Learner’s Activity Sheet No.

1
Grade 10 (ENGLISH)
Quarter 1
MELC: Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and
exchanges

Name: ______________________________________ Section:_______________ Date:___________ Time Allotment: 40 minutes

REMINDER: DO NOT WRITE ANYTHING ON THE ACTIVITY SHEET. WRITE YOUR ANSWERS
IN YOUR NOTEBOOK.

Dive In
Note: The succeeding activities below will serve as an opener of the lesson about using information from news reports,
speeches, informative talks, panel discussions, etc. in everyday conversations and exchanges.
Task 1: Answer the following:

1. In your opinion, when can we say that he/she is a Filipino?

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2. What makes Filipinos unique from other nationalities? (Give 3 situations)
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3. Write at least three important characteristics that make the Filipino unique. Then for each characteristics, think of events
in history when this particular character stood out.
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Think of your answers for five minutes.
*After five minutes, accomplish the following with the help of your parent/ any member of the family:
1. Discuss each other’s answers. Make sure that while one person is speaking, the other is listening.
2. Once your partner is finished sharing his or her answers, repeat the important points that he or she mentioned. Write
down your comments and reactions as well. Your partner will do the same once you are finished sharing your answers.

Comments and Suggestions:

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--END OF DAY 1--

Learner’s Activity Sheet No. 2
Grade 10 (ENGLISH)
Quarter 1
MELC: Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and
exchanges

Name: ______________________________________ Section:_______________ Date:___________ Time Allotment: 40 minutes

REMINDER: DO NOT WRITE ANYTHING ON THE ACTIVITY SHEET. WRITE YOUR ANSWERS
IN YOUR NOTEBOOK.

What is active listening?

Active listening is not about concentrating on every word that the speaker says. It is focusing on the key points
and main ideas presented in a listening material. By identifying the key points and main ideas you will be able to process and
understand the message. Active listening is also called emphatic listening. It is very effective not only in conversing with others but
also counseling and meditating conflicts.

The following are some helpful tips in active listening:

1. Listen intently to the speaker. Focus on the person and the meaning of his or her message.
2. Pay close attention to the speaker’s verbal and nonverbal cues for these may reveal information and intentions that the
speaker may not be stating directly.
3. Respond appropriately. Assure the other person of your involvement by responding verbally and nonverbally from time
to time.
4. Be ready to repeat important points of the message.

Task 1: Complete the table below.

Study the underlined words in the Write what you think each underlined Check the dictionary for the actual
quoted lines below. word means. meaning of the underlined word. Write
the meaning below.

1. “Rather than be bitter I have learned

to accept my suffering as a cleansing
process and a rare opportunity to
reapply grapple with the problems of
the Filipino.”

2-3. “Like the average Filipino, please

do not mistake my patience for
docility, my conciliatory demeanor for
cowardice and lack of will.”

4. “… please do not misinterpret this

conduct for timidity and subservience.”

5. “… and I pray that you shall at last

desist from further trying the patience
and resolve of your countrymen.”
Learner’s Activity Sheet No. 3
Grade 10 (ENGLISH)
Quarter 1
MELC: Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and
exchanges

Name: ______________________________________ Section:_______________ Date:___________ Time Allotment: 1 HOUR

REMINDER: DO NOT WRITE ANYTHING ON THE ACTIVITY SHEET. WRITE YOUR ANSWERS
Let’s Read! IN YOUR NOTEBOOK.

Benigno Simeon “Ninoy” Aquino, Jr. was a politician, statesman, journalist, and patriot. Through his impassioned
speeches, he moved the international community, swayed many to his cause, and helped inspire the 1986 EDSA People Power
Revolution. On August 4, 1980, he delivered the speech “The Filipino Is Worth Dying For” at the Asia Society in New York. The
speech turned out to be prophetic as he was assassinated on August 21, 1983 in his attempt to return to the Philippines despite
grave threats. The following is an excerpt from his speech.

THE FILIPINO IS WORTH DYING FOR

An Excerpt
By Benigno B. Aquino, Jr.

I have spent almost eight lonely years in military confinement. I can forgive you for what you have done to me over the last
The problem of Martial Rule and its injustices have nagged me eight years because this I can do, but I can never forgive you
all these years. for depriving our people of their freedom because it is not
mine to forgive.
During those eight years, I learned the true meaning of
humiliation, of courage, of hunger and endless anxiety. Rather I have waited patiently for you to restore democracy you took
than be bitter, I have learned to accept my sufferings as a away from us that night of September 23, 1972. Like the
cleansing process and a rare opportunity to really grapple with average Filipino, please do not mistake my patience for
the problems of the Filipino. docility, my conciliatory demeanor for cowardice and lack of
will.
I have asked myself many times. Is the Filipino worth suffering,
or even dying, for? Is a Filipino more comfortable under an I have chosen to suffer long years of solitary confinement
authoritarian leader because he does not want to be burdened rather than urge my followers to put our country to the torch
with the freedom of choice? Is he unprepared or, worse, ill- because, like the average Filipino, I put the highest value on
suited for a presidential or parliamentary democracy? human life. And I dread the weeping of mothers whose sons
will surely be sacrificed at the altar of revolution. But please do
I have carefully weighed the virtues and the faults of the not misinterpret this conduct for timidity and subservience.
Filipino and I have come to the conclusion that he is worth
dying for because he is the nation’s greatest untapped I have faced death a couple of times in prison. In 1975, I went
resource. on a hunger strike for forty days and forty nights and I was near
death when your jailers rushed me to the Veterans’ Hospital.
He is not a coward. He values life and he tend to give his leader
the maximum benefit of the doubt. Given a good leader I faced death in your detention camp when your army doctors
because he is a good follower, the Filipino can attain great diagnosed my heart ailment as mere muscle spasms, only to
heights. be told by the doctors in the United States that I could have
died from heart attacks while I was languishing in your jail.
It would seem that he is more comfortable in being told what
to do than to think for himself. But this is only a superficial Mr. Marcos: Please believe me when I tell you that, like the
impression because deep down in his being, he loves freedom average Filipino, I will again willingly face death in a freedom
but puts the highest premium on human life and human struggle if you will not heed the voice of conscience and
dignity. Hence, he would try to adapt till his patience runs out. moderation.

Is the Filipino prepared for democracy? Definitely. Even before You were a soldier once, and you have repeatedly said, many
the arrival of the Spanish Conquistador, he had already times, it is an honor to die for one’s country and for one’s
practice participatory democracy in his barangay. He values freedom.
freedom, but because he values human life more, he will not
easily take up arms and would rather wait till his patience runs I hope you will now believe in what you preach and I pray that
out. you shall at last desist from further trying the patience and
resolve of your countrymen.
Yes, I have gained valuable insights in prison and like an
average Filipino, I would like to tell Mr. Marcos this: Mr. Marcos: Give us back our freedom or suffer the
consequences of your arrogance.
Comprehension Questions:
1. How does the speaker describe the Filipino? Complete the concept map below.

FILIPINO

2. How does the speaker regard his countrymen?

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3. How does the speaker regard himself as a Filipino?
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4. What do you think is the intent of the last line of the excerpt?
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5. How does the speaker describe the unique brand of Filipino courage? Aside from the historical details mentioned in the
speech, what other events in the history manifested this Filipino courage?
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6. What kind of person is the speaker based on his words and his conviction? Justify.
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7. Why is the Filipino worth dying for? Do you agree with the speaker? Why or why not? If you were in his shoes, would
you have the same beliefs and convictions? Explain.
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--END OF DAY 2--

Learner’s Activity Sheet No. 4
Grade 10 (ENGLISH)
Quarter 1
MELC: Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and
exchanges

Name: ______________________________________ Section:_______________ Date:___________ Time Allotment: 40 minutes

REMINDER: DO NOT WRITE ANYTHING ON THE ACTIVITY SHEET. WRITE YOUR ANSWERS
IN YOUR NOTEBOOK.

PLUG and PLAY

Remember that the main idea is the central or the most important thought of a speech. It is what the speech is all about. Supporting

details, on the other hand, are pieces of information that support, expound, define or describe the main idea. They strengthen the

central though expressed. The following activities will help you practice the skill of differentiating main details from supporting

details.

A. Watch/Listen to a News aired on TV/Radio and identify the main ideas and supporting details present.

Main Idea: _______________________________________________________________________________________

Supporting Details:

1. _______________________________________________________________________________________

2. _______________________________________________________________________________________

3. _______________________________________________________________________________________

4. _______________________________________________________________________________________

5. _______________________________________________________________________________________

B. Watch the panel discussion about “Social Meadia and Self-Esteem” (https://www.youtube.com/watch?v=ZC5WkeynQiE)and

list at least 5 important information from the news.

1. _______________________________________________________________________________________

2. _______________________________________________________________________________________

3. _______________________________________________________________________________________

4. _______________________________________________________________________________________

5. _______________________________________________________________________________________

--END OF DAY 3--

Learner’s Activity Sheet No. 5
Grade 10 (ENGLISH)
Quarter 1
MELC: Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and
exchanges

Name: ______________________________________ Section:_______________ Date:___________ Time Allotment: 40 minutes

REMINDER: DO NOT WRITE ANYTHING ON THE ACTIVITY SHEET. WRITE YOUR ANSWERS
IN YOUR NOTEBOOK.

Task 1:
a. With the help of your parent/ any member of the family
choose one of the topics below and record (audio or video)
your discussion on the chosen topic.
Topics:
1. Challenges met by graduating junior high school
students in choosing a career path
2. Challenges in dealing with difficult people
b. Each participant is given one to two minutes to express his
or her idea while the other practices active listening.
c. After the discussion, review your recording and check if
you were able to practice effective listening properly by
asking yourselves the following questions:
1. Were you attentively listening as your partner was speaking?
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2. Did you pay attention both verbal and nonverbal cues as your partner was speaking?
___________________________________________________________________________________________
3. Did you ask questions regarding unclear points in the discussion?
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4. Were you able to respond appropriately to your partner’s important points?
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5. What difficulties did you encounter during the activity? How did you overcome these difficulties?
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--END OF DAY 4--

Learner’s Activity Sheet No. 6
Grade 10 (ENGLISH)
Quarter 1
MELC: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a
text

Name: ______________________________________ Section:_______________ Date:___________ Time Allotment: 1 hour

REMINDER: DO NOT WRITE ANYTHING ON THE ACTIVITY SHEET. WRITE YOUR ANSWERS
IN YOUR NOTEBOOK.

USING NON-PROSE TEXTS IN READING

Text do not only come in the form of prose or in sentences and paragraphs. Non-prose texts can help you see
They also come in the form of pictures, graphs, tables, charts, diagrams, etc. These texts and easily understand the
are called visual, graphics or non-prose texts. Non-prose texts are visual representations complex relationship of ideas
of information. and concepts.
Knowing how to interpret visuals can help you acquire new information easily. For
example, when comparing the salability of the two products, it is easy to know which one is popular to consumers by using a bar graph
that shows the difference between two products through the height of bars that represents the total number of sales of each product.
Thus, you will immediately know which product is more salable because it is the one which sales rate is represented by the taller bar
in the graph.
There are various types of graphic organizers, each one is best suited for a particular purpose. The following are some
common types of visuals and their specific uses:
1. Timetable- this is a graphic organizer that 4. Classification- this organizer is used in
represents a schedule of activities, events, or arranging items in a text in different groups,
task. This is recommended for student like branches, or classes.
you who wish to organize their schedule in Example:
order to balance schoolwork and recreation.
Example:

5. Venn diagram- this graphic organizer is used

to show the similarities and differences
2. Timeline- this graphic organizer is used in between two topics.
arranging concepts and events in Example:
chronological order.
Example:

6. Cause and concept map- this organizer is

used to show the reason why something
3. KWL Chart- this organizer is used before and happens and its result ad vice versa.
after reading to check what the reader Example:
already knows about the topic which is
represented by the K column, what the
reader wants to know about the topic which
is represented by the W column, and what
the reader learned about the topic which is
represented by the L column.
Example:
 Watch an instructional video
Using the skills in active listening and make a concept map showing what you got from the
video.
(Video link: https://www.youtube.com/watch?v=Yq5pJ0q3xuc)

In a short bond paper, make a creative illustration showing how important is active listening in
everyday conversations and exchanges.

--END OF DAY 1--

Learner’s Activity Sheet No. 1
Grade 10 (ENGLISH)
Quarter 1 (WEEK 2)
MELC: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a
text

Name: ______________________________________ Section:_______________ Date:___________ Time Allotment: 30 minutes

REMINDER: DO NOT WRITE ANYTHING ON THE ACTIVITY SHEET. WRITE YOUR ANSWERS
IN YOUR NOTEBOOK.

A. DIRECTIONS. Write on the blank the kind of information or concept best presented in each graphic organizer.

_____________________________1.

_____________________________2.

_____________________________3.

_____________________________4.
B. DIRECTIONS. Write on the blank the type of graphic organizer that can best represent the given kind of information.
____________________________1. Organizational relationships
____________________________2. Order of events
____________________________3. Categorization
____________________________4. Cause and effect
____________________________5. Comprehension check

--END OF DAY 2--

Learner’s Activity Sheet No. 2
Grade 10 (ENGLISH)
Quarter 1 (WEEK 2)
MELC: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a
text

Name: ___________________________________________ Section:________________ Date:__________________

A. DIRECTIONS. Study the following graphic organizer. What does it tell you about the characters in Dante’s
Inferno? Write on your notebook a brief description of the relationship between and among these characters.

Dante’s Inferno: Character Web

BEATRICE
(is in heaven)

DANTE VIRGIL
Guides him on a
(narrator; spiritually lost (former poet of antiquity
Journey through Hell
and wandering away from and current “shade”
the True Way) residing in the Limbo
section of Hell.

INFERNO: CANTO 1
Midway upon the journey of our life And even as he, who, with distressful breath, He seemed as if against me he were coming
I found myself within a forest dark, Forth issued from the sea upon the shore, With head uplifted, and with ravenous
For the straightforward pathway had been Turns to the water perilous and gazes; hunger,
lost. So that it seemed the air was afraid of him;
So did my soul, that still was fleeing onward,
Ah me! how hard a thing it is to say Turn itself back to re-behold the pass And a she-wolf, that with all hungerings
What was this forest savage, rough, and stern, Which never yet a living person left. Seemed to be laden in her meagreness,
Which in the very thought renews the fear. And many folk has caused to live forlorn!
After my weary body I had rested,
So bitter is it, death is little more; The way resumed I on the desert slope, She brought upon me so much heaviness,
But of the good to treat, which there I found, So that the firm foot ever was the lower. With the affright that from her aspect came,
Speak will I of the other things I saw there. And lo! almost where the ascent began, That I the hope relinquished of the height.
A panther light and swift exceedingly,
I cannot well repeat how there I entered, Which with a spotted skin was covered o'er! And as he is who willingly acquires,
So full was I of slumber at the moment And the time comes that causes him to lose,
In which I had abandoned the true way. And never moved she from before my face, Who weeps in all his thoughts and is
Nay, rather did impede so much my way, despondent,
But after I had reached a mountain's foot, That many times I to return had turned.
At that point where the valley terminated, E'en such made me that beast withouten
Which had with consternation pierced my The time was the beginning of the morning, peace,
heart, And up the sun was mounting with those stars Which, coming on against me by degrees
That with him were, what time the Love Thrust me back thither where the sun is silent.
Upward I looked, and I beheld its shoulders, Divine
Vested already with that planet's rays While I was rushing downward to the lowland,
Which leadeth others right by every road. At first in motion set those beauteous things; Before mine eyes did one present himself,
So were to me occasion of good hope, Who seemed from long-continued silence
Then was the fear a little quieted The variegated skin of that wild beast, hoarse.
That in my heart's lake had endured
throughout The hour of time, and the delicious season; When I beheld him in the desert vast,
The night, which I had passed so piteously. But not so much, that did not give me fear "Have pity on me," unto him I cried,
A lion's aspect which appeared to me. "Whiche'er thou art, or shade or real man!"
 He answered me: "Not man; man once I was, "Thee it behoves to take another road," Where thou shalt hear the desperate
And both my parents were of Lombardy, Responded he, when he beheld me weeping, lamentations,
And Mantuans by country both of them. "If from this savage place thou wouldst Shalt see the ancient spirits disconsolate,
escape; Who cry out each one for the second death;
'Sub Julio' was I born, though it was late,
And lived at Rome under the good Augustus, Because this beast, at which thou criest out, And thou shalt see those who contented are
During the time of false and lying gods. Suffers not any one to pass her way, Within the fire, because they hope to come,
But so doth harass him, that she destroys him; Whene'er it may be, to the blessed people;
A poet was I, and I sang that just
Son of Anchises, who came forth from Troy, And has a nature so malign and ruthless, To whom, then, if thou wishest to ascend,
After that Ilion the superb was burned. That never doth she glut her greedy will, A soul shall be for that than I more worthy;
And after food is hungrier than before. With her at my departure I will leave thee;
But thou, why goest thou back to such
annoyance? Many the animals with whom she weds, Because that Emperor, who reigns above,
Why climb'st thou not the Mount Delectable, And more they shall be still, until the In that I was rebellious to his law,
Which is the source and cause of every joy?" Greyhound Wills that through me none come into his city.
Comes, who shall make her perish in her pain.
"Now, art thou that Virgilius and that fountain He governs everywhere, and there he reigns;
Which spreads abroad so wide a river of He shall not feed on either earth or pelf, There is his city and his lofty throne;
speech?" But upon wisdom, and on love and virtue; O happy he whom thereto he elects!"
I made response to him with bashful 'Twixt Feltro and Feltro shall his nation be;
forehead. And I to him: "Poet, I thee entreat,
Of that low Italy shall he be the saviour, By that same God whom thou didst never
"O, of the other poets honour and light, On whose account the maid Camilla died, know,
Avail me the long study and great love Euryalus, Turnus, Nisus, of their wounds; So that I may escape this woe and worse,
That have impelled me to explore thy volume!
Through every city shall he hunt her down, Thou wouldst conduct me there where thou
Thou art my master, and my author thou, Until he shall have driven her back to Hell, hast said,
Thou art alone the one from whom I took There from whence envy first did let her That I may see the portal of Saint Peter,
The beautiful style that has done honour to loose. And those thou makest so disconsolate."
me.
Behold the beast, for which I have turned Therefore I think and judge it for thy best Then he moved on, and I behind him followed.
back; Thou follow me, and I will be thy guide,
Do thou protect me from her, famous Sage, And lead thee hence through the eternal From The Divine Comedy by Dante Alighieri,
For she doth make my veins and pulses place, translated by Henry Wadsworth Longfellow.
tremble." This poem is in the public domain.

B. DIRECTIONS. Answer the following questions below:

1. Identify and describe the initial setting of the poem. How did Dante feel while walking through the setting? Why do you think he
felt this way? What do you think this setting symbolizes? Explain your answers. Cite lines from the poem to justify your answers.
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2. Identify and describe the three creatures that Dante encountered in the forest. Analyze their actions and determine and explain
what they symbolize and their significance to the poem.
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3. Dante encounters a poet named Virgilius (Virgil). Read about this man and his works. Why did Dante choose to incorporate him
into his poem? Explain his relationships and influence over Dante.
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4. Virgil mentions a greyhound to Dante. What does this creature symbolize? Explain your answer. Cite lines from the poem to justify
your answer.
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Learner’s Activity Sheet No. 3
Grade 10 (ENGLISH)
Quarter 1 (WEEK 2)
MELC: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a
text

Name: ___________________________________________ Section:________________ Date:__________________

A. Create a timeline of events in the story.

B. Choose 2 character and give the similarities and differences by using a Venn diagram.
Learner’s Activity Sheet No. 4
Grade 10 (ENGLISH)
Quarter 1
MELC: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a
text

Name: ___________________________________________ Section:________________ Date:__________________

A. DIRECTIONS: Read the following excerpt from St. Thomas More’s Utopia. It describes the way of life of the people in the
story’s imaginary place. Then use the appropriate graphic organizer to present the description of the given excerpt.

Of their Trades, and Manner of Life

Thomas More's Utopia (1515)

"Agriculture is that which is so universally understood among them that no person, either man or woman, is ignorant of it; they are
instructed in it from their childhood, partly by what they learn at school, and partly by practice, they being led out often into the fields
about the town, where they not only see others at work but are likewise exercised in it themselves. Besides agriculture, which is so
common to them all, every man has some peculiar trade to which he applies himself; such as the manufacture of wool or flax, masonry,
smith's work, or carpenter's work; for there is no sort of trade that is in great esteem among them. Throughout the island they wear
the same sort of clothes, without any other distinction except what is necessary to distinguish the two sexes and the married and
unmarried. The fashion never alters, and as it is neither disagreeable nor uneasy, so it is suited to the climate, and calculated both for
their summers and winters. Every family makes their own clothes; but all among them, women as well as men, learn one or other of
the trades formerly mentioned. Women, for the most part, deal in wool and flax, which suit best with their weakness, leaving the
ruder trades to the men. The same trade generally passes down from father to son, inclinations often following descent: but if any
man's genius lies another way he is, by adoption, translated into a family that deals in the trade to which he is inclined; and when that
is to be done, care is taken, not only by his father, but by the magistrate, that he may be put to a discreet and good man: and if, after
a person has learned one trade, he desires to acquire another, that is also allowed, and is managed in the same manner as the former.
When he has learned both, he follows that which he likes best, unless the public has more occasion for the other.

The chief, and almost the only, business of the Syphogrants is to take care that no man may live idle, but that every one may follow
his trade diligently; yet they do not wear themselves out with perpetual toil from morning to night, as if they were beasts of burden,
which as it is indeed a heavy slavery, so it is everywhere the common course of life amongst all mechanics except the Utopians: but
they, dividing the day and night into twenty-four hours, appoint six of these for work, three of which are before dinner and three after;
they then sup, and at eight o'clock, counting from noon, go to bed and sleep eight hours: the rest of their time, besides that taken up
in work, eating, and sleeping, is left to every man's discretion; yet they are not to abuse that interval to luxury and idleness, but must
employ it in some proper exercise, according to their various inclinations, which is, for the most part, reading. It is ordinary to have
public lectures every morning before daybreak, at which none are obliged to appear but those who are marked out for literature; yet
a great many, both men and women, of all ranks, go to hear lectures of one sort or other, according to their inclinations: but if others
that are not made for contemplation, choose rather to employ themselves at that time in their trades, as many of them do, they are
not hindered, but are rather commended, as men that take care to serve their country. After supper they spend an hour in some
diversion, in summer in their gardens, and in winter in the halls where they eat, where they entertain each other either with music or
discourse. They do not so much as know dice, or any such foolish and mischievous games. They have, however, two sorts of games
not unlike our chess; the one is between several numbers, in which one number, as it were, consumes another; the other resembles
a battle between the virtues and the vices, in which the enmity in the vices among themselves, and their agreement against virtue, is
not unpleasantly represented; together with the special opposition between the particular virtues and vices; as also the methods by
which vice either openly assaults or secretly undermines virtue; and virtue, on the other hand, resists it. But the time appointed for
labour is to be narrowly examined, otherwise you may imagine that since there are only six hours appointed for work, they may fall
under a scarcity of necessary provisions: but it is so far from being true that this time is not sufficient for supplying them with plenty
of all things, either necessary or convenient, that it is rather too much; and this you will easily apprehend if you consider how great a
part of all other nations is quite idle. First, women generally do little, who are the half of mankind; and if some few women are diligent,
their husbands are idle: then consider the great company of idle priests, and of those that are called religious men; add to these all
rich men, chiefly those that have estates in land, who are called noblemen and gentlemen, together with their families, made up of
idle persons, that are kept more for show than use; add to these all those strong and lusty beggars that go about pretending some
disease in excuse for their begging; and upon the whole account you will find that the number of those by whose labours mankind is
supplied is much less than you perhaps imagined: then consider how few of those that work are employed in labours that are of real
service, for we, who measure all things by money, give rise to many trades that are both vain and superfluous, and serve only to
support riot and luxury: for if those who work were employed only in such things as the conveniences of life require, there would be
such an abundance of them that the prices of them would so sink that tradesmen could not be maintained by their gains; if all those
who labour about useless things were set to more profitable employments, and if all they that languish out their lives in sloth and
idleness (every one of whom consumes as much as any two of the men that are at work) were forced to labour, you may easily imagine
that a small proportion of time would serve for doing all that is either necessary, profitable, or pleasant to mankind, especially while
pleasure is kept within its due bounds: this appears very plainly in Utopia; for there, in a great city, and in all the territory that lies
round it, you can scarce find five hundred, either men or women, by their age and strength capable of labour, that are not engaged in
it. Even the Syphogrants, though excused by the law, yet do not excuse themselves, but work, that by their examples they may excite
the industry of the rest of the people; the like exemption is allowed to those who, being recommended to the people by the priests,
are, by the secret suffrages of the Syphogrants, privileged from labour, that they may apply themselves wholly to study; and if any of
these fall short of those hopes that they seemed at first to give, they are obliged to return to work; and sometimes a mechanic that
so employs his leisure hours as to make a considerable advancement in learning is eased from being a tradesman and ranked among
their learned men. Out of these they choose their ambassadors, their priests, their Tranibors, and the Prince himself, anciently called
their Barzenes, but is called of late their Ademus.

"And thus from the great numbers among them that are neither suffered to be idle nor to be employed in any fruitless labour, you
may easily make the estimate how much may be done in those few hours in which they are obliged to labour. But, besides all that has
been already said, it is to be considered that the needful arts among them are managed with less labour than anywhere else. The
building or the repairing of houses among us employ many hands, because often a thriftless heir suffers a house that his father built
to fall into decay, so that his successor must, at a great cost, repair that which he might have kept up with a small charge; it frequently
happens that the same house which one person built at a vast expense is neglected by another, who thinks he has a more delicate
sense of the beauties of architecture, and he, suffering it to fall to ruin, builds another at no less charge. But among the Utopians all
things are so regulated that men very seldom build upon a new piece of ground, and are not only very quick in repairing their houses,
but show their foresight in preventing their decay, so that their buildings are preserved very long with but very little labour, and thus
the builders, to whom that care belongs, are often without employment, except the hewing of timber and the squaring of stones, that
the materials may be in readiness for raising a building very suddenly when there is any occasion for it. As to their clothes, observe
how little work is spent in them; while they are at labour they are clothed with leather and skins, cut carelessly about them, which will
last seven years, and when they appear in public they put on an upper garment which hides the other; and these are all of one colour,
and that is the natural colour of the wool. As they need less woollen cloth than is used anywhere else, so that which they make use of
is much less costly; they use linen cloth more, but that is prepared with less labour, and they value cloth only by the whiteness of the
linen or the cleanness of the wool, without much regard to the fineness of the thread. While in other places four or five upper garments
of woollen cloth of different colours, and as many vests of silk, will scarce serve one man, and while those that are nicer think ten too
few, every man there is content with one, which very often serves him two years; nor is there anything that can tempt a man to desire
more, for if he had them he would neither be the, warmer nor would he make one jot the better appearance for it. And thus, since
they are all employed in some useful labour, and since they content themselves with fewer things, it falls out that there is a great
abundance of all things among them; so that it frequently happens that, for want of other work, vast numbers are sent out to mend
the highways; but when no public undertaking is to be performed, the hours of working are lessened. The magistrates never engage
the people in unnecessary labour, since the chief end of the constitution is to regulate labour by the necessities of the public, and to
allow the people as much time as is necessary for the improvement of their minds, in which they think the happiness of life consists.

ANSWER:

B. DIRECTIONS: Evaluate your answers by answering Yes/No on the following questions:

1. Is the chosen graphic organizer appropriate to the excerpt?
2. Is the graphic organizer able to show clearly the relationships between and among ideas?
3. Does the graphic organizer contain the important details presented in the text?