English 10 1st Quarter SciTech FINAL

Learning Module
&
Activity Sheets
ENGLISH 10
WORLD LITERATURE
1ST QUARTER
NAME: __________________________________________________________________________
GRADE 10 EINSTEIN – SPECIAL SCIENCE CLASS

MOST ESSENTIAL LEARNING COMPETENCIES
ENGLISH – 1ST QUARTER
CONTENT STANDARD
The learner demonstrates understanding of how world literature and other text types serve as
ways of expressing and resolving personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking, emphasis markers in persuasive
texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD
Quarter Domain Code Learning Competencies

Quarter Listening Use information from news reports, speeches,
1 Comprehension EN10LC-Ia- informative talks, panel discussions, etc. in everyday
(LC) 11.1 conversations and exchanges
Reading EN10RC-Ia- Determine the effect of textual aids like advance
Comprehension 2.15.2 organizers, titles, non-linear illustrations, etc. on the
(RC) understanding of a text
Viewing EN10VC-
Comprehension IVc-29 Appraise the unity of plot, setting and characterization
(VC) in a material viewed to achieve the writer’s purpose
Viewing EN10VC- Compare and contrast the contents of the materials
Comprehension IVa-15 viewed with outside sources of information in terms
(VC) of accessibility and effectiveness
Listening EN10LC-IIe- Employ analytical listening in problem solving
Comprehension 13.2
(LC)
Evaluate and make judgments about a range of texts
using a set of criteria e.g. comparing arguments on the
same topic, critiquing a short story
Evaluate spoken texts using given criteria, e.g.
fluency, tone, cohesion, correctness
Grammar EN10G-Ia-
Awareness 27 Use reflexive and intensive pronouns
Grammar EN10G-Id-
Awareness 26 Using words and expressions that emphasize a point
Grammar EN10G-If-
Awareness 3.6 Use modals
JOHNPAUL COLLEGE CORP.
BASIC EDUCATION DEPARTMENT-JUNIOR HIGH SCHOOL Page | 1
ENGLISH 10
The learner composes a short but powerful persuasive text using a variety of persuasive
techniques and devices.
PRE-TEST
Read the following questions carefully and write the answer before each number.
1. Why are news reports written?

a. To inform the world of terrible stories that lead to death and other unfortunate events
b. To inform citizens of events which are happening in the world locally and internationally
c. To make sure people have jobs
d. To give people something to do in the morning when they drink their coffee.
2. It is used to show comparison between variables.

a. Bar graph b. Concept Map c. Venn Diagram
3. It is used to identify similarities and differences between two or more concepts.

a. Bar graph b. Concept Map c. Venn Diagram
4. Listening is poor when

a. we don't expend the effort. b. we experience message overload.
c. we experience psychological noise. d. All of these are correct.
5. Which is true?
a. Listening and hearing are remarkably similar. b. It is possible to hear without listening.
c. Listening is physical; hearing is psychological. d. It is possible to listen without hearing.
6. When listening for information, it is wise to

a. make some quick judgments about the speaker, so you're not misled.
b. tie the message and speaker together in your mind.
c. be opportunistic by learning what you can from this speaker, even if you learn what not to do.
d. listen for details rather than the main ideas.
Grammar - Modals.
Directions: Choose from the pool of answers the writer’s/speaker’s intention as hinted by each
underlined expression.
A. ability B. obligation C. probability D. willingness
7. It’s true that sorrows in life may bring despair.
8. We must find courage even in the small things that we do.
9. We will endure even the greatest sufferings that will come our way.
10. Ordinary trials can be turned into extraordinary moments.
Grammar - Intensive and Reflexive Pronouns

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Directions: Determine whether each underlined word is used as an intensive or reflexive pronoun. Write
In for intensive pronoun and Re for reflexive pronoun.
11. You can see yourself more clearly.
12. Judge how much you know about yourself.
13. Life itself offers you many opportunities.
Part II. Understanding. Reading and Literature
Directions: Read each of the following short passages carefully and copy the letter of the word or phrase
that best completes each numbered item.
Exploring the Sea of Goodness

Lee Emm
1.) Do you believe that a sea of goodness is possible in this world? 2.) I always believe it is possible. 3.)
Doing something good, no matter what the consequences will always make me contented and secure. 4.)
There are a lot of ways I can do such, especially in doing something “good” for others. 5.) The steps are
easy but zealousness, humility and consistency are the subtle ways. Here are the simple ones: 6.) The
first one is I imagine that I am in the place of the other person I’ll do good to. 7.) Next, I’ll imagine how
she’ll feel and react. 8.) That way, I’ll think doing good to others will make me at least a better person.
9.) That will make me be grateful that I have done something good. 10.) With these simple but notable
ways I can prove to myself, to others and to God that I can explore the sea of goodness in this ever-
changing world. 11.) How about you, can you explore it also? 12.) I bet you can!
17. The main point of the article is best expressed in sentence no. __.
A. 3 C. 10
B. 4 D. 12
18. Exploring the sea of goodness, means you are practicing ______.
A. conscientiousness C. kindness
B. humility D. sympathy
19. The word subtle in Sentence 5 means _________.
A. clear C. refined
B. practical D. strained
20. The kind of evidence used by the writer to support her stand is through____.
A. anecdotes C. statistics
B. examples D. video
Part III. Composition Writing (21 to 30)

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Directions: Imagine you are a sales representative persuading the consumers to buy the latest gadget or
product you’re promoting/selling. Write a paragraph convincing the public about the advantages of
buying the gadget. Convince them using the persuasive techniques you know. You will be given ten (10)
points for this task.
1st QUARTER ACTIVITY CHECKLIST IN ENGLISH – SCITECH CLASS
*Note: Only submit the checklist of the week’s activities you were supposed to pass. You may cut this so you can
keep track of the things you still need to accomplish for the following weeks.
WEEK 1
 ACTIVITY 1. FILL IT IN
 ACTIVITY 2. WATCH A CLIP OF A MOTIVATIONAL SPEECH
 ACTIVITY 3. INFORMATIVE TALK
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WEEK 2
 ACTIVITY 4. CHART COMPLETION

 ACTIVITY 5. IDEAS IN A DIAGRAM
 ACTIVITY 6. NETFLIX HISTORY
 ACTIVITY 6.1. YOUR LIFE HISTORY
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WEEK 3
 ACTIVITY 7. WATCH IT.
 ACTIVITY 8. TIKTOK ACTIVITY
 ACTIVITY 9. VIDEO CRITIC
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WEEK 4
 ACTIVITY 10. ACTIVE LISTENING
 ACTIVITY 11. GRAMMAR ACTIVITY.
 ACTIVITY 12. ESSAY.
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WEEK 5
 ACTIVITY 13. ACADEMIC TEXT EVALUATION
 ACTIVITY 14. SHORT STORY EVALUATION
 ACTIVITY 15. RATE HERMIONE!
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WEEK 6-7
 ACTIVITY 16. REFLEXIVE & INTENSIVE PRONOUNS EXERCISES

 ACTIVITY 17. REFLEXIVE/INTENSIVE EXERCISES.
 ACTIVITY 17.1. REFLEXIVE/INTENSIVE EXERCISES 2.0
 ACTIVITY 18. MODAL EXPRESS!
 ACTIVITY 19. MODAL WRITING
 FINAL TASK
1st QUARTER ACTIVITY CHECKLIST IN RESEARCH – SCITECH CLASS
WEEK 1-3

ENGLISH 10
 RESEARCH TITLE
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WEEK 4-6
 STATEMENT OF THE PROBLEM
WEEK 1
“We have two ears and one mouth, so we should listen more than we say.”
LESSON 1 – INFORMATIONAL LISTENING
We engage in informational listening on a daily basis, such as when we listen to instructions or

directions; to news reports, bulletins, or announcements; or to reports, speeches, informative talks, or
panel discussions.
When one listens for information, the main purpose is to learn and get facts, not to interpret,
analyze, evaluate, or criticize. Listening for information requires the listener to concentrate and exert
conscious effort to understand what he or she is listening to. Mental or written notes of key ideas or
main points are often necessary.
From the information that a listener gets from a listening text, generalizations may be formed. A
generalization is a broad statement based on specific instances, details, or facts. For generalizations to be
valid, they must be supported by evidence provided in the listening text, or by proofs and examples in
real life.
Informational Listening emphasizes the listener’s

ability to grasp and understand useful ideas and
information from different learning sources.
ACTIVITY 1. FILL IT IN. Listen to a radio program, a television program, and an informative
talk of your choice, then, for each category, complete the following table with the information asked
for.
Title of Radio Program
Source (Radio Station with date and time)

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Key Ideas
Title of Television Program
Source (Television Station with date and time)
Key Ideas
Title of Informative Talk
Source (Link)
Key Ideas
“A wise man speaks because he has something to say, a fool speaks because he has to say something.”
LESSON 2 - USING VERBAL AND NON-VERBAL CUES FOR

EFFECTIVE AND ENGAGING COMMUNICATION
What verbal and nonverbal cues make oral communication effective and engaging?
MAIN CONCEPTS
Verbal cues refer to the spoken text itself and to the spoken words;
including the use of powerful or leading statements, questions,
interjections, repetition, contrast, narration, anecdote, examples,
humor, idioms, quotations, or figurative language.
Nonverbal signals include eye contact, facial expressions, hand

gestures, posture, movement, and other forms of body language.

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Speaking effectively means being able to use both verbal cues and non-verbal signals to
communicate your message and to engage the attention and interest of your audience or listener. A
speaker who knows how to use verbal and non-verbal signals is effective and engaging.
On one hand, closely related to verbal cues are the speech elements of intonation, pitch, loudness
or volume, pacing and tone of voice. These speech elements, when used effectively, can accentuate and
enhance your spoken words and help your listener focus on what you are saying.
On the other hand, nonverbal signals must match the spoken text in order to avoid confusion in the
message being conveyed. Effective speakers are able to use nonverbal expressions to improve the
quality of communication, to heighten the interest of the listener, and to deepen the effect of the message
on their audience.
ACTIVITY 2. Watch a clip of a motivational speech provided by the teacher. Then, answer the
following questions.
1. What verbal cues are used in the speech?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. What nonverbal signals are used?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
ACTIVITY 3. Watch the video about informational talk on the COVID 19 Delta Variant provided by
your teacher. Then, for your activity, make a two-minute TikTok video summarizing the important
points from the video you had watched. You may also include some advice why you think vaccination is
important against this variant. Send your video to @maybellinegnzls17 on TikTok. Please be guided by
the following rubrics for your performance.
INFORMATIVE TALK RUBRICS

CRITERIA EXPERT ADVANCED INTERMEDIATE BEGINNER UNDEVELOPED
Main Points Main points Main points Some main points Some main Some main points
are effective support the overlap or are points are are missing.
and strongly central idea. redundant. unclear.
support the
central idea.
Credibility Provides Provides some Minimally Attempts to No credibility
detailed information to establishes establish established.
information to establish credibility with credibility with
establish credibility with audience. audience but is
credibility with audience. unconvincing.
audience.

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Facial Facial Facial Facial expressions Facial Facial expressions
Expressions expressions expressions are are somewhat expressions are do not match the
enhance the consistent with consistent with the minimal; intended message
message and the intent of the intent of the speaker may and create
are consistent message message. appear bored. confusion.
with the intent throughout
of the message most of the
for the entire presentation.
presentation.
Body Natural use of Body Attempts to use Body No attempt made
Movement body movement and body movement movement and to use body
and Gestures movement and gestures and gestures. gestures appear movement or
gestures appropriate but Appears robotic or gestures to
reinforce infrequent. uncomfortable. distracting. enhance message.
speech
throughout
presentation.

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WEEK 2
“You will learn most things by looking, but reading gives understanding.” –Paul Rand
LESSON 3 – USING TEXTUAL AIDS TO UNDERSTAND A TEXT
There are several kinds of textual aids, which help in the understanding of a text. Two of these are titles,
advance organizers, diagrams as well as tables and charts. Titles, headings, and subheadings highlight key ideas
in a reading text, breaking it down into its smaller parts and making it easier to read.
A reading text about Biblical literature, for example, may have the following headings and subheadings:
The Bible as Literature
Biblical Genres
Parables
Psalms
Proverbs
Literary Qualities
Writing Styles
Use of Literary Devices
Subjects and Themes
By surveying these headings and subheadings, a reader gets a general idea of what particular parts of the
text are about. Some titles, headings, or subheadings may also help the reader recall some prior or background
knowledge that may have connections to the new information contained in the text.
Similarly, advance organizers serve as a plan of things to be learned prior to reading. Acting primarily as
learning guides, advance organizers allow the reader to anticipate the content of a text and to recall information he
or she is already familiar with. Advance organizers also define a purpose for the reader, directing the latter’s
attention to the important and relevant information that he or she is looking for in the reading text.
A K-W-L chart like the one below is an example of an advance organizer.
What do you KNOW about What do you WANT to know What did you LEARN about
biblical literature? about biblical literature? biblical literature?

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Advance organizers may also be in the form of preview questions that help the reader anticipate the new
information in the reading text.
With a partner or a group, answer the following questions:
What is a parable?
Recall a parable that you know,

and narrate it briefly.
Are parables literature? Why?
Meanwhile, a concept map is a visual model that helps in organizing and classifying ideas. It is like an
outline presented in graphical form. It helps map or arrange ideas and show the relationship between
them. Read the given text.
The ideas and beliefs which the Egyptians held in reference to a future existence are not readily
to be defined, owing to the many difficulties in translating religious text and in harmonizing the
statements made in different works of different periods. Some confusion of details also seems to have
existed in the minds of the Egyptians themselves, which cannot be cleared up until the literature of the
subject has been further studied and until more texts have been published. That the Egyptians believed
in a future life of some kind is certain; and the doctrine of eternal existence is the leading feature of their
religion and is enunciated with the utmost clearness in all periods. Whether this belief had its origin at
Annu, the chief city of the worship of the sun-god, is not certain, but is very probable; for already in the
pyramid texts we find the idea of everlasting life associated with the sun’s existence, and Pepi I is said to
be “the Giver of life, stability, power, health, and all joy of heart, like the Sun, living forever.” The sun
rose each day in renewed strength and vigor, and the renewal of youth in a future life was the aim and
object of every Egyptian believer. To this end all the religious literature of Egypt was composed.
from The Book of the Dead,
The Papyrus of Ani (1985)
By E.A. Wallis Budge
The following is a concept map of the ideas abstracted from the preceding text. Take note of how
t.he ideas, represented visually and arranged graphically, become clearer and easier to understand.
Egyptian Beliefs
Future life Religious Texts
Eternal Existence

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Everlasting Life
Sun- sun- sun-godgo

sun-god
Authorship of the Book of the Dead is uncertain, but it is

traditionally attributed to the god Thoth, considered in
Egyptian mythology as the inventor of spoken and
written language.
Usually represented as a man with the head of an Ibis,
a long-legged wadding bird, Thoth was revered by the
ancient Egyptians as the god of knowledge and wisdom.
In addition to diagrams and other visual models, nonlinear versions of a reading text may be in
the form of tables and charts. Ideas may be abstracted from a written text and arranged and presented in
tables and charts. Read the following excerpt about the early years in the history of ancient Rome:
As legend has it, Rome was founded in 753 B.C. by Romulus and Remus, twin sons of Mars, the
god of war. Left to drown in a basket on the Tiber by a king of nearby Alba Longa and rescued by a she-
wolf, the twins lived to defeat that king and found their own city on the river’s banks in 753 B.C. After
killing his brother, Romulus became the first king of Rome, which is named for him. A line of Sabine,
Latin and Etruscan (earlier Italian civilizations) kings followed in a non-hereditary succession.
Rome’s era as a monarchy ended in 509 B.C. with the overthrow of its seventh king, Lucius
Tarquinius Superbus, whom ancient historians portrayed as cruel and tyrannical, compared to his
benevolent predecessors. A popular uprising was said to have arisen over the rape of a virtuous
noblewoman, Lucretia, by the king’s son. Whatever the cause, Rome turned from a monarchy into a
republic, a world derived from res publica, or “property of the people.”
In 450 B.C., the first Roman law code was inscribed on 12 bronze tablets–known as the Twelve
Tables–and publicly displayed in the Roman Forum. These laws included issues of legal procedure, civil
rights and property rights and provided the basis for all future Roman civil law. By around 300 B.C.,
real political power in Rome was centered in the Senate, which at the time included only members of
patrician and wealthy plebeian families.
Though the Gauls sacked and burned Rome in 390 B.C., the Romans rebounded under the
leadership of the military hero Camillus, eventually gaining control of the entire Italian peninsula by
264 B.C. Rome then fought a series of wars known as the Punic Wars with Carthage, a powerful city-
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state in northern Africa. The first two Punic Wars ended with Rome in full control of Sicily, the western
Mediterranean and much of Spain. In the Third Punic War (149–146 B.C.), the Romans captured and
destroyed the city of Carthage and sold its surviving inhabitants into slavery, making a section of
northern Africa a Roman province. At the same time, Rome also spread its influence east, defeating
King Philip V of Macedonia in the Macedonian Wars and turning his kingdom into another Roman
province.
Rome’s military conquests led directly to its cultural growth as a society, as the Romans
benefited greatly from contact with such advanced cultures as the Greeks. The first Roman literature
appeared around 240 B.C., with translations of Greek classics into Latin; Romans would eventually
adopt much of Greek art, philosophy and religion.
Source: “Ancient Rome.” History. 14 October 2009.
http://www.history.com/topics/ancient-history/ancient-rome. Accessed 3 February 2019
See how the important dates and events narrated in the preceding excerpt are arranged in the time
line chart below.
A timeline abstracts historical dates and events from a written text and summarizes them visually in the
order in which they took place. The same dates and events may be presented in a table.
753 BC According to legend, Romulus and Remus founded the city of Rome, with Romulus
becoming its first king after killing his brother.
753-509 BC A line of Sabine, Latin, and Etruscan kings followed in a nonhereditary succession.
509 BC  Rome’s era as a monarchy ended in 509 BC with the overthrow of its seventh
king, Lucius Tarquinius Superbus.
 Rome turns from monarchy to republic.
450 BC The first Roman law code was inscribed on bronze tablets known as the Twelve Tablets
and displayed publicly in the Roman Forum.
390 BC The Gauls sacked and burned Rome.
264 BC Under the military hero Camillus, Rome rebounded and eventually gained control of

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the entire Italian peninsula.
240 BC The first Roman literature appeared with translations of Greek classics into Latin.
149-146 BC  In the Third Punic War, the Romans captured and destroyed the city of
Carthage and sold its surviving inhabitants into slavery, making a section of
northern Africa a Roman province.
 Rome spread its influence east, defeating King Philip V of Macedonia in the
Macedonian Wars and turning his kingdom into another Roman province.
ACTIVITY 4. CHART COMPLETION. Complete the chart.
1. What do you KNOW about the religious 2. What do you WANT to know about the
beliefs of the Early Egyptians? religious beliefs of the Early Egyptians?
ACTIVITY 5. IDEAS IN A DIAGRAM. The following excerpt, taken from the article published by
the Center for Hellenic Studies of Harvard University, contains a characterization of Achilles, the hero
of Iliad from the Greek Mythology. Read it carefully. Use the diagram below to arrange the ideas
presented in the excerpt.
The Narrating of the Story of Achilles in the Iliad
Let us begin with Achilles. Here is a monolithic and fiercely uncompromising man who
actively chooses violent death over life in order to win the kleos ‘glory’ of being remembered forever in
epic poetry (Iliad IX 413). Here is a man of unbending principle who cannot allow his values to be
compromised - not even by the desperate needs of his near and dear friends who are begging him to
bend his will, bend it just enough to save his own people. Here is a man of constant sorrow, who can
never forgive himself for having unwittingly allowed his nearest and dearest friend, Patroklos, to take
his place in battle and be killed in his stead, slaughtered like a sacrificial animal - all on account of his
own refusal to bend his will by coming to the aid of his fellow warriors. Here is a man, finally, of
unspeakable anger, an anger so intense that the poet words it the same way that he words the anger of
the gods, even of Zeus himself.
The gods of the Homeric Iliad take out their anger actively, and this anger is poetically
visualized in the form of destructive fires and floods unleashed by Zeus. The central hero of the Iliad at
first takes out his anger passively, by withdrawing his vital presence from his own people. The hero’s
anger is directed away from the enemy and toward his own people, whose king, Agamemnon, has
insulted Achilles’ honor and demeaned his sense of self. This passive anger of Achilles translates into
the active success of the enemy in the hero’s absence, and the enemy’s success is compared, ironically,

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to destructive fires and floods unleashed by Zeus. In this way, the passive anger of the hero translates
symbolically into the active anger of the god. This epic theme, as we will see, is linked with cosmogonic
and anthropogonic themes in myths about primal conflagrations and floods.
Then, in response to the death of Patroklos, Achilles’ anger modulates into an active phase -
active no longer in a symbolic but in a real sense. The hero’s anger is redirected, away from his own
people and back toward his enemy.
This new phase of Achilles’ anger consumes the hero in a paroxysm of self-destructiveness.
His fiery rage plummets him to the depths of brutality, as he begins to view the enemy as the ultimate
Other, to be hated with such an intensity that Achilles can even bring himself, in a moment of ultimate
fury, to express that most ghastly of desires, to eat the flesh of Hektor, the man he is about to kill. The
Iliad is the story of a hero’s pain, culminating in an anger that degrades him to the level of a savage
animal, to the depths of bestiality. This same pain, however, this same intense feeling of loss, will
ultimately make the savage anger subside in a moment of heroic self-recognition that elevates Achilles
to the highest realms of humanity, of humanism. At the end of the Iliad, as he begins to recognize the
pain of his deadliest enemy, of the Other, he begins to achieve a true recognition of the Self. The anger
is at an end. And the story can end as well.
Source: Nagy, Gregory. “The Epic Hero Center for Hellenic Studies. 2006
https://chs.harvard.edu/CHS/article/display/1302.Accessed 27, April 2019
Achilles’ choices and

reasons
Changes in Achilles’
Achilles’ choices and
character over time
reasons
Achilles’ epic hero
Consequences of Achilles’ Achilles’ redemption

choices
ACTIVITY 6. NETFLIX HISTORY. Read the text about the history of the Netflix. Construct your
own timeline chart of the important dates and events given in the text.

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The Fascinating History of Netflix
Christopher McFadden
Netflix is a giant of the internet today, but how did it start and who founded it?
Netflix was first founded in August of 1997 by two serial entrepreneurs, Marc Randolph and Reed Hastings. The
company began out in Scotts Valley, California, and has grown to become one of the world's leading internet
entertainment platforms. When it first opened, Netflix was purely a movie rental service. Users ordered movies on
the Netflix website, and received DVDs in the post. When they were finished with them, they would simply post
them back to Netflix in the envelopes provided.
Today, Netflix streams movies and has more than 151 million paid subscribers in over 190 countries around the
world. It offers a wide range of TV series, documentaries, and feature films across a wide variety of genres and
languages, including original productions.
Netflix launched in April of 1998 as one of the world's first online DVD rental companies. They had only a few
staff, and just under 1000 titles at the time. Netflix debuts a subscription service in 1999, offering unlimited DVD
rentals for one low monthly price. After a year, Netflix introduces a personalized movie recommendation system,
which uses members’ ratings to predict choices for all Netflix members.
In 2003, Netflix hits a new record for the number of members, with more than 1 million. The company also issues
a patent with the U.S. Patent and Trademark Office for its subscription rental service, with some other
extensions. Netflix sees huge growth in member numbers after a few years, reaching 6,3 million subscribers by
the end of 2006. The company also launches its "Netflix Prize", promising a whopping $1 million to the first
person, or team, who can achieve a set accuracy goal in recommending movies based on personal preferences.
Netflix introduced a streaming service, called "Watch Now" in 2007, which allows members to instantly watch
television shows and movies on their personal computers.
Netflix partners with consumer electronics companies to allow streaming on the Xbox 360, Blu-ray disc players,
and TV set-top boxes. So, they ended the year 2008 with around 9.4 million subscribers.
Netflix is available on the Apple iPad, iPhone and iPod Touch, the Nintendo Wii, and other Internet-connected
devices at this point. Netflix launches its service in Canada. The year of 2010 ends with more than 20 million
subscribers on the books.
Netflix received 31 primetime Emmy nominations in 2013 including outstanding drama series, comedy series and
documentary or nonfiction special for “House of Cards”, “Orange Is the New Black”, and “The Square”
respectively. Netflix was the first internet TV network nominated for the Primetime Emmy.
2016 is a big year for Netflix as they to another 130 countries around the world, bringing its reach to a total
of 190 countries. It also offers programming in 21 languages. They also unveil their ‘Download’ feature, which
allows members to download TV shows and movies for offline viewing.
In March 2018, Netflix employees launched a phone playing the original series "Star Trek: Discovery" into space.
This stunt was to celebrate the service now being available in more than 190 countries around the world.
In 2019, Netflix wins four Academy Awards for Best Director, Best Foreign Language Film and Best
Cinematography for "ROMA," and Best Documentary Short Subject for "Period. End of Sentence."
To date, Netflix's subscriber base has grown to well over 180 million, with 70 million or so from the United States
alone.

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THE HISTORY OF NETFLIX
ACTIVITY 6.1. YOUR LIFE HISTORY. After learning the concepts of using textual aids to enhance
understanding, it is now your turn to make some graphic illustrations. Make a timeline of your life

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history in a 1/4 illustration board. You may include important events and dates in your life that you think
is remarkable like some of your achievements. Be as creative as possible.
WEEK 3
“When you change the way you look at things, the things you look at change.”
LESSON 3 – ASSESSING THE EFFECTIVENESS OF A VISUAL WORK ACCORDING TO

ITS PURPOSE
What makes different forms of visual communication valuable and effective?
Visual communication has varied forms that serve different purposes. Many of these forms
consist of moving images such as films, television, and video.
Visual forms such as news broadcast or documentaries are primarily made for the purpose of
disseminating information or raising the awareness of their audience about current political, social,
economic, moral, and other issues. While most movies and television shows are made to entertain, some
are meant to stir their viewers’ imagination or to refine their audience artistic sense. Online videos,
which have grown exponentially in number and have gained widespread viewership, are as varied in
purpose as they are in kind and value.
In assessing the value and effectiveness of these visual forms, it is important that the viewer
recognizes and understands the purpose for which they are created. The value of a visual work may be
measured by how relevant and meaningful its purpose is and by how effectively it fulfills its purpose.
Film, television, and vi7deo are some of the
pervasive forms of visual communication.
ACTIVITY 7. WATCH IT. Watch the following videos by Project Nightfall – they are already provided by your
teacher, just look for it in your file folder and it has the same name as the number in the activity. Identify the
purpose of each video, and assess the value and effectiveness according to purpose.
1. Video 1 – Project Nightfall

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ACTIVITY 8. TIKTOK ACTIVITY. One of the common mistakes we Filipinos make

in speaking in English is the confusion in the pronunciation of p and f. To avoid this, you
have to practice reading words a lot to distinguish the difference between the two. As a
warm-up exercise, try speaking these words out in a TikTok video and pronounce the
given words below.
/p/ vs. /f/
face pace limp lymph
fan pan open often
fax packs praise phrase
feet peat pup puff
fig pig spear sphere
fine pine whip whiff

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For your follow-up activity, make another TikTok video of yourself performing the
following tongue twisters.
“If Freaky Fred found fifty feet of fruit and fed forty feet to his friend Frank,
how many feet of fruit did Freaky Fred find?”
“A Persian person purchased a perfect purple purse on purpose.”
WEEK 3
“Integrity is telling myself the truth. And honesty is telling the truth to other people.”
― Spencer Johnson
LESSON 4 – EVALUATING THE ACCURACY, SOUNDNESS, AND RELEVANCE OF A

VIEWING MATERIAL
Any viewing material needs to go through a process of critical thinking. Any student or learner
has to be careful in considering or accepting any text read or listened to. The term critical does not mean
being on the look for mistakes and/or flaws nor does it mean disapproval or negative. It means the
application of skillful judgment as to the soundness, completeness, truth and merit of the material
viewed.
To evaluate the accuracy of a viewing material, do the following:
1. Check if they provided reliable sources.
2. See if their statements are either very strong or too general.
3. Does it contain prejudices, biases, and propaganda that are not founded or not purely based on truth?
To evaluate the soundness and relevance of a material viewed, ask the following questions:
1. Does the material make you react positively or negatively to it?
2. Does it tackle issues that are timely and meaningful to the target audience?
ACTIVITY 9. VIDEO CRITIC. Watch the video from Nas Daily provided by your teacher. Answer
the following questions to show how you evaluate this video:

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1. Do you think the information presented in the video is accurate? Why or why not?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Do you think the video contains claims or statements that provide sources?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. What makes the video relevant or not relevant for you? Explain.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
WEEK 4
“The biggest communication problem is we do not listen to understand. We listen to reply.”

― Stephen R. Covey
LESSON 5 – LISTENING ACTIVELY IN PROBLEM SOLVING
Active listening is a well-known concept and yet most folks still practice it. It
works and helps to create a trusting relationship. There might be five steps of
active listening:
1. Receive the message.
2. Understand it.
3. Evaluate it.
4. Remembering it.
5. Responding to it.
HOW?
-Make eye contact.
-Keep an open mind.
-Don’t be a sentence grabber (finishing sentences)
-Try to picture.
-Remember key words and phrases.

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-Put yourself in their shoes.
-Mimicry, nonverbal/verbal.
ACTIVITY 10. ACTIVE LISTENING. As a warm-up activity, listen to the short audio clip provided
by your teacher. It is a scenario from a call center company where the customer is calling in for
assistance. Listen attentively and answer the questions that follow.
1. Why did the customer call?
2. What question did the agent ask to try to help the customer?
3. What are the nonverbal cues that the agent exhibited?
4. Why did the customer get upset?
5. If you were the agent, what would you have done differently?
“I am more important than the words around me. Pay attention to my meaning.”
Emphasis in writing is important because it helps readers to easily recognize the main points from the
text. There are words and expressions that emphasize a point. Some of those words and expressions are
conjunctions, adverb/conjunctive adverbs, and parenthetical expressions. So what are these words and
expressions?
Conjunction
A conjunction is a word that joins words, phrases, or sentences. Some conjunctions are for, and, nor, but,
or, yet, etc.
Examples:
1. She bought an epic skin and a thousand dias.

2. I sent him a gift, but he did not receive it.
3. You can rank up by playing solo or teaming up with friends.
4. The main tower is not yet destroyed.
5. My friend does not want to concede, nor do I.

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Conjunctive adverbs
A conjunctive adverb is an adverb which connects two independent clauses. It shows cause and effect,
sequence, contrast, comparison, or other relationships. The adverbs and adverbial phrases that fit the criteria for a
conjunctive adverb are always modifiers of the predicate in the first independent clause. The following are
examples of conjunctive adverbs:
Furthermore Hence however
Indeed Instead likewise
meanwhile moreover Nevertheless
next nonetheless otherwise
similarly still Subsequently
Consequently conversely finally
Accordingly besides also
Examples:
1. Lesley was so happy; finally, she caught up with Harley!

2. What a surprise to see you! However, are you happy to see me too?
3. We were forbidden to attend the MCL; therefore, we just played chess.
4. I'll meet you later; meanwhile, I'll build up on my items first.
5. The tank was trying to defend the base; moreover, he was fending off the enemies.
Parenthetical Expressions
A parenthetical expression is a phrase or clause that is inserted within the sentence. It interrupts another
phrase or clause. Note that the expressions are enclosed in pairs of punctuation marks, commas or parentheses or
dashes. Some of the parenthetical expressions are:
after all at any rate on the contrary I believe in fact in the first place
generally speaking on the other hand for example for instance as a consequence as a result
Examples:
1. Attachment, for example, is good for your weapon.

2. Gusion, in the first place, bought double XP tokens to stay away with inconvenience.
3. Well, as a matter of fact, she did.
4. The squad leader checks him up, in fact, he was positioned to the front lines.
5. Animals have died as a consequence of coming into contact with this chemical.
ACTIVITY 11. GRAMMAR ACTIVITY. Pick the correct word to complete the sentence.
1. The city was unprepared for the big snowstorm. (Consequently, In like manner, Moreover) all major
highways are closed.

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2. Paul didn’t go to baseball practice yesterday (hence, still, and) he stayed at home to prepare for his
exams.
3. The tone of the letter, (furthermore, however, so) brought tears to Fiona’s eyes.
4. The king (in fact, in like manner, conversely) was furious.
5. Always speak the truth (however, in order to, next) to avoid problems in life.
Read each of the following sentences and pay close attention to the parenthetical expressions. Rewrite
each sentence, underline the parenthetical expression and insert commas properly and when needed.
1. He became in other words a great hero.
2. He made one big mistake and as a result lost his job.
3. I'd like a job which pays more but on the other hand I enjoy the work I'm doing at the moment.
4. In my opinion it's a very sound investment.
5. He is welcome to come along provided that he behaves himself.
ACTIVITY 12. ESSAY.
Nowadays, social media is one of the tools for information and entertainment. However, it could
also be a source of some fake news, cyber- bullying, etc. As a student, what should you do to become a
responsible social media user? Write a 300-word essay on how to use social media responsibly. Do not
forget to use words or expressions that emphasize your points and underline them in your essay. Be
guided by the rubrics below.

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WEEK 5
“To assess the quality of thoughts of people, don't listen to their words, but watch their actions.”
LESSON 6: EVALUATING AND MAKING JUDGMENTS ABOUT A RANGE OF TEXTS

USING A SET OF CRITERIA
The word text can mean different spoken and written languages.
Different kinds of written texts are simply referred to as text. To put it
simply, text is the final result of writing. A text consists of letters and
words, but also of meanings and goals. Because different communication
situations have different purposes, texts also have different purposes,
and they can be viewed and examined from different perspectives. Texts
are studied, for example, in the fields of literary studies, linguistics,
sociology and theology.
Texts can be divided into different types, i.e., genres. Text types influence our everyday
experience of language, they refer to a specific way of using language that is acceptable in a given
situation and culture. Text types have evolved over time and have established practices. Different text
types have different styles, structures, and vocabulary. Texts can be written according to their structure
and style. The main types of text types are narrative, descriptive, expository, and persuasive.
TEXT TYPES
Narrative Descriptive Expository Persuasive
- is any account of a - usually focuses on - is an informational - is any text where the
series of related events describing a single text, are non-fiction main purpose is to
or experiences, whether location, object, event, texts that give facts and present a point of view
person, or place. It information about a and seeks to persuade a
nonfictional or fictional.
endeavors to engage all topic. These academic reader. A persuasive
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Narratives can be five of the reader's texts are common in text can be an argument,
presented through a senses to evoke the subjects such as exposition, discussion,
sequence of written or sights, sounds, smells, science, history and review or even an
tastes, and feel of the social sciences. ... advertisement.
spoken words, still or
text's subject. Expository texts use
moving images, or any different text structures
combination of these. and more complex
grammar to get
information across than
narratives.
Evaluating is a reading strategy that is conducted during and after reading.

This involves encouraging the reader to form opinions, make judgments, and
develop ideas from reading. Students can make judgments about information
based off of prior knowledge and experience, their cultural values, and their
purpose for reading. When students evaluate information, they confirm, extend, or
change their personal views based on the topic of the reading. It is important for
students to explain when they do not agree with information in a text.
How to get started on your evaluation? Ask yourself these questions:

 how does this information fit into what I already know, use examples
 how does the writer convince you that the information is valid
 why would you read another book by this writer
 does the text present an argument
 what changes would you make to the text
 what do you like about the text
Think about it this way…
For example, you have a back pack. Dump everything out of your bag and
check the contents out. Take a good look into the content of your bag and decide
what three things are the most important. Take your time to think about things
that might be necessary to keep in the bag. You will realize that you carried
around a lot of items that are not as important as others and may not be needed.
Reading is pretty much similar to this scenario. Writers add a lot of extra information and it is important
to determine the most important information to remember.

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Here’s another sample scenario.
Read a book or text and write down twenty of the most important words that you think are important in
understanding what they have just read. Then, write an explanation for each word on why you chose
each one.
Evaluating is a very important component of writing because students tend to add in extra
information when it is not needed. Students could be assigned to paper to write and then be required to
proof read for their most important information and take out less important information where is it not
needed to comprehend the paper.
4 Main Criteria When Evaluating Resources:
1. Currency: The timeliness of the information.

2. Relevance: The importance of the information for your needs.
3. Authority: The source of the information.
4. Purpose: The reason the information exists.
Why is it important to evaluate credibility sources?

Finding sources for research is important, but using unreliable sources will hurt your credibility
and make your arguments seem less powerful. It is important to be able to identify which sources are
credible. This ability requires an understanding of depth, objectivity, currency, authority, and purpose.
What type of sources are credible?
What sources can be considered as credible?
 materials published within last 10 years;

 research articles written by respected and well-known authors;
 websites registered by government and educational institutions (.gov, .edu)
 academic databases (i.e. Academic Search Premier or JSTOR);
 materials from Google Scholar.
What are three qualities of credible sources?

Whenever you are looking at a source on the internet, you should check several things to verify
that the information is credible. These things include the source’s authority, accuracy, objectivity,
currency, and coverage.
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What are the five criteria for evaluating information?
Five Criteria for Evaluating Resources: AAOCC
 Authority. Who is the author or creator (who is responsible for the intellectual content) and what
are his or her credentials?
 Accuracy/Quality. Is the information provided specific?
 Objectivity.
 Currency.
 Coverage.
What are possible consequences for not evaluating sources?

Possible consequences for not evaluating sources include failing to detect false information,
incorporating false information into one’s own work, as well as spreading incorrect information to other
people who may read one’s work.
Why it is important to evaluate the different information found online?
Evaluating information encourages you to think critically about the reliability, validity, accuracy,
authority, timeliness, point of view or bias of information sources. This does not necessarily apply to
sources of information on the Web for the general public.
What are the five sources of information?
Information can come from virtually anywhere — social media, blogs, personal experiences,
books, journal and magazine articles, expert opinions, newspapers, and websites — and the type of
information you need will change depending on the question you are trying to answer.
Activity 13. ACADEMIC TEXT EVALUATION. Read Dr. Noel Moratilla’s

article entitled “ASEAN Integration and Critical Education,” and then write a
one-sentence response to each of the evaluative questions that follow (10 points).
"ASEAN Integration and Critical Education:" An Essay by Noel Moratilla, PhD
The Philippines’ hosting of the ASEAN Summit this year is significant because it coincides with
the organization’s 50th anniversary. That the ASEAN has existed and grown (it only had five members
at its founding) for half a century, despite some setbacks such as intermittent tensions mostly arising

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from conflicting territorial claims, can only mean the viability of regional cooperation in this part of the
world.
The move toward further integration in the region has had its share of cynics. To the dismay of
those who believe in protectionism and national self-sufficiency, it means the lifting of some of the
remaining trade restrictions, and the continued promotion of labor migration. The undue liberalization
of trade has, for example, proved detrimental to local manufacturers and workers who have to deal with
the influx of goods and services from other countries, which are generally offered at lower prices. The
call for integration has also placed pressure on member states into hastily implementing policies instead
of doing it at their own pace or until the systemic requirements have been put in place. One can cite, for
instance, the addition of two more years in the Philippine educational system, notwithstanding the major
repercussions (say, additional costs on the part of parents sending their children to school and the
dislodgement of tenured college teachers) and perennial concerns such as the shortage of classrooms,
school buildings, and teaching personnel which have raised doubts about the readiness of the country’s
educational system for integration.
On a more positive note, the ASEAN has also served as a platform for dialogue among the
member states, cognizant that cooperation is a better option than isolationism. Likewise, the
organization has been viewed as a buffer against the growing might of China and, as ever, the panto-
pragmatic machinations of the US. It may also play a crucial role in addressing the menace posed by
North Korea, which if not resolved adequately, may plunge the Asia-Pacific, or for that matter, the rest
of the world into a major catastrophe. This is because the ASEAN is widely perceived as a better
alternative to traditional players like the US and even China whose motives could invariably be viewed
with suspicion given their checkered reputation as the dominant power wielders in the Asia-Pacific. The
ASEAN, in this regard, performs a two-fold obligation: one that is intramural, for it introduces
organizational policies aimed at promoting the inclusive growth of member states in the region; and one
that is outward-looking, ready to take on greater responsibilities beyond its traditional purview in an
increasingly globalized world. Even superpowers have accorded it due recognition primarily as a
crucial economic partner, which would readily explain their presence in the yearly summit.
CRITICAL EDUCATION in ASEAN
The promise of regional integration is too seductive to be ignored. Efforts are underway
towards incorporating elements of this integration into the educational systems of the ASEAN member
states. But such an education should be one in which there will be as much space for dialogue and
cooperation as for creative and critical interrogation. But will there be space for critical discourse in an
ASEAN-inspired education? If so, how can such critical interventions not be incompatible with
dialogue and integration? What will be the role of the humanities and the social sciences, the
traditional foci of critical studies, in a regional organization that seems to operate according to the
logic of political economy? I try to articulate below some of the strategies through which critical
education could insert itself into the praxis of regional integration.
Anticolonial Histories
The very provenance of ASEAN member states lends itself to a critical positionality. One
cannot speak of the emergence of these states without invoking, in particular, the struggle against

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centuries of colonialism: Malaysia (which used to include Singapore) and Myanmar against Britain;
Indonesia against the Netherlands; Indochina against France; the Philippines against Spain and, later,
against the United States. If developing a kind of ASEAN consciousness through education is an
essential element of integration, such an endeavor should necessarily include the histories fraught with
the challenges posed by Western colonial powers. If problematizing an ASEAN identity under the
conditions of integration is in order, then it should also critically take stock of how colonialism shaped
—and perchance continues to shape—the peoples and the cultures of the region. One can interrogate,
for example, how the natives were represented according to the colonizers’ Orientalist optics, which
complemented the use of draconian measures to maintain the colonizers’ stranglehold on the region for
many years. What is suggested, therefore, is the teaching of the ASEAN history and character that
should not fail to highlight the (counter)memories of the region’s rich and colorful anticolonial past.
This should necessarily involve familiarizing ASEAN students with the lives and teachings of great
heroes and leaders from the region like Jose Rizal, Ho Chi Minh, Sukarno, and Lee Kwan Yew, and see
their implications to us in the present.
The relative economic progress enjoyed by Southeast Asian states after colonialism has not
wiped out certain features of the region’s colonial past. For example, many societies in South East
Asia, with the exception of Singapore, remain largely agricultural. In this regard, peasant or rural
studies may still be a source of academic interest, intersecting politics, history, and culture in a region
where a big cross section of the population continues to wrest its living from the soil. Inspiration may
be drawn from groundbreaking studies on peasant movements—including chiliastic groups—that played
no minor role in the region’s struggle against colonialism and imperialism, even if they lay outside the
acknowledged centers of power and revolutionary activity. Filipino Reynaldo Ileto’s Pasyon at
Rebolusyon illustrates this kind of counterhistoriography that dispenses with historical linearity and the
traditional concentration on big events and personages, and instead sheds critical light on popular
chiliastic movements whose anticolonial struggles took, as it were, uncanny trajectories. Some of the
peasant groups that Ileto cites interwove Biblical readings, local myths, and the gnawing desire for
independence in waging their own brand of revolution. Another example the story of Myanmar’s Saya
San and his leadership of an anti-British millenarian rebellion in the 1930s which remains a source of
ceaseless fascination among contemporary scholars. Such proud moments, it goes without saying,
should have their rightful place in an integrative, but also critical, ASEAN social history.
Narratives of the Marginalized
Given the rapid industrialization being experienced by the ASEAN member states, critical
attention should be paid to workers who serve as the lifeblood of any given society. Add to this the
unabated promotion of labor export in the name of globalization. These developments, however, are not
without complications, for many workers do not receive a fair share of the wealth they themselves
create, their importance undervalued in many respects and worse, their basic rights violated. Such
paradoxes necessitate a critical engagement—that is, with these obvious cracks in the metanarrative of
progress. If the ASEAN is to foster inclusive growth, more attention ought to be paid to these social
cleavages and ‘little stories’ that are often relegated to the peripheries, among them the stories of abuse
and exploitation experienced by workers. I can cite in particular the stories of some Overseas Filipino
Workers (OFWs) who do not only negotiate strong feelings of alienation and longing for home, but also
confront abuse in varied forms. These critical articulations should find their way into the curriculum,

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not really to cast a pall over the trend of development in the region, but to devote some space to groups
and voices often set aside by the credo of progress.
Because it aims to be relevant, the pedagogy of the 21st century calls for the fusion of the local
and the global. But critical discourse should also be part of the equation because 21st-century
education, in order to hold relevance, should be relentlessly democratizing, viewing learners and
mentors as intellectuals in their own right, who do not just absorb or transmit knowledge, but unmask
their connections to past or current relations of power.
Source: Moratilla, Noel. “ASEAN Integration and Critical Education.” University of the Philippines
Asian Center, 21 November 2017. https://www.ac.upd.edu.ph/index.php/resources/news-
announcements/980-asean-education-critical-education-noel-moratilla. Accessed 9 August 2019
Evaluative Questions:
1. Is the article able to contribute new ideas? What are these?
____________________________________________________________________________________
2. Is the article helpful to other researchers and the general public? Why?
____________________________________________________________________________________
____________________________________________________________________________________
3. Are the claims made in the article credible? Why?
____________________________________________________________________________________
____________________________________________________________________________________
4. Are the arguments well-substantiated? Why do you say so?
____________________________________________________________________________________
____________________________________________________________________________________
5. Did the author use an appropriate writing style/register? Why do you say so?
____________________________________________________________________________________
____________________________________________________________________________________
Activity 14. SHORT STORY EVALUATION. Read the short story below entitled “Thank You
Ma’am by Langston Hughes. Then evaluate the short story using the criteria provided right after it.
She was a large woman with a large purse that had everything in it
but hammer and nails. It had a long strap, and she carried it slung
across her shoulder. It was about eleven o’clock at night, and she
was walking alone, when a boy ran up behind her and tried to
snatch her purse. The strap broke with the single tug the boy gave
it from behind. But the boy’s weight and the weight of the purse

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combined caused him to lose his balance so, instead of taking off
full blast as he had hoped, the boy fell on his back on the sidewalk,
and his legs flew up. The large woman simply turned around and
kicked him rightsquare in his blue-jeaned sitter. Then she reached
down, picked the boy up by his shirt front, and shook him until his
teeth rattled.
After that the woman said, “Pick up my pocketbook, boy, and give
it here.”
She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she
said, “Now ain’t you ashamed of yourself?”
Firmly gripped by his shirt front, the boy said, “Yes’m.”
The woman said, “What did you want to do it for?”
The boy said, “I didn’t aim to.”
She said, “You a lie!”
By that time two or three people passed, stopped, turned to look, and some stood watching.
“If I turn you loose, will you run?” asked the woman.
“Yes’m,” said the boy.
“Then I won’t turn you loose,” said the woman. She did not release him.
“I’m very sorry, lady, I’m sorry,” whispered the boy.
“Um-hum! And your face is dirty. I got a great mind to wash your face for you.
Ain’t you got nobody home to tell you to wash your face?”
“No’m,” said the boy.
“Then it will get washed this evening,” said the large woman starting up the street, dragging the
frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.
The woman said, “You ought to be my son. I would teach you right from wrong. Least I can do right
now is to wash your face. Are you hungry?”
“No’m,” said the being dragged boy. “I just want you to turn me loose.”
“Was I bothering you when I turned that corner?” asked the woman.
“No’m.”

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“But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to
last awhile, you got another thought coming. When I get through with you, sir, you are going to
remember Mrs. Luella Bates Washington Jones.”
Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him around in
front of her, put a half-nelson about his neck, and continued to drag him up the street. When she got to
her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room at the rear
of the house. She switched on the light and left the door open. The boy could hear other roomers
laughing and talking in the large house. Some of their doors were open, too, so he knew he and the
woman were not alone.
The woman still had him by the neck in the middle of her room.
She said, “What is your name?”
“Roger,” answered the boy.
“Then, Roger, you go to that sink and wash your face,” said the woman, whereupon she turned him
loose—at last. Roger looked at the door—looked at the woman—looked at the door—and went to the
sink.
Let the water run until it gets warm,” she said. “Here’s a clean towel.”
“You gonna take me to jail?” asked the boy, bending over the sink.
“Not with that face, I would not take you nowhere,” said the woman. “Here I am trying to get home to
cook me a bite to eat and you snatch my pocketbook! Maybe, you ain’t been to your supper either, late
as it be. Have you?”
“There’s nobody home at my house,” said the boy.
“Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to snatch my
pocketbook.”
If you were Roger, would you trust Mrs. Jones right away?
“I wanted a pair of blue suede shoes,” said the boy.
“Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs. Luella Bates
Washington Jones. “You could of asked me.”
“M’am?”
The water dripping from his face, the boy looked at her. There was a long pause. A very long pause.
After he had dried his face and not knowing what else to do dried it again, the boy turned around,
wondering what next. The door was open. He could make a dash for it down the hall. He could run, run,
run, run, run!
The woman was sitting on the day-bed. After a while she said, “I were young once and I wanted things I
could not get.”

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There was another long pause. The boy’s mouth opened. Then he frowned, but not knowing he frowned.
The woman said, “Um-hum! You thought I was going to say but, didn’t you? You thought I was going
to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say that.” Pause. Silence.
“I have done things, too, which I would not tell you, son—neither tell God, if he didn’t already know. So
you set down while I fix us something to eat. You might run that comb through your hair so you will
look presentable.”
In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went
behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she
watch her purse which she left behind her on the daybed. But the boy took care to sit on the far side of
the room where he thought she could easily see him out of the corner of her eye, if she wanted to. He did
not trust the woman not to trust him. And he did not want to be mistrusted now.
“Do you need somebody to go to the store,” asked the boy, “maybe to get some milk or something?”
“Don’t believe I do,” said the woman, “unless you just want sweet milk yourself. I was going to make
cocoa out of this canned milk I got here.”
“That will be fine,” said the boy.
She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The
woman did not ask the boy anything about where he lived, or his folks, or anything else that would
embarrass him.
Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed open late, what the
work was like, and how all kinds of women came in and out, blondes, red-heads, and Spanish. Then she
cut him a half of her ten-cent cake.
“Eat some more, son,” she said.
When they were finished eating she got up and said, “Now, here, take this ten dollars and buy yourself
some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor
nobody else’s—because shoes come by devilish like that will burn your feet. I got to get my rest now.
But I wish you would behave yourself, son, from here on in.”
She led him down the hall to the front door and opened it. “Good-night! Behave yourself, boy!” she
said, looking out into the street.
The boy wanted to say something else other than “Thank you, m’am” to Mrs. Luella Bates Washington
Jones, but he couldn’t do so as he turned at the barren stoop and looked back at the large woman in the
door. He barely managed to say “Thank you” before she shut the door. And he never saw her again.
CRITERIA FOR SHORT STORY EVALUATION

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LESSON 7 – EVALUATING SPOKEN TEXTS USING A SET OF CRITERIA

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Spoken texts include oral stories, interviews, dialogues, monologues (e.g.
a welcome to country speech, a presentation to the class), phone conversations,
discussions, role plays, or any other piece of spoken language. When people are
speaking to each other, their interaction is made up of series of utterances, for
example questions and replies, comments and suggestions, requests and
responses.
Before you go ahead and evaluate a spoken text using a set of criteria, it is extremely important
for you to understand the concepts of what constitutes a good speech. There are also some tips included
in this lesson for you to try out and follow to improve your English speaking skills.
Fluency in a language means speaking easily, reasonably quickly and

without having to stop and pause a lot. Becoming fluent in a language can take
many years, but here are some tips to help you sound as natural as possible in
speaking exams. Good speakers communicate and get their message across
smoothly, even though they may make mistakes. Communication is the most
important part of speaking and it is important to communicate your ideas as
naturally as possible. Here are some tips to help you speak more fluently.
Use every opportunity in class to speak English.

Speak to your classmates and your teacher in English.
The more English you speak, the easier you will find speaking.
Be confident about speaking in English. Don’t worry about making mistakes.

You do know a lot of English – use your The important thing is to communicate
English and show them what you know! what you want to say.
Be very clear about the message you Use communication strategies to make
want to communicate. That is your goal. your English sound more natural.
Practice at home with a speaking game. ‘Speak for one minute

without stopping about ...’ Choose a topic, e.g. video games,
and talk in English for one minute about video games without
stopping.
Cohesion is the way your text is linked together. Cohesion shouldn’t be confused with coherence.
Coherence, simply put, is whether or not your text makes sense. Cohesion is how well parts of your text
— words, sentences, paragraphs — fit together. Tips on how to make it coherent and cohesive:
ENGLISH 10
 Be concise with your explanation of the topic.
 Emphasis should be on the right matter. The idea should be
clear in your mind it is then when you will write them well.
 Don’t keep the sentence long and make it complex
unnecessarily. Use the punctuations at the right place.
 Repetition of words and sentences should be avoided.
 Use your hands – I find that when I gesticulate with my hands,
I come across more energetic. If you naturally
don’t gesticulate a lot, that’s ok. Instead, focus on
relaxing your body.
 Believe your voice deserves to be heard. Yes, your
mindset is so important for tying all of this
together.
Tone, in linguistics, is the variation in the pitch of the voice while speaking. The word tone is usually applied
to those languages (called tone languages) in which pitch serves to help distinguish words and grammatical
categories—i.e., in which pitch characteristics are used to differentiate one word from another word that is
otherwise identical in its sequence of consonants and vowels. Here are some tips in improving your tone of voice:
 Breath from your diaphragm – take a deep breath into your belly, not your chest.
 Open your mouth – if you want to project and be heard, you need to open your mouth. It
sounds simple, but many people do not practice this.
 Blow bubbles – this is a great exercise to practice sustaining your breath when you speak.
 Play with your vocal range by singing in the shower – yes, you read correctly!
 Go fast and slow – similar to the exercise above. Practice reading something
reallyfastwithouttakingabreak…and then. Slow it. Right. Down.
 Use your hands – I find that when I gesticulate with my hands, I come across more energetic.
If you naturally don’t gesticulate a lot, that’s ok. Instead, focus on relaxing your body.
 Believe your voice deserves to be heard. Yes, your mindset is so important for tying all of this
together.
In prescriptive grammar, correctness is the notion that certain words, word forms, and syntactic structures meet
the standards and conventions (that is, the "rules") prescribed by traditional grammarians. Contrast correctness
with grammatical error. Here are some tips for you:
Read. Reading may be the Get a grammar manual. It is useful to

number one way you can have a thorough reference book nearby
improve your grammar skills. that you can consult when writing.
Review the basics. Practice.

ENGLISH 10
Listen to others. Proofread…out loud.
Write.
Activity 15. RATE HERMIONE! Using all the information from this lesson as your reference, watch
and rate the speech below using the set of criteria provided.
Emma Watson is a British actress and model whose most notable role is that of
Hermione Granger in the Harry Potter film series. Watch Emma's speech in a special
event for UN Women’s HeForShe campaign. The HeForShe campaign is a solidarity
movement for gender equality which calls upon men and boys to help end the persisting
inequalities faced by women and girls globally. Link: https://www.youtube.com/watch?
v=nIwU-9ZTTJc
Criteria 5 4 3 2 1
Fluency Smooth and fluid Smooth and fluid Speech is Speech is Speech is
speech; few to no speech; few relatively smooth; frequently slow, hesitant
hesitations; no hesitations; a some hesitation hesitant with & strained
attempts to search slight search for and unevenness some except for
for words; words; inaudible caused by sentences left short
volume is word or two. rephrasing and uncompleted; memorized
excellent. searching for volume very phrases.
words; volume soft.
wavers.
Tone Your voice is full Your voice has Your voice has Your voice Your voice is
of expression. some expression some expression, somehow monotone and
You make a and can fairly but it is still hard sounds a bit has no
question sound sound out to decipher a monotonous expression
like a question, a question like a declarative but it has whatsoever.
demand sound question and sentence from an varying tones
like a demand, demand like a interrogative one. in some parts.
etc. demand
Cohesion Speech is Speech is mostly The speech is Limited Speech is
sustained and coherent and connected to the relevant unrelated to
sufficient. It is sustained and task, though the content is the topic.
generally well conveys relevant number of ideas expressed.
developed and ideas/information. presented or the The speech
coherent; Overall development of generally
relationships development is ideas is limited. lacks
between ideas are somewhat Mostly basic substance
clear (or clear limited, usually ideas are beyond
progression of lacks elaboration expressed with expression of
ideas). or specificity. limited very basic
Relationships elaboration ideas. Speaker
between ideas (details and may be unable
may at times not support). At times to sustain
be immediately relevant speech to
clear. substance may be complete the
vaguely task and may

ENGLISH 10
expressed or rely heavily
repetitious. on repetition
Connections of of the prompt.
ideas may be
unclear.
Correctness The speech The speech The speech Range and Speech does
demonstrates demonstrates demonstrates control of not
effective use of fairly automatic limited range and grammar and demonstrate
grammar and and effective use control of vocabulary the effective
vocabulary. It of grammar and grammar and severely limit use of
exhibits a fairly vocabulary, and vocabulary. These or prevent grammar.
high degree of fairly coherent limitations often expression of
automaticity with expression of prevent full ideas and
good control of relevant ideas. expression of connections
basic and Response may ideas. For the among ideas.
complex exhibit some most part, only Some low-
structures (as imprecise or basic sentence level
appropriate). inaccurate use of structures are responses may
Some minor (or vocabulary or used successfully rely heavily
systematic) errors grammatical and spoken with on practiced
are noticeable but structures or be fluidity. or formulaic
do not obscure somewhat limited Structures and expressions.
meaning. in the range of vocabulary may
structures used. express mainly
This may affect simple (short)
overall fluency, and/or general
but it does not propositions, with
seriously interfere simple or unclear
with the connections made
communication of among them
the message. (serial listing,
conjunction,
juxtaposition).
Additional Comments:

ENGLISH 10
WEEK 6
“Grammar is a piano I play by ear.”- Joan Didion
LESSON 7 – USING REFLEXIVE AND INTENSIVE PRONOUNS CORRECTLY
Reflexive pronouns and intensive pronouns are kind of like identical twins. They look the same, but
they’re actually different. Both of them end in –self or –selves.
myself, yourself, himself, herself, itself, ourselves, yourselves, themselves
So what is the difference between these two pronouns? Let’s

explore that fascinating question!
These pronouns are objects that are used to refer to the subject of
the sentence. They are a necessary part of the sentence.
I made myself a sandwich.

(Myself is referring to the subject which is I)
My sister and I bought ourselves popcorn at the movie.

ENGLISH 10
(Ourselves is referring to the subjects which, in this sentence are the words sister and I)
Notice that these pronouns must be used with an antecedent. An antecedent is the word that a pronoun is
referring to. Since these pronouns always refer to the subject of the sentence, their antecedents will always be the
subject. Also note that a reflexive pronoun always refer back to the doer of the action in a sentence.
Now it’s time for intensive pronouns.
Intensive pronouns are used to emphasize another noun or pronoun. They are also called emphatic
appositives. That means that they do not need to refer to the subject. They can refer to any old noun or pronoun in
the sentence.
I made a sandwich for the President himself.

(The intensive pronoun himself is referring to the noun President which is an object of the preposition.)
My sister herself paid for my popcorn.

(Here, the intensive pronoun herself is referring to sister which is the subject of the sentence. Notice that you
could take herself out of the sentence, and it would still make sense.)
Since an intensive pronoun is used for emphasis, it is not necessary to the sentence. It does not give us any new
information. You could take out an intensive pronoun from a sentence, and the sentence would still make sense.
Sometimes, people think that myself “sounds” better

than I when used as a subject. I can tell you with complete
certainty that you should never use myself as a subject. Just don’t
do it folks. Note that you can use the intensive pronoun myself
after you’ve already said I. That’s legit. But it can’t be used all
alone as a subject.
Activity 16. REFLEXIVE & INTENSIVE PRONOUNS EXERCISES
Directions: Write an “R” on the line if the pronoun in the sentence is reflexive. Write an “I” on the line
if the pronoun is intensive.
______1. We ourselves made sure to be on time.
______2. I bought a gift for myself.
______3. Why do you blame yourself for everything?
______4. You yourself need to be more careful.
______5. They themselves are ready for the game.
ACTIVITY 17. REFLEXIVE/INTENSIVE EXERCISES.
Construct your own sentences using the following pronouns as reflexive and intensive pronouns.

ENGLISH 10
1. (him)
Reflexive:
Intensive:
2. (her)
Reflexive:
Intensive:
3. (them)
Reflexive:
Intensive:
4. (my)
Reflexive:
Intensive:
5. (it )
Reflexive:
Intensive:
ACTIVITY 17.1. REFLEXIVE/INTENSIVE EXERCISES 2.0
Write a descriptive paragraph on how you came to like your favorite food and the reason why
you like it so much. Use the five different intensive and reflexive pronouns in your sentences and
underline them.
“Don’t stress the could haves, if it should have, it would have.”
UNDERSTANDING THE USE OF MODALS
Modals are auxillary or helping verbs. Like other helping verbs, modals combine with the base form of
another verb to form verb phrases. When paired with other verbs, the modals can, could, may, might, will, shall,
should, must, and ought to may express the following:

ENGLISH 10
By adding not, a modal could express the following:
Lack of ability
Being so shaken, Eurylochus could not speak a word.
Andromache cannot bear a life without Hector.
Prohibition
But home you may not go unless you take a strange way round to come to the cold homes of
Death and pale Persephone.
One must not dine with Circe if he feared her spells.
Activity 18. MODAL EXPRESS! Underline the modal and write what it expresses.
1. Can any of you women tell me exactly where Andromache went?

2. But my shame between the Trojans and their wives would be too terrible if I hung back from battle
like a coward.
3. When I lose you, Hector, there will be nothing left, no one to turn to.
4. And may his mother rejoice.
5. We two shall mingle so mutual trust may come of plan and love.
6. Swine, wolves, and lions she will make us all.
7. The crew could not hold back their tears.
8. Now you must keep your promise; it is time.
9. Hale must your heart be and your tempered will.
10. Where is the captain who could bear to touch this banquet in my place?
11. Hector may leave only after bidding his wife farewell.
12. Only a powerful enchantress like Circe will turn her guests into animals.
Activity 19. MODAL WRITING. Use an appropriate modal to express what is indicated in the
parentheses.
1. (habit)
___________________________________________________________________________________________
___________________________________________________________________________________________
2. (necessity)
___________________________________________________________________________________________
___________________________________________________________________________________________
3. (likelihood)
___________________________________________________________________________________________
___________________________________________________________________________________________
4. (permission)

ENGLISH 10
___________________________________________________________________________________________
___________________________________________________________________________________________
5. (wish)
___________________________________________________________________________________________
___________________________________________________________________________________________
6. (obligation)
___________________________________________________________________________________________
___________________________________________________________________________________________
7. (lack of ability)
___________________________________________________________________________________________
___________________________________________________________________________________________
8. (future time)
___________________________________________________________________________________________
___________________________________________________________________________________________
9. (strong belief)
___________________________________________________________________________________________
___________________________________________________________________________________________
10. (ability)
___________________________________________________________________________________________
Performance
Task
YOUR
TURN!
*This is your final task for the quarter but be reminded that this is more than just a performance task, as
it is a synthesis of all the things that you had learned in this quarter.
You are going to deliver a two-minute persuasive speech about your stance on the vaccination
against COVID 19, do you agree or disagree and why?
INSTRUCTIONS:
 Go back to our previous lessons and use them as a guide in your steps in doing the performance
task.
 Before delivering your speech, you have to make a written draft first. Write down if you agree or
disagree and the reason why. Do not forget your goal in this speech: to persuade!
 To back up your claims, make some research about it. Watch videos, listen for information, and
read articles about it. Go back on how to evaluate the accuracy, relevance, and soundness of the
information you had gathered.
 Use words and expressions that emphasize a point in your speech.
 Use some reflexive or intensive pronouns as well as modals in your speech and underline them in
your written copy.

ENGLISH 10
 DO NOT PLAGIARIZE! Write this on your own instead of just searching the net and copying
a speech to deliver. I have a system that checks the percentage of plagiarism in your work and if
it is detected that you did that, YOUR WORK WILL NOT BE GRADED!
 Take note of the tips for improving your English speaking skills in this quarter.
 Make use of the different verbal and non-verbal strategies in your speech.
 If possible, you may also use any textual aid that you think could help your audience understand
your speech better.
 Submit the written copy of your speech ONE DAY BEFORE you send your video. I will give
an update about the time and date it is supposed to be submitted and when the deadline is.
 You will be rated according to the criteria that follows:

ENGLISH 10
REFERENCES
E.A.Wallis Budge. The Book of the Dead – The Papyrus of Ani (1985). Retrieved July 6, 2020.
https://farangis.de/maat/scans/BUDGE_Egyptian_Book_of_the_Dead_194-198_English.pdf
PEAC Learning Module Grade 10 Quarter 1.2015.p60-62

file:///C:/Users/Nazarene/Desktop/School%20Files/SCHOOL%20YEAR%202020-2021/MODULES/2015_ENGG10Q1.pdf
Moratilla, Noel. "ASEAN Integration and Critical Education:" An Essay by Noel Moratilla, PhD. Accessed July 11, 2020.
https://www.ac.upd.edu.ph/index.php/resources/news-announcements/980-asean-education-critical-education-noel-moratilla
Criteria for Short Story. Accessed July 11, 2020.

www.edb.gov.hk>attachment>resource-support>net
DepEd Grade 9 Learning Material. Thank You Ma’am by Langston Hughes, p.200-203. Accessed July 11, 2020.
Emma Watson. Gender Equality. Accessed July 13, 2020

https://www.youtube.com/watch?v=nIwU-9ZTTJc
Fluency | LearnEnglish Teens - British Council. Tips on Improving Speech Tone. Accessed July 15, 2020.
https://www.britannica.com/topic/tone-speech
Coherence & Cohesion in a Speech. Accessed July 15, 2020.

https://engexam.info/cohesion-in-english/#:~:text=text%20and%20speech-,Cohesion%20in%20text%20and%20speech,your
%20text%20is%20linked%20together.&text=Coherence%2C%20simply%20put%2C%20is%20whether,sentences%2C
%20paragraphs%20%E2%80%94%20fit%20together.
How to Improve Coherence and Cohesion in a Speech. Accessed July 15, 2020
https://ieltsonlinetests.com/writing-tips/how-improve-coherence-and-cohesion-ielts-task-2
Reflexive & Intensive Pronouns. Accessed July 15, 2020

https://www.english-grammar-revolution.com/reflexive-pronouns.html

ENGLISH 10
Wyson, J.D, Estipona, M.I, Magbitang, V.A. (2020). Language in Literature – World Literature 10. Sto. Domingo, Quezon
City. Vibal Group Inc.
Abarabar, M.T, Estipona, M.I.B.P, Galvez, N.M Jr., Magbitang, V.A.D, Ribo, L.M, (2016). Language in Literature – World
Literature 10. 1253 G. Araneta Avenue, Quezon City. Vibal Group Inc.
Prepared by: Checked by:
MAYBELL C. GONZALES, LPT JERIECA LYKA S. RUBIO, LPT

English 10 Teacher Head Teacher, Junior High School
Recommending Approval: Approved by:
NERISSA S. DELOS REYES, MAEd, SMRIEdr DR. RAMON E. WOO, JR., CPA, DFRIEdr
VP/Basic Education Principal Dean of Studies
Noted by:
DR. ROSALINA S. ANDAYA, Ed.D., DFRIEdr

President

ENGLISH 10

English 10 1st Quarter SciTech FINAL

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Learning Module

GRADE 10 EINSTEIN – SPECIAL SCIENCE CLASS

Quarter Domain Code Learning Competencies

1. Why are news reports written?

2. It is used to show comparison between variables.

3. It is used to identify similarities and differences between two or more concepts.

4. Listening is poor when

6. When listening for information, it is wise to

A. ability B. obligation C. probability D. willingness

7. It’s true that sorrows in life may bring despair.

8. We must find courage even in the small things that we do.

10. Ordinary trials can be turned into extraordinary moments.

Grammar - Intensive and Reflexive Pronouns

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11. You can see yourself more clearly.

12. Judge how much you know about yourself.

13. Life itself offers you many opportunities.

Part II. Understanding. Reading and Literature

Exploring the Sea of Goodness

Part III. Composition Writing (21 to 30)

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1st QUARTER ACTIVITY CHECKLIST IN ENGLISH – SCITECH CLASS

 ACTIVITY 4. CHART COMPLETION

 ACTIVITY 16. REFLEXIVE & INTENSIVE PRONOUNS EXERCISES

1st QUARTER ACTIVITY CHECKLIST IN RESEARCH – SCITECH CLASS

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 STATEMENT OF THE PROBLEM

LESSON 1 – INFORMATIONAL LISTENING

We engage in informational listening on a daily basis, such as when we listen to instructions or

Informational Listening emphasizes the listener’s

Title of Radio Program

Source (Radio Station with date and time)

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Title of Television Program

Source (Television Station with date and time)

Title of Informative Talk

LESSON 2 - USING VERBAL AND NON-VERBAL CUES FOR

Nonverbal signals include eye contact, facial expressions, hand

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1. What verbal cues are used in the speech?

2. What nonverbal signals are used?

INFORMATIVE TALK RUBRICS

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LESSON 3 – USING TEXTUAL AIDS TO UNDERSTAND A TEXT

The Bible as Literature

A K-W-L chart like the one below is an example of an advance organizer.

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With a partner or a group, answer the following questions:

Recall a parable that you know,

Are parables literature? Why?

Future life Religious Texts

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Sun- sun- sun-godgo

Authorship of the Book of the Dead is uncertain, but it is

a long-legged wadding bird, Thoth was revered by the

ancient Egyptians as the god of knowledge and wisdom.

Source: “Ancient Rome.” History. 14 October 2009.