Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

ENGLISH 10
Let’s Read It Right!

Quarter 2 Module 3
Most Essential Learning Competencies:
Formulate claims of fact, policy, and value
HOW TO USE THIS MODULE
Before you start answering the module, I want you to set aside other
tasks that will distract you while enjoying the lessons. Read the simple
instructions below to successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every
page of this module.
2. Write on your notebook or any writing pad the concepts about the
lessons. Writing enhances learning, which is important to develop
and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

 Expectations - These are what you will be able to know after
completing the lessons in the module.
 Pretest - This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
 Looking Back - This section will measure what learnings and skills
that you understand from the previous lesson.
 Brief Introduction- This section will give you an overview of the
lesson.
 Activities - These are activities designed to develop critical thinking
and other competencies. This can be done with or without a partner
depending on the nature of the activity.
 Remember - This section summarizes the concepts and applications
of the lessons.
 Checking Your Understanding - It will verify how you learned from
the lesson.
 Post Test - This will measure how much you have learned from the
entire module

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Lesson: Formulating Claims

EXPECTATIONS
In this module, you will develop your love for literature.
Specifically, this module will help you to:
 react and share one’s personal opinion about a viewed video and
ideas listened to
 analyze literature as a means of understanding unchanging values
 transcode information from linear to nonlinear texts and vice versa
 relate text content to particular social issues, concerns, or
dispositions in real life

Let us start your journey in learning more about the plight of Dante through Hell.

Think and move forward!

PRETEST
Directions: Think of objects that best represent mortality, sin, punishment and
fear. Make a collage. You make use of some pictures that you can capture or
pictures you take from the internet.

LOOKING BACK TO YOUR LESSON

Word Dynamics
Directions: Using the context clue, identify the meaning of the underlined word.
Choose the letter of your answer from the choices given inside the box.

__________1. When I was a small child, I believed my father was omnipotent and
capable of doing anything.
__________2. The depraved gangster felt no remorse as he set fire to a hospital of all
places.

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__________3. Because the film is loathsome and filled with nudity, I will not allow
my teenagers to see it.
__________4. When I get nervous, I sometimes gnaw on my fingernails.
__________5. Even though the teacher had instructed the children to be on their
best behavior, pandemonium broke loose the minute Santa Claus
walked through the door.

A. Chaos and utter craziness

B. Having virtually unlimited power or influence
C. To chew on something with persistence
D. Immoral or evil
E. Extremely offensive

BRIEF INTRODUCTION

What is Element of Literature?

Literary element. A literary element, or narrative element, or element of

literature is a constituent of all works of narrative fiction—a necessary feature of
verbal storytelling that can be found in any written or spoken narrative.

Purpose of Elements of Literature

Literary elements aid in the discussion of and understanding of a work of

literature as basic categories of critical analysis; literary elements could be said to
be produced by the readers of a work just as much as they are produced by its
author. For the most part, they are popular concepts that are not limited to any
particular branch of literary criticism, although they are most closely associated
with the formalist method of professional literary criticism. There is no official
definition or fixed list of terms of literary elements; however, they are a common
feature of literary education at the primary and secondary level, and a set of terms
similar to the one below often appears in institutional student evaluation.

Source:en.wikipedia.org/wiki/Literary element
Elements of Literature

1. The setting of a story is the time and/ or place the story occurs. All stories
have a setting of some kind. The reader may not know the exact time the
story happens, but he knows something about where and when it occurs.
2. Point of view is typically either first or third person, though second person
is sometimes used. First person is when the narrator is a character in the
story telling the tale from his point of view. Third person is when an outside
narrator tells the story. Third person point of view is either limited or
omniscient. When it's omniscient, the narrator knows what all the
characters do and think. Limited point of view occurs when the narrator
speaks mainly for one or two characters.

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 3. The NARRATOR is the person who's telling the story. All literature has a
narrator, even if that narrator isn't named or an active part of the plot.
4. CHARACTER is another important literary element. A story's characters are
the people (and sometimes animals or other figures) that appear in the story.
The main character is the protagonist, and the character with whom he has
conflict is the antagonist.
5. The PLOT of a work is defined as the sequence of events that occurs from
the first line to the last. In other words, the plot is what happens in a story.
6. The MOOD of a piece of literature is defined as the emotion or feeling that
readers get from reading the words on a page. So if you've ever read
something that's made you feel tense, scared, or even happy...you've
experienced mood firsthand!
7. All literary works have THEMES, or central messages, that authors are
trying to convey. Sometimes theme is described as the main idea of a
work...but more accurately, themes are any ideas that appear repeatedly
throughout a text. That means that most works have multiple themes!
8. A CONFLICT is the central struggle that motivates the characters and leads
to a work's climax. Generally, conflict occurs between the protagonist, or
hero, and the antagonist, or villain...but it can also exist between secondary
characters, man and nature, social structures, or even between the hero and
his own mind.

Source:https://blog.prepscholar.com/literary-elements-list-examples

The Reading Text

Inferno (Italian: [iɱˈfɛrno]; Italian for "Hell") is the first part of Italian writer
Dante Alighieri's 14th-century epic poem Divine Comedy. It is followed by
Purgatorio and Paradiso. The Inferno describes Dante's journey through Hell,
guided by the ancient Roman poet Virgil. In the poem, Hell is depicted as nine
concentric circles of torment located within the Earth; it is the "realm ... of those
who have rejected spiritual values by yielding to bestial appetites or violence, or by
perverting their human intellect to fraud or malice against their fellowmen". As an
allegory, the Divine Comedy represents the journey of the soul toward God, with the
Inferno describing the recognition and rejection of sin.

Source:https://en.wikipedia.org/wiki/Inferno_(Dante)

INFERNO
Canto III The vestibule of hell: The opportunists
I AM THE WAY INTO THE CITY OF WOE.
I AM THE WAY TO A FORSAKEN PEOPLE.
I AM THE WAY INTO ETERNAL SORROW.
SACRED JUSTICE MOVED MY ARCHITECT.
I WAS RAISED HERE BY DIVINE OMNIPOTENCE,
PRIMORDIAL LOVE AND ULTIMATE INTELLECT.
ONLY THOSE ELEMENTS TIME CANNOT WEAR
WERE MADE BEFORE ME, AND BEYOND TIME I STAND.
ABANDON ALL HOPE YE WHO ENTER HERE.

These mysteries I read cut into stone

Above a gate. And turning I sad: “Master,

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 What is the meaning of this harsh inscription?”
And he then as initiate to novice:
“Here must you put by all division of spirit
And gather your soul against all cowardice.”

This is the place I told you to expect.

Here you shall pass among the fallen people.
Souls who have lost the good of intellect.”
So saying, he put forth his hand to me,
And with a gentle and encouraging smile
He led me through the gate of mystery.

Here sighs and cries and wails coiled and recoiled

On the starless air, spilling my soul to tears.
A confusion of tongues and monstrous accents toiled
In pain and anger, voices hoarse and shrill
And sounds of blows, all intermingled, raised
Tumult and pandemonium that still

Whirls on the air forever dirty with it

As if a whirlwind sucked at sand. And I,
Holding my head in horror, cried: “Sweet Spirit,
What souls are these who run through this black haze?”
And he to me: “These are the nearly soulless
Whose lives concluded neither blame nor praise.

They are mixed here with that despicable corps

Of angels who were neither for God nor Satan,
But only for themselves. The High Creator
Scourged them from Heaven for its perfect beauty,
And Hell will not receive them since the wicked
Might feel some glory over them.” And I:

“Master, what gnaws at them so hideously

Their lamentation stuns the very air?”
“They have no hope of death,” he answered me,
“and in their blind and unattaining state
Their miserable lives have sunk so low
That they must envy every other fate.”

No word of them survives their living season.

Mercy and Justice deny them even a name.
Let us not speak of them: look, and pass on.”
I saw a banner there upon the mist.
Circling and circling, it seemed to scorn all pause.
So it ran on, and still behind it pressed

A never-ending rout of souls in pain.

I had not thought death had undone so many

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 As passed before me in that mournful train.
And some I knew among them; last of all
I recognized the shadow of that soul
At once I understood for certain: these

Were of that retrograde and faithless crew

Hateful to God and to His enemies.
These wretches never born and never dear
Ran naked in a swarm of wasps and hornets
That goaded them the more the more they fled,
And made their faces stream with bloody gouts

Of pus and tears that dribbled to their feet

To be swallowed there by loathsome worms and maggots.
Then looking onward I made out a throng
Assembled on the beach of a wide river,
Whereupon I turned to him: “Master, I long
To know what souls these are, and what strange usage

Makes them as eager to cross as they seem to be

In this infected light.” At which the Sage:
“All this shall be made known to you when we stand
On the joyless beach of Acheron.” And I
Cast down my eyes, sensing a reprimand
In what he said, and so walked at his side

In silence and ashamed until we came

Through the dead cavern to that sunless tide.
There, steering us in an ancient ferry
Came an old man with a white bush of hair,
Bellowing: “Woe to you depraved souls! Bury
Here and forever all hope of Paradise:

I come to lead you to the other shore,

Into eternal dark, into fire and ice.
And you who are living yet, I say begone
From these who are dead.” But when he saw me stand
Against his violence he began again:
“By other windings and other steerage

Shall you cross to that other shore. Not here! Not here!
A lighter craft than mine must give passage.”
And my Guide to him: “Charon, bite back your spleen:
This has been willed where what is willed must be,
And is not yours to ask what it may mean.”
The steersman of that marsh of ruined souls,

Who wore a wheel of flame around each eye,

Stifled the rage that shook his woolly jowls.

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 But those unmanned and naked spirits there
Turned pale with fear and their teeth began to chatter
At sound of his crude bellow. In despair
They blasphemed God, their parents, their time on earth,

The race of Adam, and the day and the hour

And the place and the seed and the womb that gave them birth.
But all together they drew to that grim shore
Where all must come who lose the fear of God.
Weeping and cursing they come for evermore,
And demon Charon with eyes like burning coals

Herds them on, and with the whistling oar

Flails on the stragglers to his wake of souls.
As leaves in autumn loosen and stream down
Until the branch stands bare above its tatters
Spread on the rustling ground, so one by one
The evil seed of Adam in its Fall

Cast themselves, at his signal, from the shore

And streamed away like birds who hear their call.
So they are gone over that shadowy water,
And always before they reach the other shore
A new noise stirs on this, and new throngs gather.
“My son,” the courteous Master said to me,

“all who die in the shadow of God’s wrath

Converge to this from every clime and country.
And all pass over eagerly, for here
Divine Justice transforms and spurs them so
Their dread turns wish: they yearn for what they fear.
No soul in Grace comes ever to this crossing;

Therefore, if Charon rages at your presence

You will understand the reason for his cursing.”
When he had spoken, all the twilight country
Shook so violently, the terror of it
Bathes me with sweat even in memory:
The tear-soaked ground gave out a sigh of wind

That spewed itself in flame on a red sky,

And all my shattered senses left me. Blind,
Like one whom sleep comes over in a swoon,
I stumbled into darkness and went down.
Source:https://www.storyboardthat.com/lesson-plans/dantes-inferno-by-
dante-alighieri

ACTIVITIES

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 Activity 1. Comprehension Check
Directions: Answer the following questions based on the text read.

1. Describe the threshold of the gateway of hell based on the text.

________________________________________________________________________
2. Based on the description given in Dante’s vision what would happen to
the souls in the threshold of the gateway of hell?
________________________________________________________________________
3. Who are the souls tortured in this Canto? What is their sin? How are
they punished, following the law of symbolic retribution?
________________________________________________________________________
4. What is Virgil’s advice to Dante, spoken at the gate of hell?
________________________________________________________________________
5. Why do the newly-arrived souls gather at Acheron?
________________________________________________________________________
6. What is Charon’s reaction to Dante’s attempt to cross the river of
Acheron?
________________________________________________________________________
7. How does Virgil silence Charon?
________________________________________________________________________

Activity 2. Character Mapping: Dante in Inferno

Directions: Analyze the narrator "character" of Dante as he is written into the
main character of the poem, drawing from specific scenes and lines. Write a
short paragraph about how you see Dante. Use separate sheet,

1. Protagonist 3.Relations to others

2.Physical Appearance 4.Character Development

https://www.storyboardthat.com/lesson-plans/dantes-inferno-by-dante-alighieri

9
REMEMBER
Inferno opens on the evening of Good Friday in the year 1300. Traveling
through a dark wood, Dante Alighieri has lost his path and now wanders fearfully
through the forest. The sun shines down on a mountain above him, and he
attempts to climb up to it but finds his way blocked by three beasts—a leopard, a
lion, and a she-wolf. Frightened and helpless, Dante returns to the dark wood. Here
he encounters the ghost of Virgil, the great Roman poet, who has come to guide
Dante back to his path, to the top of the mountain. Virgil says that their path will
take them through Hell and that they will eventually reach Heaven, where Dante’s
beloved Beatrice awaits. He adds that it was Beatrice, along with two other holy
women, who, seeing Dante lost in the wood, sent Virgil to guide him.
Virgil leads Dante through the gates of Hell, marked by the haunting
inscription “abandon all hope, you who enter here” (III.7). They enter the outlying
region of Hell, the Ante-Inferno, where the souls who in life could not commit to
either good or evil now must run in a futile chase after a blank banner, day after
day, while hornets bite them and worms lap their blood. Dante witnesses their
suffering with repugnance and pity. The ferryman Charon then takes him and his
guide across the river Acheron, the real border of Hell. The First Circle of Hell,
Limbo, houses pagans, including Virgil and many of the other great writers and
poets of antiquity, who died without knowing of Christ. After meeting Horace, Ovid,
and Lucan, Dante continues into the Second Circle of Hell, reserved for the sin of
Lust. At the border of the Second Circle, the monster Minos lurks, assigning
condemned souls to their punishments. He curls his tail around himself a certain
number of times, indicating the number of the circle to which the soul must go.
Inside the Second Circle, Dante watches as the souls of the Lustful swirl about in a
terrible storm; Dante meets Francesca, who tells him the story of her doomed love
affair with Paolo da Rimini, her husband’s brother; the relationship has landed
both in Hell.

CHECK YOUR UNDERSTANDING

A storyboard is a graphic organizer that consists of illustrations or images
displayed in sequence for the purpose of pre-visualizing a motion picture,
animation, motion graphic or interactive media sequence. The storyboarding
process, in the form it is known today, was developed at Walt Disney Productions
during the early 1930s, after several years of similar processes being in use at Walt
Disney and other animation studios.
Directions: Create a story board on how you understand the series of
events in the story. Use colors, creativity and organization in your work.
Make it sure to connect it with our current situation. Use separate sheet.

10
 POST TEST
DIRECTIONS: Complete the following diagram by supplying the main idea and
supporting details lifted from the text. Use the graphics as your clues.

MAIN IDEA

SUPPORTING IDEA

SUPPORTING IDEA

SUPPORTING IDEA

https://www.google.com/search?source=hp&ei=7HL0XuSiFMP2hwOz9bKwBA&q=omnipotent+context+clue&oq=omnipotent+context+clue&gs_lcp=CgZwc3
ktYWIQAzIFCCEQoAE6AggAOgUIABCxAzoFCAAQgwE6CggAELEDEEYQQE6BAgAEAo6BggAEBYQHjoHCCEQChCgAVDDF1jjdWC1d2gDcAB4AYABzAOIAewmkgE
KMC4xNy42LjEuMZgBAKABAaoBB2d3cy13aXqwAQA&sclient=psy-ab&ved=0ahUKEwjkyNr015zqAhVD-2EKHbO6DEYQ4dUDCAo&uact=5#spf=1593078510999

11
Name: _______________________ Grade and Sec.______________

Directions: Write a reflective learning on formulating claims by answering the

questions inside the box. You may express your answers in a more critical and
creative presentation of your great learning. Have fun and enjoy!

Lessons on What other example

What learnings
(Dante’s Inferno) can I contribute to
have I found from explore and think
guide me to
this lesson? more?
reflect on…

What good
What earnings ca I What is my
character have I
share with my conclusion on the
developed from
family and peers? lesson?
this?

12
 REFERENCES

Book
Celebrating Diversity Through World Literature, pp
English Time, pages 5-10
Internet Sources

 https:www.sparknotes.com/poetry/inferno/summary
 https://www.storyboardthat.com/lesson-plans/dantes-inferno-by-dante-alighieri
 https://novaonline.nvcc.edu/Eli/eng251/Bb_version/activities/dante.html
 https://www.pixton.com/schools/teacher-resources/lesson-plans/dantes-inferno
 https://www.google.com/search?source=hp&ei=7HL0XuSiFMP2hwOz9bKwBA&q
=omnipotent+context+clue&oq=omnipotent+context+clue&gs_lcp=CgZwc3ktYWI
QAzIFCCEQoAE6AggAOgUIABCxAzoFCAAQgwE6CggAELEDEEYQ-
QE6BAgAEAo6BggAEBYQHjoHCCEQChCgAVDDF1jjdWC1d2gDcAB4AYABzA
OIAewmkgEKMC4xNy42LjEuMZgBAKABAaoBB2d3cy13aXqwAQA&sclient=psy-
ab&ved=0ahUKEwjkyNr015zqAhVD-
2EKHbO6DEYQ4dUDCAo&uact=5#spf=1593078510999

Management and Development Team

Schools Division Superintendent: Maria Magdalena M. Lim, CESO V

Chief Education Supervisor: Aida H. Rondilla
CID Education Program Supervisor: Vicente M. Victorio Jr.
CID LR Supervisor: Lucky S. Carpio
CID-LRMS Librarian II: Hannah C. Gillo
CID-LRMS PDO II: Albert James P. Macaraeg

Editor: Carol L. Noces, Head Teacher VI

Writer: Michelle G. Bangoy, MT II

13
 14
PRETEST
Answers may vary
LBTYL
Answers may vary
WORD DYNAMICS
1. B
2. E
3. D
4. C
5. A
Answer Key
 15
Activity 1: Comprehension Check
1. The threshold or the limen of hell is a place in Dante Alighieri's Divine Comedy which
contains the so-called description of hell. In the threshold, the first group of souls can
also be found. This is also the place where Dante encountered hellish beasts as well as
his company, Virgil.
2. . Vestibule of Hell. Dante passes through the gate of Hell, which bears an inscription
ending with the famous phrase "Lasciate ogne speranza, voi ch'intrate", most frequently
translated as "Abandon all hope, ye who enter here."
Dante's Inferno begins when Dante falls asleep and loses his way on the journey
through life. He encounters the poet Virgil and the two begin a series of travels. Dante
and Virgil go to Hell where they witness the many punishments for those who disobeyed
God during their lives.
3. The souls tortured in this Canto III of hell are the opportunists.The Divine Comedy of
Dante Alighieri is an example of a Canto, specifically having 100 cantos. Facts about
the Divine Comedy - Inferno:The Inferno or "Hell" where the Canto III belongs is the first
part of Dante Alighieri's epic poem Divine Comedy in the 14th century. It is followed by
Purgatorio (purgatory) and Paradiso (paradise). It is an allegory telling the journey of
Dante through Hell, guided by the Roman poet Virgil. In the poem, Hell is depicted as
composed of nine circles of suffering located within the Earth. Generally, the poem
Divine Comedy is an allegorical representation of the journey of the souls toward God,
with the Inferno describing the recognition and rejection of sin.
4. Virgil then advises Dante to leave behind any doubts or fears he has about what he is
about to see. If he is to learn from this journey, he must have faith and accept the
suffering he observes as divine justice. Virgil offers Dante his hand, which Dante finds
reassuring, and the two pass through the gate and into Hell.
5. Here the newly arrived souls of the damned gather and wait for monstrous ... Virgil
forces Charon to serve them, but Dante swoons with terror, and does not ... to cross the
river Acheron into Hell itself, what physical reactions do the spirits have?
6. In the beach of Acheron, a ferryman of death named Charon who carries souls of the
dead across the river Styx to Hades was hesitant and refused to take Dante across the
River and ordered him to leave as the place is only for the dead without any chance of
salvation.
7. In the Canto III of Dante Alighieri's Inferno in the Divine Comedy, Virgil silenced
Charon after the latter told Dante to leave as he is not allowed to be ferried because he
is still living. Virgil told Charon that Dante's passage through hell while being alive is
the will of God
 16
POST TEST
1. The main themes in Dante's Inferno are morality and divine justice,
the soul's journey, and the poet's vocation. Morality and divine
justice: The correspondence between the sinners' actions and their
punishments in Hell indicates Dante's belief in the fairness of divine CHECKING YOUR
authority. UNDERSTANDING
2. Dante first uses the leopard to represent sins of malice and fraud. Answers may vary
He that the leopard uses its spots as disguise when it is around its
prey. Then when the prey least expects it, the leopard strikes.
3. Dante uses the lion to show sins of both violence and ambition. He
REFLECTIVE
explains how the lion tends to satisfy their own needs by any means LEARNING SHEET
regardless how violent the needs are. If a lion needs food, it will get Answers may vary
food by being violent and ambitious.
4. The last animal that Dante encountered on his trail was a she-wolf.
He uses this beast to represent incontinence, adultery and lust.
She-wolves tend to be mysterious creatures and hunt in packs,
which may be why Dante used it as the third beast.
ACTIVITY 2:
CHARACTER MAPPING
1. The author and protagonist of Inferno; the focus of all action and interaction
with other characters. Because Dante chose to present his fictional poem as
a record of events that actually happened to him, a wide gulf between Dante
the poet and Dante the character pervades the poem.
2. Dante's appearance and demeanor as follows: "the poet was of middle
height, and in his later years he walked somewhat bent over, with a grave
and gentle gait. He was clad always in most seemly attire, such as befitted
his ripe years. His face was long, his nose aquiline, and his eyes big rather
than small. His jaws were large, and his lower lip protruded. He had a brown
complexion, his hair and beard were thick, black, and curly, and his
countenance was always melancholy and thoughtful.
3. His traits are very broad and universal: often sympathetic toward others, he
nonetheless remains capable of anger; he weeps at the sight of the suffering
souls
4. Dante, the protagonist, is the only character in the poem that seems to
experience character development in the slightest. His development
seems to follow a cycle: he goes from pitying the sinners to judging and
feeling above them.