 Inferring a speaker’s attitude means determining the persona’s views on ideas
and events.
Grammar
The teacher will discuss spelling rules (refer to EnglishTek 10 Worktext, pp. 409-410).
Writing
The teacher will discuss the strategies for editing (refer to EnglishTek 10 Worktext, pp.
411-412).
 As a writer, it is important that your work is free from errors because this can affect
the credibility of your paper.
C. Application
1. Students will create a back story for the character in the poem by filling out the
graphic organizer (refer to EnglishTek 10 Worktext, p. 407).
2. Students will form pairs and interview each other as an interviewer and a junior
high school student applying for a senior high scholarship (refer to Oral
109
3. Students will present a news report about a controversial issue of national
importance (refer to Research and Writing on EnglishTek 10 Worktext, p. 408).
4. Students will answer the activity questions about the selection using the graphic
organizer on p. 408 (refer to Skills Development activity A and B on EnglishTek 10
Worktext, p. 409).
V. EVALUATION
Worktext, p. 411 and p. 413.
VI. ENRICHMENT
Students will play the game, “Save the Egg” (refer to Collaborative Task on EnglishTek 10
Worktext, p. 411).

Students will form pairs. Each member will share about a recent national issue and how it
affected them. Their partners will determine their attitude regarding the subject.
Skills: speaker’s attitude, back story
110
EnglishTek 10
Unit 4
Lesson 1: Epiphany
Period: 5 Meetings
I. Before Reading
Ask students to individually work on the task and allot 10 minutes for them to finish. Then, ask
for volunteers to share their sentences to the class. If some students used different tenses and
forms of the word, acknowledge and explain this to the class.
Important Words
Activity. Below is a list of sentences with keywords in boldface that can help you better
understand the literary selection for this lesson. Determine the meaning of each word based on
their utilization in the sentences below.
Answers may vary.
Sentence Possible meaning
Wars will only annihilate the human race. to destroy something completely so that
nothing is left
I am wary of garrulous people because having the habit of talking a lot, especially
they gossip all the time. about things that are not important
When I saw the doctor emerge from the (of a person's mind or heart) fill (that
operating room, my heart misgave me. I person) with doubt, apprehension, or
knew my father was dead. foreboding
Studying can be tedious, but it is worth it boring and tiring, esp. because long or
in the end. often repeated
She takes delight in eating a bar of to get great pleasure from something,
chocolate when she feels down. It especially because it provides physical
luxuriates her. comfort
He does not like to take the train because a crowd or large group of people
the throng of people overwhelms him.
The ground shook and lightning rumbled. to spread through all parts of something
A sense of dread pervaded my being.
Epiphany means a moment of sudden realization. It came from the ancient Greek word
epiphaneia, and it was used to describe scientific, religious, or philosophical discoveries. At
present, some psychologists are trying to find the link between epiphany and innovation.
The video interview you are about to watch is about Maira Kalman, a renowned American
illustrator, writer, and designer, by the YouTube channel THNKR. Find out her opinion about
the difference between thinking and feeling, and ponder how her video may be related to
epiphany

• https://www.youtube.com/watch?v=XTOtuspVSMg
Activity 1
Before watching the video, answer the following questions. Then, as you watch the video,
compare your ideas with that of the interviewee.
Activity 2
With a small group, discuss what Maira Kalman argued about the topic listed. Then, discuss
how you can relate Kalman’s idea to epiphany. Report the conclusion of your group’s
discussion in class.
Oral Interaction
Sometimes reality does not meet our expectations. Have you ever been disappointed about
something? How did you feel? What did you learn from that experience? Find out in the story
“Araby” what the main protagonist learned from his own disappointing experience.

“Araby?” by James Joyce
For Critical Viewing, tell the students to analyze the illustration and ask what objects and
symbolisms they observe.

Ask your students to work with a group of five and have them answer the comprehension
questions as a group. Encourage them to read through the text again if they missed any detail
that is required to answer a question. Ask the students to assign a leader who will discuss their
answers in front of the class.

Literary Analysis
For more discussion of plot, you may go to the following link:
• http://www.marilaur.info/plottypes.pdf
Activity
A. With a partner, return to the story “Araby” and fill in the details that constitute the parts of
the story.
B. Find another partner and research about the differences between plot and structure. After
your discussion, come up with a working definition of structure.

Oral Communication
Encourage the students to be as creative as they can.

Encourage students to go to other libraries other than your school library.
V. Skills Development: Writing a Letter of Advice

Start discussing writing a letter of advice to the students. You may use the link below for
reference:
• https://www.teaching-learning.utas.edu.au/__data/assets/pdf_file/0005/735431/Letter-
of-Advice-and-Oral-Advocacy-Instructions.pdf
Activity
A. Create a letter of advice for the main protagonist in “Araby.” Complete the chart and
discuss your ideas with a partner before writing your draft.
B. Check out a teen magazine and find an advice column. Read the article carefully and
evaluate the writer’s suggestions and delivery of advice. Complete the chart shown as you
evaluate.
VI. Grammar Review: Varieties of English
Discuss varieties of english with sufficient examples.

A. Complete the table below. For every word, write down its standard meaning and its meaning
in Philippine English. Afterward, use the word in a sentence that shows standard usage and
another sentence that shows Philippine English usage.
Answers may vary.
Standard Meaning and Meaning and Usage in

Word
Usage Philippine English
a trick or device intended to a night out with friends

gimmick attract attention, publicity,
or trade
a cloth or pad for dusting a simple sundress

duster
furniture
a xerographic copying copy (a document) by the

Xerox
process Xerox process
an establishment where a a beauty salon typically ran

salon hairdresser, beautician, or by gay people
couturier conducts trade
a room in a public building a toilet

or workplace furnished with
amenities such as facilities
comfort room
for resting, personal
hygiene, and storage of
personal items
the route or direction a college program

course followed by a ship, aircraft,
road, or river
a journey or excursion, an exciting or stimulating

trip
especially for pleasure experience
intending or intended to do not kind to someone or

malicious
harm something and causing pain
having a sharp, pungent feeling or showing anger,
taste or smell; not sweet hurt, or resentment because
bitter
of bad experiences or a
sense of unjust treatment
a woman who receives or a prostitute

hostess
entertains guests
B. Edit the text below so that it follows American English conventions.
I distinctly remember the last day of I distinctly remember the last day of
classes. The sweltering heat in the soccer classes. The sweltering heat in the soccer
field made our shirts stick to our back, as field made our shirts stick to our back, as
Mr. Dantes and I talked about my plans Mr. Dantes and I talked about my plans
after graduation. after graduation.
Mr. Dantes was my English teacher. His Mr. Dantes was my English teacher. His
kindness and easy humour endeared him to kindness and easy humor endeared him to
his students. his students.
“When are you leaving for college?” he “When are you leaving for college?” he
asked. asked.
The question made me frown. I had been The question made me frown. I had been
accepted in a university abroad, but I accepted in a university abroad, but I
haven’t made up my mind about going just haven't made up my mind about going
yet. He began to recognise the doubt on my just yet. He began to recognize the doubt
face and said “I see you haven’t made a on my face, and said “I see you haven't
decision yet.” made a decision yet.”
I had always dreamt of going to another I have always dreamed of going to

country to study. For years, I spent lazy another country to study. For years I
afternoons browsing through catalogues of spent lazy afternoons browsing through
schools I wished to attend. I used to be so catalogs of schools I wished to attend. I
excited, now I’m just scared. used to be so excited, now I'm just scared.
I took a deep breath and told Mr. Dantes I took a deep breath and told Mr. Dantes
exactly what I felt. exactly what I felt.
“I’m scared to leave. I wouldn’t know what “I'm scared to leave. I wouldn't know
to do without my mum. And what if I fail? what to do without my mum. And what if
I don’t want to fail.” I fail? I don't want to fail.”
His face was thoughtful. I saw him His face was thoughtful. I saw him
weighing his words carefully before saying weighing his words carefully before
them aloud. saying them aloud.
“A bigger failure would be to not try at all,” “A bigger failure would be to not try at
he finally said. all,” he finally said.
It took me a while to organise his words in It took me a while to organize his words
my head. Try. That one word was enough in my head. Try. That one word was
to trigger a realisation—an epiphany even. enough to trigger a realization—an
epiphany even.
I could just try. Sure, I was frightened, but
I thought of all new things I would I could just try. Sure, I was frightened, but
experience, the new places I would go to, I thought of all new things I would
and the new friends I would make. experience, the new places I would go to,
and the new friends I would make.
Suddenly, the thought of going away wasn't
as scary anymore. Suddenly, the thought of going away
wasn't as scary anymore.

Design a PEACE Wall inside your classroom. Your task is to create posters that remind students
about the importance of using appropriate and nonderogatory words in speech and in writing.
IX. Writing Topic: Editing for Appropriate Language

Discuss how to edit language further using this resource:
• https://www.misd.net/languageart/GrammarInAction/ProofreadingRevisingEditing.pdf
Guided Reading
Instruct the students to read the sample essay. Remind them to take note of the guide questions
in the margins.
Individual Activity
Edit your paper for appropriate language. Make sure your language uses standard English. Use
the appropriate level of formality. Avoid slang, jargon, and biased language.
EnglishTek 10
Unit 4
Lesson 2: Voices
Period: 5 Meetings
I. Before Reading
Start the activity by writing the words on the board. Ask the students if they have encountered
any of the words before. When someone answers yes, ask for an example sentence. If not, ask
students to make an intelligent guess about the meaning of these words based on how they were
used in the sentences.
Important Words
Activity. Solve the crossword puzzle by giving the synonym of the underlined words in the
sentences below. You will encounter these words later when you read the main selection.
*Item No. 2 is incorrect. Making it a bonus item is suggested.

1. Distance is their greatest impediment as friends. They live half a world away from each
other.
2. As humans, we all have the primeval need to communicate with our fellow human beings.
3. His great insolence towards his father has caused bad blood between
4. them. They do not talk to each other anymore.
5. She shouted at her parents when she was young. Now that she has her own family, a
transposition has happened and her children are shouting at her.
6. It is our indenture to meet this weekend to do our project.
7. Her very shy countenance gave the impression that she was easily pushed around. She
proved everyone wrong when she stood up to the bully.
8. Although he and I were friends, I found it hard to trust him with my secrets. When he started
rumors about me, my presentiment was proven correct.
9. The perplexity of her best friend’s mysterious disappearance puzzled her, and she was
unable to cry.
What do you know about the roots of Western civilization? Who were considered the first
“thinkers” of civilization? Watch the video about Ancient Greece and do the activities that
follow.

• https://www.youtube.com/watch?v=6bDrYTXQLu8
Activity 1
Fill out the diagram with details about the ancient Greek civilization as narrated in the video.
Activity 2
Form a small group and discuss whether you agree or disagree on the main descriptions of
ancient Greek civilization. Talk about how the Greeks influenced our culture and perspective
on aspects such as education, social relationships, and religion.
Oral Interaction
As evidenced by Leonardo Da Vinci’s famous sketch of the human body, each person is
proportionally made. Regardless of gender, male and female bodies are both mathematically
precise. Beyond the physical form, in what ways are male and female similar? What are the
characteristics you associate with each gender? Can the other gender also manifest these
characteristics? What does this tell you about humankind?

“The Speech of Aristophanes” From the Symposium by Plato translated by Benjamin Jowett

Literary Analysis
For more discussion of speeches, you may go to the following link:
• https://nca.tandfonline.com/doi/abs/10.1080/00335635809382286?journalCode=rqjs2
0#.X6D3QogzZEY
Activity
A. Although Aristophanes uses mythological phenomena to hold his speech together, he still
manages to employ cause and effect. With a partner, analyze each point that Aristophanes
makes in his speech. Use the graphic organizer to categorize his main points.
B. Form a group of no less than three members and read Agathon’s reply to Aristophanes.
Discuss how their speeches are different or similar.

Oral Communication

V. Skills Development: Recognizing Author’s Bias
Activity
A. Reread “The Speech of Aristophanes” and determine whether the author has a bias.
Recreate the chart on your notebook as you evaluate the speech.
B. Look for an article that talks about teenage problems. Read and evaluate the author’s bias
in this article. Analyze how the writer is able to influence your point of view on the topic.
Share your findings with a partner.
VI. Grammar Review: Prefixes

Discuss prefixes with sufficient examples.

A. Complete each sentence by writing the correct prefix for the root word.
1. The place wasn’t special but the food was non (pareil).
2. The black dress created a contra (distinction) against her pale skin.
3. The woman delivered a moving eu (logy) for her deceased husband.
4. Swans practice mono (gamy) because attracting a new mate will minimize their
reproductive time.
5. Scientists studied the sub (terranean) cave to study the eating patterns of bats.
6. Mal (content) make people complain often.
7. You can find many ante (bellum) houses in this historic town center.
8. The in (articulate) student had difficulty answering his teacher’s question.
9. You will encounter many dangers up ahead. You have been fore (warned).
10. On sale today are hypo (allergenic) products for those with sensitive skin.
B. Study the underlined word and explain why the prefix used is incorrect.
1. The citizens who were unhappy with the king asked him to subdicate the throne.
The prefix sub means under. The correct answer is abdicate where the prefix ab
means away or to leave the throne.
2. Workers in the factory were being retreated by their cruel boss.
The prefix re means again. The correct answer is maltreated which means to be
treated badly.
3. Jealousy pushed Camille to malcredit her friend by spreading lies around school.
The prefix mal means bad. The correct answer is discredit which means not to be
believed.
4. They married without the proper license required for a marriage and were subsequently
anticommunicated from the church.
The prefix anti means opposed to. The correct answer is excommunicated which
means to be out of or cut off from church.
5. Seeing a snake in the wild made Alec dismobile with fear.
The prefix dis means apart. The correct answer is immobile which means not being
able to move.
6. Clarissa’s propathy towards her boss is evident in the way she disregards orders.
The prefix pro mean forward. The correct answer is antipathy which means opposed
to.
7. The city center is a place where there is a great contrafluence of people and trade.
The prefix contra means against. The correct answer is confluence which means
coming together.
8. Kosher laws discribe pork and prohibit eating meat and dairy together.
The prefix dis means to fail to. The correct answer is proscribe which means to
prohibit.
9. Filipino fans in Las Vegas came to watch the boxing match of their expatriot Manny
Pacquiao.
The prefix ex means to stretch out. The correct answer is compatriot which means
belonging to the same nationality.
10. Attending the seminar relightened the students about the social issues in the
Philippines.
The prefix re means again. The correct answer is enlightened which means to
provide with knowledge.

Gather several local broadsheets with the same publication date. Find similar news from these
newspapers, and evaluate the accuracy of details they presented about the subject. For example,
if you have chosen a news article about the increase in oil prices, check whether details about
the increase (such as the amount, cause, and effect) are similar across all newspapers. Report
your findings in class and comment on the importance of providing accurate details.
IX. Writing Topic: Editing for Accuracy

Discuss different sources of information using this resource:
• https://www.misd.net/languageart/GrammarInAction/ProofreadingRevisingEditing.pdf
Guided Reading
in the margins.
Individual Activity
Refer to the essay you wrote in the previous lesson. Exchange papers with your partner and edit
your partner’s essay using the editing guidelines for accuracy.
EnglishTek 10
Unit 4
Lesson 3: Time
Period: 5 Meetings
I. Before Reading
Start the activity by writing the words on the board. Ask students if they have encountered any
of the words before. When someone answers yes, ask for a sample sentence. If not, ask students
to make an intelligent guess about the meaning of these words based on how they were used in
the sentences.
Important Words
Look for or infer the meaning of each underlined word in the first column based on how it was
used in the given sentence. Provide a synonym or a modern equivalent in the second column,
and use your chosen synonym in constructing your own sentence in the third column.
Answers may vary.
Word Synonym / Modern Equivalent
A chill passed through the climber’s dreadful, awful, terrible, frightful,

spine as he looked downward and saw the atrocious, disgraceful, deplorable,
abysmal depths of the caves below. shameful, woeful, hopeless, lamentable,
laughable, substandard, poor, inadequate
The little boy became irritated every time general truth, dictum, truism, principle
his grandmother said the axiom, “The
only constant is change,” because it was
true.
She has repudiated policies associated reject, renounce, abandon, forswear, give
with the previous party leaders. up, turn one's back on, have nothing more
to do with, wash one's hands of, have no
more truck with, abjure, disavow, recant
During their first debates, the students erroneous, false, untrue, wrong, incorrect,
were excited to call out the fallacious faulty, flawed, inaccurate, inexact,
arguments of their classmates. imprecise, mistaken, misinformed,
misguided, misleading, deceptive
The people finally usurped the throne and seize, take over, expropriate, take
established a republic. possession of, take, appropriate, steal,
wrest, arrogate, commandeer, annex,
assume, lay claim to
The old, industrial stove consumed a enormous, huge, colossal, immense, vast,
prodigious amount of fuel. great, massive, gigantic, mammoth,
tremendous, considerable, substantial,
large, sizeable, inordinate, monumental
His knowledge of the arcana from World mystery, riddle, puzzle, enigma, problem,
War II put his and his family’s life in question, uncertainty, ambiguity
danger.
Gazing up at the stars in the sky, he felt microscopic, nanoscopic, barely

infinitesimal compared to the vastness of perceptible, imperceptible, inappreciable,
the universe. indiscernible, invisible to the naked eye
The police opened the warehouse and copy, reproduction, duplicate, photocopy,
saw thousands of facsimiles made for mimeograph, mimeo, replica, likeness,
export to other countries. carbon, carbon copy, print, reprint,
offprint, image
Avoid tautologies such as “Let’s all work repetition, repetitiveness, repetitiousness,

together, everyone, as a team!” by simply reiteration, redundancy, superfluity,
saying “Let’s work together!” periphrasis, iteration, duplication
His ubiquitous influence was felt by omnipresent, ever-present, present

everyone in the family. everywhere, everywhere, all-over, all over
the place, pervasive, all-pervasive,
universal, worldwide, global
Given how little we’ve discovered about this entire universe, do you think anything and
everything exists somewhere? Discuss your answer with your classmates.
Activity 1
With your seatmates, list down everything that comes to mind when you hear the word
“infinity.” Write your answers on the graphic organizer below.
Activity 2
Do you agree or disagree that there is a possibility that, given an infinite amount of time to type
all of the combinations of letters and words that exist, monkeys at a typewriter will eventually
type out the combinations that make up the works of Shakespeare? Why or why not? Discuss
your answer with your classmates.

• http://youtu.be/ipdRhgLWGXo
Oral Communication
What if a library of all possible books exists? What book would you look for?
The following selection is the account of one man living in such a library. Various people
have gone on quests to conquer the Library, but against such infinity, the short lives of people
are no match. Find out if the tone of the story is one of helplessness or hope.

“The Library of Babel” by Jorge Luis Borges


Literary Analysis
For more discussion on fantasy, you may go to the following link:
• https://www.academia.edu/21887096/Fantasy_Definition_History_Characteristics_and_Meaning
Activity
What are the insights that you have gained from reading the selection? Does this story
symbolize anything in real life? How does the story symbolize both helplessness and hope?
Work with a group of 4-5 people. Imagine this story as a movie. Create a movie poster and
write a movie review that will encourage people to watch it. Answer the questions asked above
by incorporating them as either images in your poster or as part of your review.

Oral Communication

V. Skills Development: Explaining Connotations

Start discussing connotations to the students. You may use the link below for reference:
• https://www.csun.edu/~bashforth/098_PDF/06Sep15Connotation_Denotation.pdf
Activity
Complete the chart with the connotations that you identified for the following words used in
the story.
Answers may vary especially under Connotation in Context. The reference for connotations is
the following link:
• https://www.gradesaver.com/the-library-of-babel/study-guide/symbols-allegory-motifs
Connotation
in Context
Word Denotation (positive, Explanation
negative, or
neutral)
The Library, which represents the

A building or room entire universe within the story
containing collections "The Library of Babel," is an
of books, periodicals, allegory for our own universe.
and sometimes films Since this is explicitly stated from
library and recorded music for neutral the outset of the story when
use or borrowing by Borges writes "The universe
the public or the (which others call the Library)"
members of an (112), the ensuing description of
institution the Library and its inhabitants is
intended to reveal allegorical
truths about the universe that
Borges and the reader experience.
Of utmost importance are the
questions of whether the Library
is infinite or merely indefinite,
and ordered or random. By the
end of the story, the narrator
reasons philosophically that the
Library is both infinite and
orderly, implying that our own
universe is as well.
Like the librarians, it is our task

to interpret the meaning of life in
the universe, and we humans
have the ability to preserve or
destroy parts of the universe. Not
much is shared about the society
of librarians in the Library, nor do
A person in charge of we learn much about the inner
librarian neutral lives and relationships of
or assisting in a library
librarians themselves.
More in this link:
https://www.gradesaver.com/the-
library-of-babel/study-
guide/symbols-allegory-
motifs#librarians-allegory
The physical space of the Library

consists of a vast number of
nearly identical hexagonal
rooms, like an infinitely large
honeycomb. This implies that
though the universe is vast, there
A plane figure with six is a structure to it, and we can
hexagon straight sides and neutral imagine that what we have not
angles experienced is similar to what we
have experienced. Borges does
not specify what the books of the
Library parallel in our reality, but
since they are defined by the
random sequence of twenty-five
symbols on their covers and
pages, it can be speculated that
they represent the varied
organisms in our universe that
have evolved from the same
fundamental elements and
genetic structures.
More in this link:
guide/themes
Around the same time people

started looking for The
Vindications, the hope also
emerged that the “profound
mysteries” (115) of the world
could be explained in some
extraordinary language existing
in some texts the Library. The
people who search for this
language are called inquisitors.
They usually arrive at a hexagon,
A person making an talk to the librarian there for a
inquiry, especially one little while, and leaf through a
inquisitors negative single, random book. The fact
seen to be excessively
harsh or searching that such important knowledge
was certainly out there, but could
not be found amidst the vastness
of the Library, have driven many
people to insanity and depression
over the past 500 years.
More in this link:
guide/summary-the-library-of-
babel-part-2
man of the A person who has a The Book-Man is a hypothetical

book love of books and librarian who has read one
especially of reading. neutral book—also hypothetical—which
(the book- How to use bookman contains the key to understanding
man) in a sentence all other books in the Library.
The narrator believes that such a
book must exist, because all
books, true and false, must exist
in the Library. But the Book-Man
does not necessarily exist,
because the cipher could exist
without being read. The Book-
Man himself represents humans'
desire to play God by seeing the
order and meaning of all things in
the universe.
More in this link:
guide/symbols-allegory-
motifs#librarians-allegory
VI. Grammar Review: Suffixes

Discuss suffixes with sufficient examples.

A. Complete the sentences by adding the correct suffix to the root word.
1. After spending the weekend with him, she realized that her (attract) ion to him was only
superficial.
2. The warriors from the east were (pity) less against their enemies.
3. The appraiser was called in to check the artifact’s (authentic) ity.
4. Joe’s (parochial) ism was apparent after he commented that all women belong in the
kitchen.
5. Her biggest character flaw is her (timid) ity when it comes to making important
decisions.
6. The discount offered by the company served as (appease) ment to their angry customers.
7. Police officers put up yellow tape around the house as (demarcate) ion of the crime
scene.
8. Red foxes are (nocturne) al animals that eat both plants and animals.
9. The accusations against the defendant were (base) less because they lacked evidence.
10. It is through the president’s (generous) ity that the museum’s collection was greatly
increased.
B. Study the underlined words. If the suffix used is correct, place a checkmark after the
sentence. If incorrect, write the correct answer on top of the underlined word.
fraternal 1. Happiness was evident on the man’s face when his wife
gave birth to fraternity twins.
temerity 2. Isabelle had the temperance to challenge her teacher’s
authority in class.
ingenuity 3. Steve Jobs’ creativity and ingenuitism can be seen through
the products he developed.
guttural 4. The criminal who threatened her had a deep and gutturless
voice.
bewilderment 5. Kyle stood in bewilderence after an explosion was heard
in the chemistry laboratory.
✓ 6. The accused murderer made a deal with the aggrieved
family to receive impunity from prosecution.
alteration 7. The dress hung loose on her shoulders, so it was sent
back to the tailor for alterment.
impediment 8. She has difficulty expressing herself because of a speech
impedimence.
skepticism 9. The teacher listened to his idea with skeptical, but he still
got a passing mark.
insistence 10. Due to her insistentism, the manager finally approved the
spending budget for the year.

Style is usually associated with fashion, and fashion changes over time. What was fashionable
in the past decade may already be considered outdated today. You might wonder, in the context
of clothing and design, what does style mean? Do clothes reveal something about our
personality and attitude?
As a class, conduct a fashion show. Divide the class into groups: models, style experts,
production team, etc. Work collaboratively and discuss how the concept of style in fashion
connects to the concept of style in writing. The show must present the summary of your
discussion.
IX. Writing Topic: Editing for Styles

Discuss style editing using this resource:
• https://www.researchgate.net/publication/305679658_The_three_'S's_of_editing_story
_structure_and_style
Guided Reading
in the margins.
Individual Activity
Answers may vary for this activity.
EnglishTek 10
Unit 4
Lesson 4: Modernization
Period: 5 Meetings
I. Before Reading
Start the activity by writing the words on the board. Ask students if they have encountered any
of the words before. When someone answers yes, ask for a sample sentence. If not, ask students
to make an intelligent guess about the meaning of these words based on how they were used in
the sentences.
Important Words
Activity. Using context clues, determine the meaning of the underlined word in each sentence.
Then, write your own sentence using each underlined word.
Answers may vary.
Word Meaning
The audience and critics an act, process, or instance of transposing or being

marveled at the director’s transposed
skillful transposition of the
ancient Roman tragedy into
contemporary Filipino context.
Josef, already late for an of, relating to, or resembling a labyrinth

appointment, lost his way
through the labyrinthine
hallways of the Ministry of
Justice.
Outside Quezon Hall, a mob of to become loudly insistent

students clamoured for
explanations about the recent
budgeting controversy.
The typhoon-stricken families to come in contact or into collision
jostled against one another as
they reached for the relief goods
being distributed by the
volunteers.
I lost sight of her as she pushed a multitude of assembled persons

past the throng of holiday
shoppers at the mall.
What are your views about modernization? Do you think modernization has its advantages and
disadvantages? What do you think are its advantages and disadvantages? In the field of
sociology which is the study of social behavior and development, modernization is considered
a theory; it is always compared with dependency theory. Do the activities listed to learn more
about these two important theories.

• https://www.youtube.com/watch?v=FGx2PBgVSG4&ab_channel=Biography
Activity 1
Complete the chart with details about your own perspective on modernization and about your
inference on what dependency theory means.
Activity 2
The lecture video focused on discussing how the modernization theory and the dependency
theory are connected to poverty. Fill out the chart with details.

• https://www.youtube.com/watch?v=FCNuT_jIZYs
Oral Interaction
Would you rather choose to live in a busy but modernized city or in a peaceful but rural village?
Why do you say so? How do you feel when you are in the midst of a crowded city? What do
you like or dislike most about cities? Why do you say so? Share and discuss your answers with
a seatmate.

“Transposition” by John Gould Fletcher

Literary Analysis
For more discussion of motifs, you may go to the following link:
• https://www.litcharts.com/literary-devices-and-terms/motif
Activity
A. A motif may be a single word or a whole idea repeated over and over until it has
significance in the text. Below are two motifs from the poem “Transposition.” Complete
the following graphic organizer in order to understand the significance of each motif in the
poem.
Answers may vary. You may use the link below for reference:
• http://literarylondon.org/the-literary-london-journal/archive-of-the-literary-london-
journal/issue-4-1/john-gould-fletchers-city-aesthetic-london-excursion/

Oral Communication

V. Skills Development: Evaluating Diction

Start discussing how to evaluate diction to the students.
You may use the link below for reference:

• https://college.cengage.com/english/trimmer/writing/13e/instructors/irm/chap09.pdf
Activity
Read the poem “Transposition” aloud. Afterwards, evaluate the author’s diction. How do the
words and punctuations fit to form the rhythm and meaning of the poem? How does the placing
of punctuation marks in the poem help you understand the message of each stanza? Discuss
your answers with your classmates.
VI. Grammar Review: Faulty Parallelism

Discuss faulty parallelism with sufficient examples.
Correct the faulty parallelism in the following sentences. Write your answers on a separate piece
of paper.
1. To complain is easy, but finding solutions is difficult.
To complain is easy, but to find solutions is difficult.
2. I want either to win the contest or getting at least a consolation prize.
I want either to win the contest or to get at least a consolation prize.
3. The man and his wife were served soup that disgusted them, a main course that sickened
them, and the dessert made them nauseated.
The man and his wife were served soup that disgusted them, a main course that sickened
them, and a dessert that nauseated them.
4. When trying to impress a prospective employer, people should pay attention to their
clothing, their posture, and that they don’t use too much slang.
When trying to impress a prospective employer, people should pay attention to their
clothing, their posture, and they should not use too much slang.
5. Critics argue that the television show trivializes violence, glamorizes drug use, and alcohol.
Critics argue that the television show trivializes violence, glamorizes drug use and
promotes alcohol consumption.
6. He was chosen to play the part because of his good looks rather than that he was a skilled
actor.
He was chosen to play the part because of his good looks rather than his skills as an actor.
7. The accountant in this department has the responsibility for the formation of budget
procedures, maintenance of related records, rendering financial information, and submitting
special reports.
The accountant in this department has the responsibility of forming budget procedures,
maintaining related records, rendering financial information, and submitting special
reports.
8. Even at an early age, Dominique could stand on her head, do forwards flips, and showed
excellent balance.
Even at an early age, Dominique could stand on her head, do forwards flips, and show
excellent balance.
9. The manager in this department has the responsibility for the approval of budget procedures,
maintenance of related records, rendering sales figures, and submitting special reports.
The manager in this department has the responsibility for the approval of budget
procedures, maintenance of related records, rendering of sales figures, and submission
of special reports.
10. The chef chopped the parsley, peeled the potatoes, and was cutting the carrots into cubes.
The chef chopped the parsley, peeled the potatoes and cut the carrots into cubes.
11. The living room was filled with old magazines and televisions that don’t work.
The living room was filled with old magazines and broken televisions.
12. There are two ways to get a promotion: working hard or make friends in high places.
There are two ways to get a promotion: working hard or making friends in high places.
13. He was a dazzling interviewer and who was controversial.
He was a dazzling interviewer and a controversial celebrity.
14. The man walked down the street, stopped at a shop window, and was tying his shoelace.
The man walked down the street, stopped at a shop window, and tied his shoelace.
15. Although modeling is often perceived as an easy job, it requires talent, patience, and models
must have stamina.
Although modeling is often perceived as an easy job, it requires talent, patience, and
stamina.
16. It is hoped that this class will succeed in showing its participants the extent of the
environmental crisis, present lifestyle alternatives to meet the crisis, and involve the class
in projects that will accomplish significant improvement in the environment.
It is hoped that this class will succeed in showing its participants the extent of the
environmental crisis, presenting lifestyle alternatives to meet the crisis, and involving the
class in projects that will accomplish significant improvement in the environment.
17. People often try to avoid eye contact with others, whether riding on the train, strolling
through a shopping mall, or when they are in line at a bank.
People often try to avoid eye contact with others, whether riding on the train, strolling
through a shopping mall, or lining up at the bank.
18. Smith faced his trial, believing in his own innocence and he desired the truth.
Smith faced his trial, believing in his own innocence and desiring the truth.
19. Swimming in the lake during the summer is more fun than to skate on it in the winter.
Swimming in the lake during the summer is more fun than skating on it in the winter.
20. My desires were to visit the exhibit and seeing everything in the displays.
My desires were to visit the exhibit and see everything in the displays.

Giving compliments to other people about their work boosts their self-esteem and self-
confidence. With your group members, create a list of words that may be used in complimenting
someone else’s work. Make a list of guidelines too on how points for improvement may be
rephrased or turned into motivating and constructive remarks. Create a poster that will be
displayed inside the classroom as a reminder for everyone.
X. Writing Topic: Peer Review

Discuss peer review using this resource:
• https://dspace.stir.ac.uk/bitstream/1893/25867/1/Peer%20Review%20in%20Practice%
20-%20BOOC%20Version.pdf
Guided Reading
in the margins.
Individual Activity
EnglishTek 10
Unit 4
Lesson 5: Media
Period: 5 Meetings
I. Before Reading
Important Words
Activity. Read the words below and look at their corresponding meaning. Give the synonym of
each word based on its definition, then construct a sentence for each.
Answers may vary.
Word Meaning Synonym
faraway and desolate, forlorn, lonely,

lonesome
unfrequented lorn, abandoned
to make someone who is browbeaten, bullied,

cowed too fearful to do hectored, intimidated,
something crushed, downtrodden
black, bleak, cheerless,

glum looking unhappy or dull
chill, darkening, cold
burning, enkindling,
materials that burn
kindling firing, igniting,
easily to start a fire
inflaming, torching
blows, blows up, bursts,

crumps the sound of explosions
detonates, explodes
Some people have a misconception of history as mere memorization of facts. However, this is
not entirely true. History is not a static image of the past. It still affects us today. The world is
governed by cause and effect, and what has happened in the past will have a consequence in
the future.
For example, wars may be perceived as a way to resolve various conflicts, but ironically wars
breed more dissent. At the beginning of the 20th century, Europe experienced the First World
War. Lasting from 1914 to 1918, it was the first among many catastrophic events that would
scar and shape the world in the 20th century. The world suffered a devastating loss of around
nine million soldiers and civilians.
Activity 1
What do you think are the factors that determine who wins or loses in a war? What could
contribute to the victory of one faction but cause the defeat of the other? Do you believe that in
war, no one really wins? Share and discuss your ideas with a seatmate.
Activity 2
Listen to an article titled “The Trenches: Symbol of the Stalemate” that your teacher will read.
Afterwards, answer the following questions.
• What are the trenches? What was their purpose during the war? How different were the
trenches constructed by the Germans and by the Allies?
• What caused the low morale of the British soldiers? What was life like in the trenches?
The listening selection can be found in the first two pages of this link:
• http://www.claytonschools.net/cms/lib/MO01000419/Centricity/Domain/177/13.%20
The%20Trenches%20-%20Shell%20Shock.pdf
Oral Interaction
Do you have friends or relatives that serve in the military? What do you think of them? How
do they view their profession? What problems and risks do they face? What do you think could
be their greatest fear when they go to war? Share and discuss your answers with a seatmate.
Then, read the following poem about a young soldier that goes to war.

“Suicide in the Trenches” by Siegfried Sassoon


Literary Analysis
For more discussion of historical criticism, you may go to the following link:
• http://www.bradcopp.com/BI351/histcrit.pdf
Activity
Try your hand at historical criticism by first reading up on the events leading to the First World
War. Then, answer the questions below.
IX. Responding to Literature

Oral Communication

IV. Skills Development: Doing Cultural Research

Start discussing cultural research to the students.

• https://www.researchgate.net/publication/42791027_The_Practice_of_Cultural_Studies
Activity
Research more about how various news networks and newspapers in different countries discuss
or present issues about war. How different or how similar are their perspectives on the same
subject? How does the media reflect the cultural biases or perspectives of a particular nation?
With these in mind, write a comparative analysis essay on how local and international media
present the same event.
V. Grammar Review: Faulty and Excessive Coordination

Discuss faulty and excessive coordination with sufficient examples.
VI. Grammar Workout

A. Combine the following sentences. Remember that there are various ways to show
coordination.
1. Following the 9/11 attacks, many countries strengthened their anti-terrorism laws. They
also expanded law enforcement.
Following the 9/11 attacks, many countries strengthened their anti-terrorism laws and
expanded law enforcement.
2. Osama bin Laden evaded capture for years. He was finally killed in May 2011.
Osama bin Laden evaded capture for years but he was finally killed in May 2011.
3. American President Obama addressed the nation. He announced the death of Osama bin
Laden.
American President Obama addressed the nation and announced the death of Osama
bin Laden.
4. The body of Osama bin Laden was buried at sea. Many Islamic clerics criticized this.
The body of Osama bin Laden was buried at sea, and many Islamic clerics criticized
this.
5. There are conspiracy theories that say bin Laden has not died. There are conspiracy
theories that suggest the US government created a hoax.
There are conspiracy theories that say bin Laden has not died and there are conspiracy
theories that suggest the US government created a hoax.
B. Rewrite the paragraphs to eliminate faulty and excessive coordination.
The Vietnam War, also called the Second Indochina War, occurred in Vietnam, Laos,
and Cambodia from 1955 to 1975 and was fought between North Vietnam and South
Vietnam, which were supported by China and by United States, respectively.
The Vietnam War, also called the Second Indochina War, occurred in Vietnam,
Laos, and Cambodia. From 1955 to 1975, the war was fought between North
Vietnam and South Vietnam. They were supported by China and by United States
respectively.
Historical criticism is a type of literary criticism that explores the historical, social,
political, and cultural background of when the text was created, for its premise is that
these backgrounds affect the creation of literary texts, therefore, studying these
backgrounds will enable us to understand a work of literature more clearly.
Historical criticism is a type of literary criticism that explores the historical, social,
political, and cultural background of when the text was created. Its premise is that
these backgrounds affect the creation of literary texts. Therefore, studying these
backgrounds will enable us to understand a work of literature more clearly.
VII. Collaborative Task

Our perspectives in life affect how we do things. Based on the discussion about media, you
must have realized that adopting and/or adapting to new perspectives is necessary to achieve
peace and gain progress. For this activity, you will be given a 3 x 5 index card. Poke a hole on
this card using a pencil or a pen. Then, look through the hole for a minute and describe to your
partner what you see. Afterwards, report to to your classmates a new perspective you learned
from this activity.
VIII. Writing Topic: Preparing Presentation Notes

Discuss how to prepare presentation notes using this resource:
• https://www.throughlinegroup.com/2016/11/27/how-to-deliver-a-great-presentation-
using-notes/
Guided Reading
in the margins.
Individual Activity
EnglishTek 10
Unit 4
Lesson 6: Suspension of Disbelief
Period: 5 Meetings
I. Before Reading
Allot fifteen minutes for students to answer the activity on vocabulary. Then, have the whole
class participate in answering the items. Ask for volunteers to answer each item.
Important Words
Activity. Words may sometimes be formed through the addition of prefixes and suffixes. These
additions may change the root word’s meaning or part of speech. Identify the root word of the
underlined word and the prefixes and suffixes added. Then, identify the possible meaning of
the word. You will encounter these words in the story for this lesson.
Answers may vary under Possible meaning of the word.
Word used in a Prefixes and suffixes Possible meaning of

Root Word
sentence added the word
She took the news of

-im
her brother’s death unable to be upset or
perturb
imperturbably. She was excited
-ably
very calm about it.
The many possible six- an event in which

number permutations one thing is
permute -tion
make it difficult to win substituted for
the lottery. another replacement
a dizzying sensation
I do not take
of tilting within
rollercoaster rides,
stable surroundings
because at its highest vertigo -ous
or of being in tilting
peak, the seats are
or spinning
vertiginous.
surroundings
Grounded from using
his phone for two
having a sullen and
weeks, he morosely morose -ly
gloomy disposition
lamented his
predicament.
The newly-wed’s
ebullience affected all
the guests in the room, a boiling, a bursting
ebullient -ence
so the reception had a forth, overflow
very happy
atmosphere.
When you read fantasy stories or watch fictional films, how do you process the unrealistic ideas
they present? Do you ever question whether or not these ideas may really exist in real life? Or
do you ever imagine that you are one of the characters in these stories and films? Do the
activities that follow to learn more about the literary term “suspension of disbelief” and how
this may affect your choices in taking a stand on an issue.
Activity 1
What are your favorite fictional stories and films? What do you like best about these stories?
Who are the characters with whom you identify yourself? Write your answers on the chart
shown.
Activity 2
What is the meaning of “suspension of disbelief” based on the text you heard? How do you
think this topic can be related to taking a stand on an issue? Cite particular lines from the text
that you think can help you explain your answer to this question.

• https://www.mediacollege.com/glossary/s/suspension-of-disbelief.html
Oral Interaction
Have you seen or been to a monastery? What do you usually associate with monasteries? Will
you find it weird if a monastery has modern facilities such as wi-fi and high-end computers?
Why? Share and discuss your answers with a seatmate. Then, read Arthur Clarke’s story, “The
Nine Billion Names of God.”
“The Nine Billion Names of God” by Sir Arthur C. Clarke


Literary Analysis
For more discussion on science fiction, you may go to the following link:
• http://pcenglish.weebly.com/uploads/4/9/0/9/4909164/the-history-of-science-
fiction.pdf
Activity
When we hear the term “sci-fi” we often think of spaceships, time travel, aliens, and futuristic
gadgets. However, as we can see in “The Nine Billion Names of God,” a story can be sci-fi
even without these things. Apart from the computing machine that can churn out the names of
God, what makes the story sci-fi? Use your answer to come up with your own working
definition of “science fiction” with the help of the graphic organizer below.
X. Responding to Literature
Oral Communication

XI. Skills Development: Idiomatic Structures

Start discussing idiomatic structures to the students.

• https://core.ac.uk/download/pdf/225889701.pdf
Activity
Find at least five idiomatic expressions used in the video you will watch. Use the diagram
shown to understand and remember the meaning of these expressions.
The video for this activity is listed below:

• https://www.youtube.com/watch?v=s3YnDOndifY&ab_channel=JesseGoodwin
Answers may vary but use these links for reference:
• https://learningenglish.voanews.com/a/3240888.html
• https://www.ef.com/wwen/english-resources/english-idioms/
IV. Grammar Review: Double Negatives

Discuss double negatives with sufficient examples.
V. Grammar Workout
A. Rewrite each sentence to eliminate double negatives. Remember that there is more than one
way to correct each error.
1. Most students cannot hardly wait for their summer break.
Most students can hardly wait for their summer break.
2. The little girl wouldn’t go nowhere without her favorite stuffed panda.
The little girl wouldn't go anywhere without her favorite stuffed panda.
3. Leave me be because I don’t want none of your help.
Leave me be because I don't want any of your help.
4. Gerry has been looking for his keys but found none nowhere.
Gerry has been looking for his keys but found them nowhere.
5. I’ve never heard nothing from Sam since she went to college.
I've never heard anything from Sam since she went to college.
6. Macky insists that she didn’t do nothing wrong.
Macky insists that she didn't do anything wrong.
7. We have not scarcely enough food for the party.
We have scarcely enough food for the party.
8. I joined a marathon, but I couldn’t barely keep up with the other runners.
joined a marathon but I could barely keep up with the other runners.
9. Please talk louder as people at the back can’t hardly hear you.
Please talk louder as people at the back can hardly hear you.
10. The other members think the project does not make no difference.
The other members think the project does not make any difference.
B. Encircle the word in the parentheses that makes the sentence negative without making a
double negative.
For this answer key, the answers are boldfaced.
1. Reilly never does (nothing, anything) on weekends but watch episodes of his favorite
sci-fi series.
2. He (can, can’t) seem to talk about anything else but aliens, androids, and parallel
worlds.
3. Some of his friends (do, don’t) know anything about science fiction.
4. I have read some sci-fi novels, but those books are (none, any) of mine.
5. My friends and I planned a viewing party at my house to watch Star Wars, but Fred said
he wouldn’t have (no, any) part in it.
6. I didn’t think (nobody, anybody) could convince Fred, but he eventually warmed up to
the idea.
7. Towards the end of the movie, we (had, hadn’t) barely enough snacks left.
8. We wanted to watch the Star Wars Trilogy, but after one movie, we didn’t have (no,
any) more time to watch another.
9. I realized there are many sci-fi movies I haven’t (never, ever) heard of.
10. We discovered new Star Trek episodes that we (had, hadn’t) never seen before.
XI. Collaborative Task

On a sheet of paper, illustrate the topic you have worked on for your research paper. This task
aims to let your audience visualize your topic without using words. Show your output in class,
and let your audience guess what your topic is and what they think about your visualization of
it. At the end of this activity, write a short reflection paper about the importance of properly
visualizing your work.
XII. Writing Topic: Preparing the Presentation

Discuss how to prepare a presentation using this resource:
• https://student-learning.tcd.ie/assets/ppt/presentations%20guide%20final.pdf
Guided Reading
in the margins.
Individual Activity
EnglishTek 10
Unit 4
Lesson 7: Instructions
Period: 5 Meetings
I. Before Reading
Allot ten minutes for students to answer the activity on vocabulary. Then, have the whole class
participate in answering the items. Ask for volunteers to answer each item.
Important Words
Infer the meaning of the underlined words based on their use in the given sentences. Afterwards,
write down the first five words that come to your mind that are related to the given one.
Answers may vary.
Word Sentence Related Words
resonant, rich, full, round,

His deep, sonorous voice rang
ringing, booming, vibrant,
sonorous out beautifully in the concert
mellifluous, melodious, deep,
hall.
clear, mellow, resounding
Her family’s constant fault- criticism, captiousness,

fault-finding finding left her determined to cavilling, quibbling, niggling,
prove them wrong. pedantry, hair-splitting
economize, skimp, be
I have scrimped and saved to economical, be more, scrimp
scrimp
give you a good education! and scrape, save, economical,
make economies
Chara experienced a sharp pain, sharp pain, shooting pain,

pang pang of guilt upon seeing their twinge, stab, spasm, ache,
brother’s sorrow. cramp
even-tempered, calm,
They say he was easy to get
composed, collected, self-
equable along with, equable yet
possessed, cool, cool, calm,
unreadable.
and collected, relaxed
The team’s loss was annoying, irritating, vexing,

particularly galling, especially maddening, irksome, trying,
galling
after how hard they had provoking, exasperating,
worked last summer. vexatious, infuriating
denounce, condemn, criticize,

Various youth groups
fulminate against, rail against,
publicly decried human rights
inveigh against, blame,
decry abuses.
censure, damn, attack
education, instruction, tuition,

Ideally, art’s main purpose is
teaching, schooling, pedagogy,
edification to supply moral uplift and
andragogy, tutoring, coaching,
edification.
training, tutelage, guidance
What are the roles of a woman in the 21st century?
Activity 1
Divide the class in small groups. List down the top 5 roles or careers you think a woman can
excel at. What do you think are the corresponding personality types behind such careers? What
are your reasons for choosing the roles or careers?
Activity 2
Where do we get our perception of which gender should fulfill which role? Is this good or bad?
What makes you say so? Discuss your answers with a classmate.

• https://youtu.be/4viXOGvvu0Y
Oral Interaction
The media and ingrained societal norms subconsciously dictate to women what they should or
shouldn’t be. If women find themselves going against the flow, they might be ostracized by
society. Compare the freedoms enjoyed by modern women and by women in the past.
Discover what drives the main character to state her claims and stand by her choices. Does she
eventually succumb to societal norms or does she stand her ground?

“The Woman” by Alice Ruth Moore


Literary Analysis
For more discussion on repetition, you may go to the following link:
• https://www.researchgate.net/publication/309558946_STYLISTIC_REPETITION_IT
S_PECULIARITIES_AND_TYPES_IN_MODERN_ENGLISH
Activity
The following are kinds of repetitions most commonly found in literature. Using online sources,
look for the definitions of each one. First, write down the definition of each term, and then write
your own example of this kind of repetition.
Answers may vary.
Anadiplosis Antistasis Diacope
Definition: Definition: Definition:
Anadiplosis is a Antistasis is a rhetorical Diacope is a rhetorical

rhetorical and literary term for the repetition of term for the repetition of
device wherein a word a word or phrase in a a word or phrase broken
or phrase at or near the different or contrary up by one or more
end of a clause is sense. intervening words.
repeated at or near the
beginning of the next
clause.
Example: Example: Example:
I balanced all, brought Kent: This is nothing, He wore prim vested suits
all to mind, Fool. with neckties blocked
The years to come Fool: Then tis like the primly against the collar
seemed waste of breath, breath of an unfee'd buttons of his primly
A waste of breath the lawyer--you gave me starched white shirts. He
years behind nothing for't. Can you had a primly pointed jaw, a
In balance with this life, make no use of nothing, primly straight nose, and a
this death. nuncle? prim manner of speaking
— “An Irish Airman Lear: Why, no, boy. that was so correct, so
Foresees His Death” by Nothing can be made out gentlemanly, that he
W. B. Yeats of nothing. seemed a comic antique.
— William Shakespeare, — Russell Baker, Growing
King Lear Up
Epanalepsis Epimone Epiphora
Epanalepsis is a rhetorical Epimone (pronounced eh- Epiphora—also known as

term for the repetition of a PIM-o-nee) is a rhetorical epistrophe—is a
word or phrase at regular term for the frequent rhetorical term for the
intervals: a refrain. repetition of a phrase or repetition of a word or
question; dwelling on a phrase at the end of
point. successive clauses.
Possessing what we still Mr. Dick shook his head, With this faith, we will be
were unpossessed by, as utterly renouncing the able to work together,
Possessed by what we suggestion; and having to pray together,
now no more possessed. replied a great many to struggle together,
— “The Gift Outright” times, and with great to go to jail together,
by Robert Frost confidence, 'No beggar, to stand up for freedom
no beggar, no beggar, sir! together,
— Charles Dickens, knowing that we will be
David Copperfield free one day.
— Martin Luther King
Jr., “I Have a Dream“
Negative-Positive
Gradatio Symploce
Restatement
Gradatio is a rhetorical Symploce is a rhetorical Negative-positive

term for a sentence term for the repetition of restatement is a method of
construction in which the words or phrases at both achieving emphasis by
last word(s) of one clause the beginning and end of stating an idea twice, first
becomes the first of the successive clauses or in negative terms and then
next, through three or verses: a combination of in positive terms.
more clauses (an extended anaphora and epiphora (or
form of anadiplosis). epistrophe).

She abandoned religion The yellow fog that rubs And so, my fellow
for mesmerism, its back upon the Americans, ask not what
mesmerism for politics, window-panes, your country can do for
and politics for the The yellow smoke that you—ask what you can
melodramatic excitements rubs its muzzle on the do for your country... My
of philanthropy. window-panes… fellow citizens of the
— Oscar Wilde, The — T.S. Eliot, "The Love world, ask not what
Decay of Lying Song of J. Alfred America will do for you,
Prufrock" but what together we can
do for the freedom of man
— President John
Kennedy, Inaugural
Address, January 20,
1961

Oral Communication

V. Skills Development: Relating Structure to Theme

Start relating structure to theme to the students.

• http://www.ijlll.org/vol4/148-L021.pdf
Activity
Conduct an analysis on “The Woman” by writing your insights and observations in the table
below. Make sure to base your answers on the selection and provide textual evidence.

• https://www.theparisreview.org/blog/2020/09/28/feminize-your-canon-alice-dunbar-
nelson/
XII. Grammar Review: Unnecessary Shifts

Discuss unnecessary shifts with sufficient examples.
VI. Grammar Workout

A. Edit each sentence so that it becomes consistent in person, number, and tense. The first one
has been done for you.
their
1. Mothers always give advice to your children.
2. I watched intently as my mother taught me how to sew.
3. Mother also taught my brother to sew so that he can sew his patches himself.
4. My mother is very creative. She designs and sews her own dresses in her free time.
5. She is also very perceptive. She know if there is something bothering any of their
children.
6. On her next birthday, I plan to give her a pair of earrings.
7. It is my way of showing her that I appreciate her.
8. I will ask my siblings to chip in because I do not think I can afford to buy a pair of
earrings myself.
9. My brothers and sisters will like the idea of buying something for our mom.
10. My mother always gives advice and instruction, but I learn more through her kind and
gracious example.
B. Using the following quotations as your guide, revise the following unnecessary shifts to
show indirect and direct speech. An example has been provided.
“A woman is like a teabag—you can’t tell how strong she

Direct Quote is until you put her in hot water.”–Eleanor Roosevelt
Eleanor Roosevelt said that a woman is like a teabag, and

Shift that you only know her strength “until you put her in hot
water.”
According to Eleonor Roosevelt, a woman is like a teabag

Revised Indirect because you can only tell how strong she is when you put
her in hot water.
Revised Direct Eleanor Roosevelt said, “A woman is like a teabag—you

can’t tell how strong she is until you put her in hot water.”
“I am neither a man nor a woman but an author.”–Charlotte

Direct Quote Bronte
Charlotte Bronte said that she was “neither a man nor a

Shift woman,” but that she is an author.
According to Charlotte Brontë, she is neither a man nor a

Revised Indirect
woman but an author.
Charlotte Brontë said "I am neither a man nor a woman but

Revised Direct
an author."
“Let parents bequeath to their children not riches, but the
Direct Quote
spirits of reverence.”–Plato
According to Plato, parents should not bequeath riches to

Shift
their children, but instead “the spirit of reverence.”
Plato said that parents should bequeath not riches to their

Revised Indirect
children but the spirit of reverence.
Plato said “Let parents bequeath to their children not riches,

Revised Direct
but the spirit of reverence."
“I was obsessed with religious questions, the basics: Why

Direct Quote
are we here? Why is the world so beautiful?”–Anne Rice
Anne Rice said she was obsessed with religious questions

Shift
like why are we here and why is the world beautiful?
According to Anne Rice, she was obsessed with religious

Revised Indirect questions like why we are here and why the world is
beautiful.
Anne Rice said “I was obsessed with religious questions,

Revised Direct the basics: Why are we here? Why is the world so
beautiful?"
“There is a sufficiency in the world for man’s need but not
Direct Quote for man’s greed.”–Mahatma Gandhi
According to Gandhi, there is a sufficiency in the world for

Shift man’s need but not “for man’s greed.”
Mahatma Gandi said that there is a sufficiency in the world

Revised Indirect
for man’s need but not for man’s greed.
Mahatma Gandi said, “There is a sufficiency in the world

Revised Direct
for man’s need but not for man’s greed.”
“There are two ways to live: you can live as if nothing is a

Direct Quote miracle; you can live as if everything is a miracle.”
–Albert Einstein
Albert Einstein said that there are two ways to live and that
Shift you can life as if nothing is a miracle or that you can live as
if everything is a miracle.
According to Albert Einstein, there are two ways to live and

Revised Indirect that you can life as if nothing is a miracle or that you can
live as if everything is a miracle.
Albert Einstein said, “There are two ways to live: you can
Revised Direct live as if nothing is a miracle; you can live as if everything
is a miracle.”
VII. Collaborative Task

Play the game “Back-to-Back.” Ask your partner to tape a sheet of paper on your back. Then at
your teacher’s signal, go around the room and ask your classmates to write one word that
describes your strength and also one word that describes your weakness. After the given time,
review the words written on your paper. Reflect on the importance of knowing your strengths
and your points for improvement.
VIII. Writing Topic: Writing a Critical Response Paper

Discuss how to write a critical response paper using this resource:
• https://wr1ter.com/critical-response-essay
Guided Reading
in the margins.
Individual Activity
EnglishTek 10
Unit 4
Lesson 8: Singularity
Period: 5 Meetings
I. Before Reading
Group the class for this activity and let them do the activity for 5-10 minutes. Then, call on a
representative of each group to discuss their answers.
Important Words
Activity. Look up the meanings of the underlined words in a dictionary. Then, decide if these
words are used correctly in the sentences. If they are incorrectly used, choose a more suitable
word, and write it on the space before the number. If the words are correctly used, leave the
spaces blank.
replace—answers may vary 1. These days, the cost of living is inextricably high.
Medicine, for example, is expensive.
replace—answers may vary 2. This may be one of the reasons why poor people shirk
from doctors. Although they want their ailments to be
treated, they do not have the means of doing so.
used correctly 3. In some instances, they turn to alternative medicine.
Their cogitations lead them to the decision that they
will have the treatment they can afford even if the said
treatment has not been medically approved yet.
replace—answers may vary 4. This decision is not driven by pure idiosyncrasy. To
some people, this is their best choice given their
poverty.
used correctly 5. And yet some soldiers audaciously go on without
treatment. They are those who do not have any choice
at all.
replace—answers may vary 6. Their affectation may seem light, but they are those
who suffer most. Even if they want to fight their
sickness, they cannot.
replace—answers may vary 7. It is therefore ludicrous to think that while there are
people who cannot even buy a medicine capsule, there
are people who own more money than they can spend.
used correctly 8. These people have properties and retinues by the These people ha
handful, and in some cases, they also have political handful, and in s
positions. positions.
used correctly 9. We live in a conglomeration with highly-
differentiated social classes. On the one hand, we
have the very rich; and on the other, we have the very
poor.
used correctly 10. This uneven distribution of wealth is simply
inscrutable.
Singularity in this lesson means something unique or unusual. Have you ever thought of what
makes you unique from other people? Watch the short video by Joyce Meyer, a famous
American author of devotional books. Find out what she thinks about being unique, especially
among women.

• https://www.youtube.com/watch?v=cnleA2lbLj0
Activity
Describe the women Joyce Meyer invited for her talk. What makes each woman unique, and
what does Meyer tell us about being different? Do you agree with her argument? Justify your
answers as you discuss with a small group.
Oral Interaction
“A Room of One’s Own” is an extensive essay that came from a series of 1928 lectures Virginia
Woolf gave at two of Cambridge University’s women’s colleges, Newnham College and Girton
College. The selection you are about to read is the first part. In it, Woolf declares her purpose
in delivering the lecture. It also chronicles the circumstances that brought about Woolf ’s
opinions on gender inequality. It is here that Woolf famously said that, in order to write fiction,
women must have money and a room of one’s own. Find out what she means about that
statement.

“A Room of One’s Own” by Virginia Woolf

Literary Analysis
For more discussion on social commentaries, you may go to the following links:
• https://www.researchgate.net/publication/306192487_A_CRITICAL_REVIEW_OF_
THE_IMPACT_OF_LITERATURE_AND_HISTORY_ON_SOCIETY
• https://www.lessonplanet.com/article/language-arts/understanding-social-commentary
Activity
Woolf raises many issues regarding gender inequality in the first chapter of her lecture. What
were Woolf ’s main points in this chapter? Remember that she gave these lectures in 1928. Are
her criticisms still valid today? To answer this, complete the activity below.
Answers may vary but you may refer to the links below to identify the main points of the text:
• https://www.litcharts.com/lit/a-room-of-one-s-own/themes
• https://www.coursehero.com/lit/A-Room-of-Ones-Own/main-ideas/
What do your answers tell you? How have things changed or stayed the same since the 1920s?

Oral Communication

V. Skills Development: Analyzing Audience

Start discussing how to analyze audience to the students.
• https://courses.lumenlearning.com/boundless-communications/chapter/the-
importance-of-audience-analysis/
To analyze the audience for whom a text is written, you may go through the following sequence
of questions shown in the chart. Use the chart to evaluate whether Woolf ’s “A Room of One’s
Own” was crafted with a specific audience in mind. Answer the questions in the flow chart to
map your ideas.
Answers may vary.
VI. Grammar Review: Mixed Constructions

Discuss mixed constructions with sufficient examples.
A. Rewrite the following sentences to fix the mixed constructions.
1. In his determination to get top honors helped him finish the research paper.
His determination to get top honors helped him finish the research paper.
2. For many students who do not pass the exam increases the chance of repeating a grade.
Many students who do not pass the exam increase their chance of repeating a grade.
3. The fact that rats were overrunning the town and creating a health problem and
nuisance.
The fact is that rats were overrunning the town and creating a health problem and
nuisance to the people living there.
4. A compromise between Enchanted Kingdom and Boracay would be an ideal place to

vacation in.
An ideal place to vacation in would be a compromise between Enchanted Kingdom

and Boracay.
5. The court decided Brian’s welfare would not be safe living with his father.
The court decided that Brian would not be safe living with his father.
6. For not finishing the project on time got John fired.
John got fired for not finishing the project on time.
7. The dog believes that when his owner sits down to eat that he should be given the table
scraps.
The dog believes that he should be given the table scraps when his owner sits down
to eat.
8. His teachers want to ask him is he going to participate in the spelling contest tomorrow?
His teachers want to ask him, “Is he going to participate in the spelling contest
tomorrow?”
9. Those ten pounds that a woman desperately wants to shed or a man wanting to fill out
the arms of his shirts have become the latest trend in the country.
The latest trends in the country are that women want to shed ten pounds and that
men want to fill out the arms of their shirts.
10. By reading carefully is the best way to understand all the directions.
The best way to understand is by reading all the directions carefully.
B. Identify and correct the mixed constructions in the essay.
According to global gender gap index published by the World Economic Forum,
the Philippines ranked fifth when it comes to gender equality. Equality is when
men and women have the same opportunities in education, healthcare, and
economy. Let us look at what is the reason for this ranking? The reason for the
high ranking in the survey is because women hold key positions in the government.
In the Philippines, women are equal to men when it comes to education. Women
have the same opportunities when it comes to applying for college and they can
choose what course they want to take. Healthcare is also equally available to both
men and women. There is also equality in economic participation. For there is
equal spending power between men and women.
According to global gender gap index published by the World Economic Forum,
the Philippines ranked fifth when it comes to gender equality. Equality is when
men and women have the same opportunities in education, healthcare, and
economy. What is the reason for this ranking? The reason for this high ranking
is that women hold key positions in the government. In the Philippines, women
are equal to men when it comes to education. Women have the same
opportunities when it comes to applying for college and they can choose what
course they want to take. Healthcare is also equally available to both men and
women. There is also equality in economic participation. Lastly, there is equal
spending power between men and women.

As a class, create a huge infographic using cartolina and coloring materials about the history of
erasers. At the end of your activity, reflect on the value of the invention of the eraser and the
importance of revising one’s work.
XIII. Writing Topic: Preparing Note Cards

Discuss how to prepare note cards using this resource:
• https://www.gallaudet.edu/tutorial-and-instructional-programs/english-center/the-
process-and-type-of-writing/pre-writing-writing-and-revising/the-note-card-system
Guided Reading
in the margins.
Individual Activity
Answers vary for this activity.
EnglishTek 10
Unit 4
Lesson 9: Beginning
Period: 5 Meetings
I. Before Reading
Important Words
Activity. You will read a fairly easy poem without many difficult words. This activity will,
therefore, strengthen your understanding of familiar words. It will also help you examine the
nuances of each word, and why it was chosen instead of its synonyms. First, read the sentences
with the original words. Then, study the synonyms of the word and write a sentence that uses
each synonym.
Answers may vary.
The most difficult part of any process is the beginning. Many of us have experienced
apprehension when we are faced with the challenge of starting something, be it a small project
or a major change in our life.
As an activity for this lesson, form small groups and share your insights about the quotations
shown. Listen well as your classmates tell you how they feel about the upcoming graduation
and how this event in your lives relates to the theme of the lesson.
Oral Interaction
Fishermen spend their whole lives being with the sea. They know the taste of the storm and the
treachery of the ocean. How do you think they would react upon seeing the view in the
illustration on the next page? How would you react?

“Sense of Something Coming” by Rainer Maria Rilke

IX. Understanding Literature
Literary Analysis
For more discussion on back stories, you may go to the following link:
• https://www.researchgate.net/publication/335850327_No_Story_without_a_Backstory_The_r
ole_and_importance_of_the_backstory_in_an_augmented_reality_application_for_cultural_he
ritage
Activity
Read the poem again. Because it uses ambiguous language, it is possible for two different
readers to come up with two different interpretations. By using your personal experiences and
imagination, decide who is the speaker of the poem. Then, create a back story for this character
by filling out the graphic organizer below.
X. Responding to Literature
Oral Communication

XI. Skills Development: Inferring Speaker’s Attitude in Poems

Start discussing how to infer the speaker’s attitude in poems to the students.
You may use the links below for reference:

• https://www.centergrove.k12.in.us/cms/lib/IN01000850/Centricity/Domain/490/Tone-
and-Purpose.pdf
• https://www.highlandhs.org/uploaded/Highland/Academics/Guide_to_Interpreting_Po
etry.pdf
Activity
A. Using the organizer, infer the speaker’s attitude in the poem “Sense of Something
Coming.” How does your own attitude about the topic compare to that of the speaker?
B. Read the poem “You Begin” by Margaret Atwood, and infer the speaker’s attitude. In your
notebook, recreate the organizer from the previous page. Then, discuss and compare your
answers with a small group. Did you obtain the same inference? How is the speaker’s
attitude toward beginnings different from that of the speaker in “Sense of Something
Coming”?
XII. Grammar Review: Spelling Rules

Discuss spelling rules with sufficient examples.
XIII. Grammar Workout
Read the paragraph, and identify any spelling mistakes. Underline the misspelled word and
write the correct spelling on top of it.
When we read a book or watch a movie, we usually follow the story of heros.
According to the American scholar Joseph Campbell, every hero’s story has
something in common. From anceint stories to modern stories, a hero’s journey
always follows a pattern. First, the hero is living an ordinary life when they get
the call to adventure. This is an event that compels or requires the hero to go on
a journey. Before the hero procedes with his quest, he first recieves help from
someone who is wiser or older. This could be in the form of an advice or an item
that he can use on his quest. An older or wiser character can also help the hero as
he hatchs a plan to acheive his goal. The hero then starts his journey and faces
many triales. During this time, the hero might fight a monster or solve a puzzle.
The hero then undergos a crisis where he faces a life or death situation. When the
hero overcomes this crisis, he will gain a treasure such as a magical item or richs.
The adventure will bring about a change in the hero. Resolution is the part where
all the characters’ storylines find closure. Finally, the hero will return to his
everyday life, thus ending the journey. Think about the different parts of a hero’s
journey and try to relate them in your life. Is there any fictional hero that you can
relate to?
When we read a book or watch a movie, we usually follow the story of heroes.
According to the American scholar Joseph Campbell, every hero’s story has
something in common. From ancient stories to modern stories, a hero’s journey
always follows a pattern. First, the hero is living an ordinary life when they get
the call to adventure. This is an event that compels or requires the hero to go
on a journey. Before the hero proceeds with his quest, he first receives help
from someone who is wiser or older. This could be in a form of advice or an
item that he can use on his quest. An older or wiser character can also help the
hero as he hatches a plan to achieve his goal. The hero then starts his journey
and faces many trials. During this time, the hero might fight a monster or solve
a puzzle. The hero then undergoes a crisis where he faces a life or death
situation. When the hero overcomes this crisis, he will gain a treasure such as
a magical item or riches. The adventure will bring about a change in the hero.
Resolution is the part where all the characters’ storylines find closure. Finally,
the hero will return to his everyday life thus ending the journey. Think about
the different parts of a hero’s journey and try to relate in your life. Is there any
fictional hero that you can relate to?
XIV. Collaborative Task
Play the game “Save the Egg.” Divide the class into four smaller groups. Each group will only
be given the following materials to make a nest: rope, old newspapers, and garbage bag. Once
your group is done making the nest, one member will stand one meter away from it and throw
the egg. The egg must not break, hence, the group should strategically think of a way to create
the nest using only the materials given. Be clever, and have fun!
XIV. Writing Topic: Strategies for Editing

Discuss strategies for editing using this resource:
• https://www.mtholyoke.edu/sites/default/files/saw/docs/Strategies%20for%20Editing%20and
%20Proofreading.pdf
Guided Reading
in the margins.
Individual Activity

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ENGLISHTEK 10

Philippine Copyright 2020 by TechFactors, Inc.

Tenth edition, 2020

Authors: Johans B. Cruz, Noel Dolot, Cristina G. Saulo

Exclusively distributed by TechFactors, Inc.

Telephone number: (632) 8929 6924

II. SUBJECT MATTER

VII. PERFORMANCE TASK

Skills: biographies, reading biographies, avoiding wordiness, primary research

II. SUBJECT MATTER

VII. PERFORMANCE TASK

Skills: hypothesis, printed materials

II. SUBJECT MATTER

VII. PERFORMANCE TASK

Skills: analyzing characters, identifying with the characters, media sources

II. SUBJECT MATTER

VII. PERFORMANCE TASK

Skills: Machiavellian character, revising for persuasive language, online sources

II. SUBJECT MATTER

VII. PERFORMANCE TASK

Skills: drawing conclusions, credible sources

II. SUBJECT MATTER

VII. PERFORMANCE TASK

Skills: Southern Gothic literature, point of view, correspondence

II. SUBJECT MATTER

VII. PERFORMANCE TASK

Skills: post-colonial theory, quoting and paraphrasing

II. SUBJECT MATTER

VII. PERFORMANCE TASK

Skills: feminist theory, making inferences, summarizing

II. SUBJECT MATTER

VII. PERFORMANCE TASK

Skills: stereotypes, outlining, first-person narrative

Underline Word Synonyms of the underlined word Use of the underlined

Comprehension Questions (EnglishTek 10 Anthology, p. 226)

III. Understanding Literature

IV. Responding to Literature

Research and Writing

V. Skills Development: Reading Biographies

VI. Grammar Review: Avoiding Wordiness

VII. Grammar Workout

VIII. Collaborative Task

IX. Writing Topic: Doing Research

Answers will vary.

II. Literary Selection

Comprehension Questions (EnglishTek 10 Anthology, p. 228)

III. Understanding Literature

Research and Writing

V. Skills Development: Hypothesizing

VI. Grammar Review: This-cohesion

VII. Grammar Workout

VIII. Collaborative Task

Word Possible Answers

Comprehension Questions (EnglishTek 10 Anthology, p. 230)

III. Understanding Literature

She is admired, loved, The character thought highly of

Idalie loses all her wealth in a

IV. Responding to Literature