Test Item Bank - English10

Republic of the Philippines
Department of Education
REGIONAL OFFICE NO. VIII (EASTERN VISAYAS)
Government Center, Candahug, Palo, Leyte
Subject : English
Grade Level : 10
Quarter : 1st
READING COMPREHENSION
LEARNING CONTENT: Module 1: Overcoming Challenges
COMPETENCY: Determine the effect of textual aids like advance
organizers, titles, non-linear illustrations, etc. on the
understanding of the text.
CODES: EN10RC-Ia-2.15.2, EN10RC-Ib-2.15.2, EN10RC-Ic-2.15.2,
EN10RC-Id-2.15.2, EN10RC-Ie-2.15.2
Short Answer
Directions: Analyze the non-linear illustration below, and then answer
the questions.
Type of Plan
Work
College
Tech Sch
Military
Others
Undecided
0 20 40 60 80 100
Number of Students
Questions:
1. What is the title of the graph?
(Students’ Plan After Graduation)
2. What type of graph is it?

(bar graph)
3. What are compared in the graph?

(students’ plan)
1|Page
Bibo, Anyo, Talino’t Asal
pro-bata “Where BATA learns without fear”
(055)560-8859/ [email protected]
4. Who would find the information in this graph useful?
(Senior High School graduate students)
5. State a conclusion based on this graph?

(Most of the SHS graduates will pursue college. Answers vary)
COMPETENCY: Compare new insights with previous learnings.

CODES: EN10RC-If-21, EN10RC-Ig-21, EN10RC-Ih-21, EN10RC-Ii-21
Short Answer
Directions: Read the poem below, and then do the given tasks.
The Wayfarer
Stephen Crane
The wayfarer,
Perceiving the pathway to truth,
Was struck with astonishment.
It was thickly grown with weeds.
“Ha,” he said,
“I see that man has passed here in a long time.”
Later he saw that each weed
Was a singular knife.
“Well,” he mumbled at last,
“Doubtless there are other roads.”
1. What is the poem all about?

(Literally, the poem is all about the wayfarer on his journey to
truth but been surprised because the path’s weed was harmful
and at last he realized that there’s other way. Answers vary.)
2. How does the pathway described by the wayfarer?

(The pathway was grown with weeds and each weed was a
singular knife.)
3. Cite a line or lines that show/s a problem. Explain/discuss.

(Later he saw that each weed was a singular knife. The
weed/knife symbolizes the obstacles to discern truth. Answers
vary.)
4. Do you think he will follow the path to truth?

(No, he didn’t because at the last line he mumbled that there
are other roads to pass through.)
2|Page
5. What lesson did you get from the poem?
(Life is treacherous; we must be wise and courageous enough to
continue our journey. Answers vary.)
6. Compare the poem “The Wayfarer” to “The Road Not Taken” by
Robert Frost, then give your insights.
(Both poems have something to do with our journey in life, and
it’s us who drive our own ways. Answers vary.)
The Road Not Taken

Robert Frost
Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
LISTENING COMPREHENSION
COMPETENCY: Get information that can be used in everyday life from
news reports, speeches, informative talks, panel
discussions, etc.
CODE: EN10LC-Ia-11.1
Short Answer
Directions: Get information by listening carefully as your teacher reads
a news story entitled “A Double Dinosaur Discovery” and
answer the guide questions below.
3|Page
http://agweb.okstate.edu/fourh/leadership/file/cloverleaf/2010/news
_sample.pdf
A Double Dinosaur Discovery
Last December, two research teams working 2,000 miles

apart in Antarctica made amazing discoveries. Each
unearthed the fossilized remains of what is believed to be
a new species of dinosaur. One is an herbivore, or plant
eater, and the other is a carnivore, or meat eater.
Working separately, the teams led by scientists James
Martin and William Hammer found the fossils. “There we
were, in the middle of Antarctica, talking to Bill about his
find 2,000 miles away,” Martin told TFK.
FROZEN IN TIME
Near Beardmore Glacier, Hammer’s team found the bones
of what they think is a plant-eating sauropod that lived
200 million years ago during the Jurassic Period. On the
island off the Antarctica Peninsula, Martin and his team
found the bones of a type of theropod, a group that
includes the tyrannosaur.
Each discovery will give scientists a new glimpse into the
age of the dinosaurs. Any fossil find in Antarctica is rare,
because bones and other remains are frozen and buried
under many layers of ice. “We know very little about life
in Antarctica from this particular time period,” said Martin.
Excavating the fossils is just the beginning. The
scientists will start a yearlong process to analyze the bits
of teeth and bone. “It’s a detective story,” Martin says.
“You take all these bits of evidence and reconstruct
the past.”
– From TIME For Kids, March 12, 2004
1. What is the news story about?
2. When did the discovery take place? Where did the story
happen?
3. Who made the discoveries?
4. Why is the discovery important?
5. How did the two research teams make amazing discoveries?
4|Page
COMPETENCY: Determine the implicit and explicit signals, verbal, as
well as non-verbal, used by the speaker to highlight
significant points.
CODES: EN10LC-Ib-4, EN10LC-Ic-4
Short Answer
Directions: From the news story entitled, “A Double Dinosaur
Discovery,” determine and list down at least 5 implicit,
explicit, verbal and non-verbal signals each used in
highlighting the significant points of the story. (5 pts.)
http://agweb.okstate.edu/fourh/leadership/file/cloverleaf/2010/news
_sample.pdf
A Double Dinosaur Discovery
Last December, two research teams working 2,000 miles

apart in Antarctica made amazing discoveries. Each
unearthed the fossilized remains of what is believed to be
a new species of dinosaur. One is an herbivore, or plant
eater, and the other is a carnivore, or meat eater.
Working separately, the teams led by scientists James
Martin and William Hammer found the fossils. “There we
were, in the middle of Antarctica, talking to Bill about his
find 2,000 miles away,” Martin told TFK.
FROZEN IN TIME
Near Beardmore Glacier, Hammer’s team found the bones
of what they think is a plant-eating sauropod that lived
200 million years ago during the Jurassic Period. On the
island off the Antarctica Peninsula, Martin and his team
found the bones of a type of theropod, a group that
includes the tyrannosaur.
Each discovery will give scientists a new glimpse into the
age of the dinosaurs. Any fossil find in Antarctica is rare,
because bones and other remains are frozen and buried
under many layers of ice. “We know very little about life
in Antarctica from this particular time period,” said Martin.
Excavating the fossils is just the beginning. The
scientists will start a yearlong process to analyze the bits
of teeth and bone. “It’s a detective story,” Martin says.
“You take all these bits of evidence and reconstruct
the past.”
– From TIME For Kids, March 12, 2004
5|Page
COMPETENCY: Single out direct and indirect signals used by the
speaker.
CODE: EN10LC-Id-4.1
Short Answer
Directions: Listen attentively as the teacher plays a recorded speech
“I Have a Dream” by Martin Luther King Jr. Single out and
classify at least 5 direct and indirect signals used by the
speaker.
http:www.americanrhetoric.com/speeches/mlkihaveadream.htm
COMPETENCY: Point out the effectiveness of the devices used by the

speaker to attract and hold the attention of the
listener.
CODE: EN10LC-Ie-14.1
Short Answer
Directions: From the speech “I Have a Dream” of Martin Luther King,
point out and list down at least 5 devices used by the writer
and tell how they sustain the listener’s attention effectively.
COMPETENCY: Determine the roles of discourse markers (e.g.

conjunctions, gambits, adverbs) in signaling the
functions of statements made.
CODE: EN10LC-If-14.2
Identification
Directions: Your teacher will read to you an excerpt from the Martin
Luther’s speech and write the 5 discourse markers and
determine their roles in signaling the functions of the
statements made.
https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/118
7/I%20have%20a%20Dream.pdf
I Have a Dream
excerpt
Martin Luther King Jr.
I have a dream that one day this nation will rise up and live
out the true meaning of its creed: "We hold these truths to
be self-evident: that all men are created equal."
I have a dream that one day on the red hills of Georgia the
sons of former slaves and the sons of former slave owners
will be able to sit down together at a table of brotherhood.
I have a dream that one day even the state of Mississippi,
a desert state, sweltering with the heat of injustice and
6|Page
oppression, will be transformed into an oasis of freedom and justice.
I have a dream that my four children will one day live in a
nation where they will not be judged by the color of their
skin but by the content of their character.
I have a dream today.
COMPETENCY: Make generalizations.

CODE: EN10LC-Ig-8.7
Short Answer
Directions: Make a generalization on what motivates Martin Luther
King to write his speech “I Have A Dream”. (5 pts.)
COMPETENCY: Show appreciation for songs, poems, and other

listening texts.
CODE: EN10LC-Ih-14.3
Short Answer
Directions: Show appreciation on the listening text entitled “Three
Passions I Have Lived For” by Bertrand Russel. Choose one
passion mentioned by the writer and tell how it relates to
your perceptions towards life. (5 pts.)
http://www.humanities.mcmaster.ca/~bertrand/misc.html
Three Passions I Have Lived For

by Bertrand Russel
Three passions, simple but overwhelmingly strong, have

governed my life: the longing for love, the search for knowledge,
and unbearable pity for the suffering of mankind. These passions,
like great winds, have blown me hither and thither, in a wayward
course, over a deep ocean of anguish, reaching to the very verge
of despair.
I have sought love, first, because it brings ecstasy -- ecstasy so

great that I would often have sacrificed all the rest of life for a few
hours of this joy. I have sought it, next, because it relieves loneliness
-- that terrible loneliness in which one shivering consciousness looks
over the rim of the world into the cold unfathomable lifeless abyss. I
have sought it, finally, because in the union of love I have seen, in a
mystic miniature, the prefiguring vision of the heaven that saints
and poets have imagined. This is what I sought, and though it might
seem too good for human life, this is what -- at last -- I have found.
With equal passion I have sought knowledge. I have wished to
7|Page
understand the hearts of men. I have wished to know why the stars
shine. And I have tried to apprehend the Pythagorean power by
which number holds sway above the flux. A little of this, but not
much, I have achieved.
Love and knowledge, so far as they were possible, led upward

toward the heavens. But always pity brought me back to earth.
Echoes of cries of pain reverberate in my heart. Children in famine,
victims tortured by oppressors, helpless old people a hated burden
to their sons, and the whole world of loneliness, poverty, and pain
make a mockery of what human life should be. I long to alleviate
the evil, but I cannot, and I too suffer.
This has been my life. I have found it worth living, and would
gladly live it again if the chance were offered me.
COMPETENCY: Examine how spoken communication may be repaired

or enhanced.
CODE: EN10LC-Ii-14
Short Answer
Directions: Listen to any dialogue/play from a radio and examine its
impact in communication. Give 5 ways on how to enhance
spoken communication.
VIEWING COMPREHENSION
COMPETENCY: Determine how connected events contribute to the
totality of a material viewed.
CODES: EN10VC-Ia-1.4/2.4, EN10VC-Ic-1.4/2.4, EN10VC-Ib-1.4/2.4
Identification
Directions: Use the pool of words below to complete the details in the
video clip presented.
awarded born received

married planned worked took
Emma Cordero was __1__ on June 6, 1958 at Sta. Margarita,

Quinapondan, Eastern Samar. She finished her primary education at
Sta. Margarita Elementary School and __2__ her secondary education
at Holy Infant College and Leyte Colleges but graduated her
Bachelor’s degree at Samar College. She started her singing career
under the care of Imelda Papin, Eva Eugenio and Joseph
Estrada.
Later, she __3__ in Japan and there she met her husband. They
8|Page
got __4__ and owned a club. She became the president of the
International LION club and __5__ a title as Asia Queen of Songs.
Currently, she was __6__ and crowned as Mrs. Universe of 2016.
Answers: 1. born 2. took up 3. worked 4. married 5. received 6. awarded
COMPETENCY: Express insights based on the ideas presented in the

material viewed.
CODES: EN10VC-Id-25, EN10VC-Ie-25, EN10VC-If-25
Short Answer
Directions: Watch attentively to the given video clip. Answer the
questions below.
https://www.youtube.com/watch?v=51LkdysQ0gc
1. What were the different situations presented in the video clip?
2. What did the man in the story do to the dying plant? Dog?
Beggars? Old woman?
3. How did their lives change?
4. What moral lesson/s have you learned from the story?
5. What insights were expressed in the material viewed?
COMPETENCY: Draw generalizations and conclusions based on the

material viewed.
CODES: EN10VC-Ig-1.5/2.5, EN10VC-Ih-1.5/2.5, EN10VC-Ii-1.5/2.5
Short Answer
Directions: Using the same video clip above, draw generalizations
and conclusions based on it. (5 pts.)
https://www.youtube.com/watch?v=51LkdysQ0gc
VOCABULARY DEVELOPMENT
COMPETENCY: Differentiate formal from informal definitions of words.
CODES: EN10V-Ia-13.9, EN10V-Ib-13.9, EN10V-Ic-13.9, EN10V-Id-13.9,
EN10V-Ie-13.9
Multiple Choice
Directions: Give the formal and informal definitions of the following
words.
1. Cyberbullying (formal)
A. an electronic posting of mean-spirited messages about a
person often done anonymously
B. electronic posting of mean-spirited messages
2. Opportunity (informal)
A. a favorable chance of circumstances
B. an amount of time or a situation in which something can be
done
9|Page
3. Strength (informal)
A. the quality or state of being physically strong
B. embodying or affording firmness
4. Weakness (formal)
A. the quality that prevents someone or something from being
effective or useful
B. this is the inefficiency of someone/something
5. Bully (formal)
A. person who uses strength or influence to harm or intimidate
those who are weaker
B. those who always consider themselves superior to others
CODES: EN10V-If-13.9, EN10V-Ig-13.9, EN10V-Ih-13.9, EN10V-Ii-13.9

Short Answer
Directions: Differentiate formal from informal definitions of words.(10
pts.)
LITERATURE
COMPETENCY: Explain how the elements specific to selection build its
theme.
CODE: EN10LT-Ia-14.2
Short Answer
Directions: Read the story, The Abduction of Persephone and explain
how the elements specific to a selection build its theme.
Present your group output in your most creative way.
http://www.musesrealm.net/stories/abductpersephone.html
GROUP 1.
PLOT: Cite and describe the significant events in the life of
Persephone before and after the abduction by using a
chain.
GROUP 2.
CONFLICT: What is the main problem in the story?
GROUP 3.
TONE/MOOD: What is the author’s attitude towards the
subject? In what way did he draw the reader’s attention
to identify the theme of the story?
10 | P a g e
COMPETENCY: Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection.
CODE: EN10LT-Ib-2.2
Multiple Choice
Directions: Recall the different elements of the story “The Abduction
of Persephone” which contribute to the theme of this literary
selection. Match the descriptions in Column A with the
elements in Column B.
http://www.musesrealm.net/stories/abductpersephone.html
COLUMN A COLUMN B
A 1. the protagonist’ stand for her belief A. character
to abandon the darkness
E 2. the author’s description of the B. conflict
character’s personality, feelings
and beliefs
B 3. the story portrays about the C. plot
struggle of man vs. man
D 4. the description of the way of life D. setting
and the world of the antagonist
and protagonist
C 5. the thoughts are properly E. tone
organized in the development of
the story
F. mood
COMPETENCY: Express appreciation for sensory images used.

CODE: EN10LT-Ib-2.2.1
Multiple Choice
Part 1. Directions: In column A are phrases that express sensory
images. Match them with the appropriate senses in
column B. Write the letter only.
COLUMN A COLUMN B
A 1. heavy heart A. sense of feeling
C 2. beautiful maiden B. sense hearing
D 3.burnt incense C. sense of sight
E 4. calloused hands D. sense of smell
B 5. roaring thunder E. sense of touch
11 | P a g e
Identification
Part 2. Directions: Read each statement below then underline the
word or words that express sensory images.
1. The roof of the house was open to the sky.

2. King Acrisius saw the baby and was filled with fear.
3. The Gray women howled when they realized a stranger had their
eye.
4. Dicty’s brother, Polydectes fell in love with Danae.
5. Perseus could feel the scale-covered bodies of the Gorgons.
Identification
Part 3. Directions: Read each quoted stanza comprehensively. Then
underline the word or words that corresponds the
sense it appeals to.
1. (sense of sight)
That orange street light,
Where the moths gather
Seem to grow darker
As I feel coldness of the light.
2. (sense of touch)
Hold his hand when you take your love by hand
and feel the warmth of his tears
as you console a grieving friend in your arms.
3. (sense of hearing)
He felt like the flowers were waving him a hello.
The eerie silence was shattered by her scream.

contribute to the theme of a particular literary
selection.
CODES: EN10LT-Ic-2.2, EN10LT-Id-2.2, EN10LT-Ie-2.2, EN10LT-If-2.2
Authentic
Directions: Present your group out-put in your most creative way.
GROUP 1. Cite and describe ten significant events in the life of

Perseus by using a chain.
GROUP 2. Create a tree that will show the family of Perseus.
GROUP 3. Through an outline, write down all the victories of Perseus
in his encounters with the evils that proved him to be a
hero.
12 | P a g e
COMPETENCY: Explain the literary devices used.
CODES: EN10LT-Ic-2.2.2, EN10LT-Id-2.2.2
Short Answer
Directions: Read the poem below. Answer the questions that follow.
(5pts. each)
http://www.ketzle.com/frost/prayersp.htm
A Prayer in Spring
Robert Frost
Oh, give us pleasure in the flowers today;

And give us not to think so far away
As the uncertain harvest; keep us here
All simply in the springing of the year.
Oh, gives us pleasure in the orchard white,

Like nothing else by day, like ghosts by night;
And make us happy in the happy bees,
The swarms dilating round the perfect trees.
And make us happing in the darting bird

The suddenly above the bees is heard,
The meteor that thrusts in with needle bill,
And off a blossom in mid-air stands still.
For this is love and nothing else is love,

The which it is reversed for God above
To sanctify to what far ends He will,

But which it only needs that wee fulfill.
1. Give the line in the second stanza that uses simile. Explain how it
adds meaning to the poem.
2. Compare the first and second stanza and give the line that shows
repetition. Explain why it needs to be repeated.
3. Identify and explain the rhyme scheme in the first and second
stanza.
COMPETENCY: Determine the tone, mood, technique, and purpose of

the author.
CODES: EN10LT-Ie-2.2.3, EN10LT-If-2.2.3
Identification
Directions: Read the poem, A Prayer in Spring. Determine the tone,
mood, technique and purpose of the author.
13 | P a g e
A Prayer in Spring
Robert Frost
Oh, give us pleasure in the flowers today;

And give us not to think so far away
As the uncertain harvest; keep us here
All simply in the springing of the year.
Oh, gives us pleasure in the orchard white,

Like nothing else by day, like ghosts by night;
And make us happy in the happy bees,
The swarms dilating round the perfect trees.
And make us happing in the darting bird

The suddenly above the bees is heard,
The meteor that thrusts in with needle bill,
And off a blossom in mid-air stands still.
For this is love and nothing else is love,

The which it is reversed for God above
To sanctify to what far ends He will,

But which it only needs that wee fulfill.
1. TONE: _________________________________________________________
2. MOOD: _______________________________________________________
3. TECHNIQUE: ___________________________________________________
4. AUTHOR’S PURPOSE: ___________________________________________
COMPETENCY: Explain how a selection may be influenced by culture,

history, environment, or other factors.
CODE: EN10LT-Ig-3
Short Answer
Directions: Read the poem below. Answer the question below. (5pts.)
 How do the culture, history, and/or environment of the author

influenced him in writing this selection?
14 | P a g e
COMPETENCY: Draw similarities and differences of the featured
selections in relation to the theme.
CODE: EN10LT-Ih-2.3
Short Answer
Directions: Recall the poem, A Prayer in Spring. Answer the question
below. (10pts.)
 Compare and contrast the theme of the poem to the theme of

the song “The Prayer” by Celine Dion and Andrea Brocelli.
https://www.youtube.com/watch?v=DbviXG_56ss
The Prayer
I pray you'll be our eyes

and watch us where we go
And help us to be wise
in times when we don't know
Let this be our prayer
when we lose our way
Lead us to a place
guide us with your grace
To a place where we'll be safe.
La luce che tu hai
I pray we'll find your light
Nel cuore resterà
And hold it in our hearts
A ricordarci che
When stars go out each night
L'eterna stella sei
Nella mia preghiera
Let this be our prayer
Quanta fede c'è
When shadows fill our day
Lead us to a place
Guide us with your grace
Give us faith so we'll be safe
Sogniamo un mondo senza più violenza
Un mondo di giustizia e di speranza
Ognuno dia la mano al suo vicino
Simbolo di pace, di fraternità
15 | P a g e
COMPETENCY: Evaluate literature as a way of expressing and
resolving one’s personal conflicts.
CODE: EN10LT-Ii-18
Short Answer
Directions: Read the poem A Prayer in Spring below. Answer the
questions that follow. (5pts.)
 Cite a line/stanza in the poem which you think has the

capability in resolving conflicts among individuals or groups.
Explain
WRITING AND COMPOSITION

COMPETENCY: Identify features of persuasive texts.
CODES: EN10WC-Ia-12.1, EN10WC-Ib-12.1
Identification
Directions: With your prior knowledge, identify the features of a
persuasive text then explain each. (10 pts.)
COMPETENCY: Formulate a statement of opinion or assertion.

CODES: EN10WC-Ic-12.2, EN10WC-Id-12.2, EN10WC-Ie-12.2
Identification
Directions: Identify whether the statement is a Fact or Opinion. Circle
the correct answer.
1. Movie adaptation is the transfer of written work, in whole or in

part, to a feature film. F O
2. Humans can act like savage beasts during difficult situations. F O
3. Taking risk when facing a challenge is always a best decision. F O
4. Children should be trained to face life’s struggles at a very F O

young age.
5. N. J. Dawood translated “Comfort” from The Koran. F O
COMPETENCY: Compose a persuasive text of three paragraphs

expressing one’s stand on an issue.
CODES: EN10WC-Ie-12.3, EN10WC-If-12.3, EN10WC-Ig-12.3, EN10WC-Ih-
12.3, EN10WC-Ii-12.3
Essay
Directions: Write a persuasive text of three paragraphs on how to win
over challenges.
16 | P a g e
ORAL LANGUAGE AND FLUENCY
COMPETENCY: Identify the factors of public speaking.
CODE: EN10OL-Ia-3.14
Identification
Directions: Read carefully the sample speech and identify the factors
of public speaking.
http://www.indiacelebrating.com/speech/importance-of-education-
speech/
First of all, I would like to say good morning to the respected

teachers, parents and my dear friends. I would like to speech on
the importance of education which is must to know by all of us.
Education plays a great role in the life of everyone all through the
life. Getting proper education is very necessary to get success and
happy life just like food is necessary for healthy body. It is very
important to live luxurious and better life. It develops personality of
the people, provides physical and mental standard and transforms
people’s living status. It promotes the feeling of physical, mental
and social well-being by providing better life. Good education is
constructive in nature which constructs our future forever. It helps a
person to improve his or her status of mind, body and spirit. It
provides us lots of confidence by giving us bulk of knowledge in
many field. It is a single and vital way to the success as well as
personal growth.
The more knowledge we get, we grow and develop more in
the life. Being well educated never only means to earn certificates
and good salary from the recognized and reputed organization
companies or institutions however it also means to be a good and
social person in the life. It helps us to determine whether something
is good or bad for us and other persons related to us. The first
purpose of getting good education is being good citizen and
being successful in personal and professional life. We are
incomplete without a good education because education makes
us right thinker and decision maker. In such a competitive world,
education has become a necessity for human beings after food,
clothe and shelter. It is able to provide solutions to all problems; it
promotes good habits and awareness about corruption, terrorism,
and other social issues among us.
Education is the most important tool offers inner and outer
strength to a person. Education is the fundamental rights of
everyone and capable of bringing any desired change and
upliftment in the human mind and society. Thank you.
17 | P a g e
COMPETENCY: Describe and interpret the ethics of public speaking.
CODE: EN10OL-Ib-3.15
Short Answer
Directions: Read carefully the sample speech. Describe and interpret
the ethics of public speaking.
speech/
Good morning to the Excellencies, my respected teachers

and my dear friends. I would like to speech over importance of
education at this great occasion in front of you. Education is very
important to all of us. Our parents make us learn many things at
home and then send us to school after age of three years. Our
home is first education institute where we learn how to behave to
others and other skills however school education is very necessary
to be successful in practical life. Through school education we
learn and develop personality, mental skills, moral and physical
powers. Without proper education, one gets lack of all
educational benefits in his/her life. Education is the only key to
success in personal and professional life. Education provides us
various types of knowledge and skills. It is a continuous, slow and
secure process of learning which helps us in obtaining knowledge.
It is a continuous process which starts when we take birth and ends
when our life ends.
We should make our habits of learning always all through the

life from our teachers, parents, family members, friends and other
related people in our life. We learn to become a good person,
learn to live in home, society, community and friend circle.
Attending school and receiving education is extremely vital for
every person and necessary for those who want to achieve
success. We all take birth in same manner at the same planet
however do not get same opportunity to receive such type of
formal education which may lead every one of us towards success
because of the lack of money and knowledge of parents. One
who gets proper education becomes admired by the members of
the family, community and country. Proper education by all brings
equality among human beings and removes the feeling of
difference.
Education not only makes us able to learn about history,

science, math, geography, and other subjects however it makes us
smart enough to learn how to live life and handle bad situations.
Thank You
18 | P a g e
COMPETENCY: Describe the techniques in effective public speaking.
CODE: EN10OL-Ic-3.16
Short Answer
Directions: Read carefully the sample speech. Describe the
techniques in effective public speaking.
speech/
Good morning to the Excellencies, my respected teachers and

my dear friends. As we have gathered here to celebrate this special
occasion, I would like to speech over the importance of education.
Good and proper education plays a great role in shaping our future
and professional career. It helps us to develop personality and earn
recognition and respect in the family and society. We can say that
education is socially and personally an essential part of the human
life. We cannot ignore the importance of education in our life at any
cost. As we see daily in the society lots of social issues just because of
the lack of proper education. Social issues like inequality, gender
discrimination, religious differences and so many problems are there
because of the lack of education in our life. Proper education helps
us to maintain the personal and social standards in daily life.
In such a modern, technological and competitive world, there is

still the issue of education among poor and uneducated people of
the society which needs to be solved as soon as possible. Education is
the key to solve all the social, personal and professional problems of
the people. Proper and higher education makes us more civilized to
live in the society. One cannot make his/her good image in the
society and live prosperous and happy life without getting
appropriate education. It makes us able to maintain the healthy
surroundings. Now-a-days, unlike ancient time, getting proper
education has become easy and simple because of the online
system and correspondence facility in all the big universities. It has
made education system easy because of which poor people can
also get education in their own field of choice. There are many huge
efforts and plan strategies by the government to maintain the quality
of education all over the India.
Education helps us to be healthy, save many lives, boosts

economic growth, earn money, raise quality crop, promote peace in
the society, eradicate poverty, remove gender discrimination and
inequality, promote women and children rights, bring good
governance, remove corruption, make aware about fundamental
rights and so many. Good education does not mean to study hard
and get good results however it is to conquer new things for the
betterment of whole mankind. Thank You
19 | P a g e
COMPETENCY: Employ the techniques in public speaking in a sample
public speaking situation.
CODES: EN10OL-Id-3.16.1, EN10OL-Ie-3.16.1, EN10OL-If-3.16.1,
EN10OL-Ig-3.16.1, EN10OL-Ih-3.16.1, EN10OL-Ii-3.16.1
Essay
Directions: Perform a short program for acquaintance party. Make the
speeches below and employ the techniques in public
speaking with this rubric: contents=35%, use of public
speaking techniques=35% and speech delivery=30%
welcome message inspirational talk

take-home message closing remarks
acknowledgement
GRAMMAR AWARENESS
COMPETENCY: Use reflexive and intensive pronouns.
CODES: EN10G-Ia-27, EN10G-Ib-27
Identification and Sentence Construction
Directions: Determine whether the pronoun used in each statement is
intensive or reflexive. Once identified, use the pronouns
reversely in a sentence; if the pronoun is reflexive, use the
pronoun as intensive, if it’s intensive, use it as a reflexive.
http://www.phschool.com/atschool/writing_grammar_08/grade9/exe
rcise_bank/chapter16/wag9_act_16-2b.cfm
1. Ted promised himself to work harder next semester. (reflexive)

2. The jurors could not agree among themselves. (intensive)
3. The students made the scenery themselves. (intensive)
4. Ethel promised herself a reward for her hard work. (reflexive)
5. The mayor presented the new program herself. (intensive)
6. We cooked the whole meal ourselves. (intensive)
7. Some animals protect themselves through camouflage. (reflexive)
8. The pitcher scored the winning run himself. (intensive)
9. Have you asked yourselves why you are here? (reflexive)
10. The players prepared themselves by staying in shape. (reflexive)
COMPETENCY: Using words and expressions that emphasize a point.

CODES: EN10G-Ic-26, EN10G-Id-26, EN10G-Ie-26
Sentence Construction
Directions: Read the sentences below then construct sentences using
the underlined expressions to emphasize a point.
1. I think they made some good points, in fact, I might be writing to

invest on their concepts.
20 | P a g e
2. He arrives late almost every day; on the other hand, he works
quite late as well.
3. You are the best person I know, however, I do not know a lot
people.
4. We made the best choice we could; consequently, I am not
going to worry about it.
5. Ted talked to me yesterday, but he did not mention the move.
COMPETENCY: Use modals in a sentence.

CODES: EN10G-If-3.6, EN10G-Ig-3.6, EN10G-Ih-3.6, EN10G-Ii-3.6
Identification
Directions: Use the pool of modals below to complete the paragraph.
will should must can could may
Recently, television dramas on crime are increasing. These

shows enjoy high rating, prompting producers to come up with newer
and better series. Today, we can watch a different crime show every
day. Why is news on crime so popular?
One reason may be the way crime is considered by the public.
Committing a crime is an illegal act that everyone agrees must be
punished by law. The more serious the crime, the more severe the
punishment could be. Criminals should be brought to justice.
(Note: Possible answers are printed in red.)
***END OF FIRST QUARTER***
21 | P a g e
Subject : English
Grade Level : 10
Quarter : 2nd
LEARNING CONTENT: Module 2: Establishing Solidarity
COMPETENCY: Transcode information from linear to non-linear texts
and vice-versa.
CODE: EN10RC-IIa-11
Graphic Organizer
Directions: Read carefully the paragraph below, then transcode the
information from linear to non-linear presentation. Choose
an appropriate graphic organizer to present the
information. Be ready to present your output. (10 pts.)
A. Chart B. Graph C. Table
Taft National High School has a total enrollment of 1,807

including the Senior High School for the S.Y.: 2016-2017. Grade-7 has
the biggest population with a total of 396: 222 boys and 174 girls.
Next is Grade-8 with 187 boys and 203 girls. The third biggest
enrolment is Grade-11 with a total of 355: 185 boys and 170 girls.
Grade-10 has 150 boys and 168 girls. Grade-9 has a total of 315
with 153 boys and 162 girls and the smallest in terms of enrolment is
Grade-12 with only 19 boys and 14 girls.
COMPETENCY: Explain illustrations from linear to non-linear texts and

vice-versa.
CODE: EN10RC-IIb-11.2
Fill in the Blanks and Short Answer
Directions: Analyze the table and fill in the missing data. Explain the
illustrations from non-linear to linear text. (10pts.)
22 | P a g e
TNHS ENROLMENT for SY: 2016-2017
GRADE LEVEL TOTAL
Boys Girls
Grade 7 222 __174__ 396
Grade 8 187 203 __390__
Grade 9 153 162 315
Grade 10 __150__ 168 318
Grade 11 185 170 __355__
Grade 12 19 __14__ 33
OVERALL TOTAL __916__ 891 __1,807__
Questions:
1. What is the illustration all about?
(TNHS enrolment for SY: 2016-2017.)
2. What is the overall total of enrolment?
(1,807)
3. Which grade level is next to the highest total enrolment?
(Grade)
4. Compare the overall total enrolment of boys to that of girls.
(The boys have a bigger total enrolment from that of the girls
with a difference of 25.)
5. What conclusion can you give based on the graph?
(Grade 7 has the biggest number of enrolment and grade 12
has the lowest.)
COMPETENCY: Present information using tables, graphs, and maps.

CODE: EN10RC-IIc-5.4
Graphic Organizer
Directions: Read carefully the paragraph below, then present the
information from linear to non-linear text. Use an
appropriate graphic organizer such as graph, chart, table,
or diagram. Be ready to explain/present your output. (10
pts.)
From 2010 to 2016, unskilled wages of php300 steadily in

Borongan City, php400 in Tacloban City. There was considerable
fluctuation. Workers in Tacloban earned more than in other cities
until 2016 when their wages increased from php20-30 a month.
However, their wages still lower than in Manila. In 2016, workers in
Borongan are the highest paid, although in previous years their
earnings had been lower than in other cities. By 2016, wages in
Manila increased by only php40, and in this year, workers increased
of php50 ; and they were the highest paid.
23 | P a g e
COMPETENCY: Scan for needed information.
CODE: EN10SS-IId-1.5.2
Multiple Choice
Directions: Read the following selection and answer the questions
that follow. Write the letter of the best answer.
Some Americans grew corn, sunflowers, squash, beans, and

pumpkins in garden plots. To prepare a garden plot, they first killed
the trees there by cutting off a ring of bark to kill the tree. Then they
scratched the ground with a stone hoe or with the bone of a deer
or buffalo, or they used a stick sharpened in the fire. Some Indians
put a dead fish into the hole where they planted the corn in order
to provide food for the corn plant.
1. What is the story mainly about?

A. farming B. fishing
C. hunting D. vegetables
2. Who put dead fish into the hole where they planted corn?
A. Americans B. Africans
C. Asians D. Indians
3. Which of the following can be found in the garden plot of

Americans?
A. apricot B. beans
C. tomato D. onions
4. What do some Indians put into the hole where they planted the
corn?
A. chicken dung B. dead fish
C. fertilizer D. ring of bark
5. Why do Indians put a dead fish into the hole where they planted
the corn?
A. fertile the soil B. kill the insects
C. provide food for the corn plant D. make the corn grow
faster
COMPETENCY: Read closely to get the author’s purpose.

CODE: EN10RC-IIe-7.3
Multiple Choice
Directions: Identify the author’s purpose in the given type of text.
Choose the letter of the best answer from the box.
24 | P a g e
A. to argue B. to entertain C. to inspire
D. to empathize E. to inform F. to persuade
1. The fully clothed body of a man was found dead in the beach
at Somerton, opposite the Crippled Children’s Home, at 6:30
a.m. today.
It was early in the morning when a costal cleaner saw and
discovered a lifeless man lying against the sea wall. His legs
were crossed, and death appeared to have occurred while
the man was sleeping. Up to noon police still had no clue to his
identity. A thorough search of his pockets revealed no papers
or anything that would give a clue to his name. The man is
thought to have been about 40 and 5 ft. 11 in. in height. He
was clean-shaven, with fair hair slightly grey over the temples,
hazel eyes and wearing a grey double breasted coat.
“The body of the man has undergone an autopsy for us to
know the real cause of his death.” says SPI Ricardo Dalisay, one
of the crime investigators. (d)
http://beetlesaregooddoctors.com/shud.html
2. If there wasn’t enough cause in the alarming increase and

plateau at historic highs of Clostridium difficile infection (CDI)
and associated deaths, the recent addition of hospital-onset
CDI to the “pay for performance” program administered by
the Centers for Medicare and Medicaid Services has further
increased the ante on prevention. Yet there is controversy and
potential change in 2 key areas pertaining to the treatment
and prevention of CDI that the article by Mawer et al in this
issue of Clinical Infectious Disease traverses. (d)
https://academic.oup.com/cid/article-
abstract/64/9/1171/2967737
3. It’s an honor to be at your tree stump. As your Commencement

speaker, I have important responsibilities. Commencement
speakers have to be skilled at pretentious verbiage and
pompous but completely meaningless rhetoric. I think you
made a smart move when you asked someone who normally
teaches at Yale.
Now on this big day, your life takes an exciting turn. There
are two paths ahead of you. One leads to a soul-crushing job
as a cog in the corporate machine. The other leads to
permanent residence in your parents’ basement.
Listen to your inner voice. Be true to yourself. Follow your
passion. Your future is limitless.
For the rest of you, this is your life. First, you’re going to
25 | P a g e
graduate today. Parts of the next year will be amazing, and
parts are really going to suck. Very few will have jobs as
exciting as being a college senior.
Your fulfillment in life will come by how well you end your
freedom. By the time you hit your 30s, you will realize that your
primary mission in life is to be really good at making
commitments.
Making commitments sounds intimidating, but it’s not.
Making a commitment simply means falling in love with
something, and then building a structure of behavior around it
that will carry you through when your love falters. (e)
https://news.dartmouth.edu/news/2015/06/david-brooks-
commencement-address
4. Vivian Wheeler was born with hypertrichosis (werewolf

syndrome) and as a hermaphrodite (both male and female
reproductive organs) and was told she couldn’t have children.
But at 29, she gave birth to a boy, who was promptly taken
away from her by her boyfriend and put up for adoption. In
2010, after years of searching, Richard Loren found his mother
and they were re-united. (c)
http://www.businesswire.com/news/home/20101227005100/en/Ri
pley%E2%80%99s-Not%21-Releases-Top-10-Strange-Stories
5. Paris is the capital and largest city of France. Straddling the

Seine River in the country’s north, it is a major global cultural
and political center in addition to being the world’s most
visited city. Nicknamed “The City of Light” since the 19 th
Century, Paris also has a reputation as a “romantic” city and
the “heart of Europe”.
Come and shop on the Champs-Elysees, meet the Mona
Lisa at the Louvre, tour Notre Dame Cathedral, view the city
from The Eiffel Tower, and visit Disneyland Paris and experience
splendid things in here. (f)
https://sites.google.com/site/600050150287sandyowww/
COMPETENCY: Read closely to get explicitly and implicitly stated

information.
CODES: EN10RC-IIf-13.1, EN10RC-IIg-13.1
Multiple Choice
Directions: Read the following selection and answer the questions
that follow. Write the letter of the best answer.
26 | P a g e
As the cool stream gushed over one hand, she (my teacher)
spelled into the other hand the word water, first slowly, then
rapidly. I stood still, my whole attention fixed upon the motions of
her fingers. Suddenly I felt a misty consciousness as of something
forgotten – a thrill of returning thought; and somehow the mystery
of language was revealed to me. I knew then that “w-a-t-e-r”
meant the wonderful cool something that was flowing over my
hand. That living word awakens my soul and gave it light, hope,
and joy – set it free!
- Helen Keller, “The Story of
My Life”
1. What physical disability of Helen is being described in the story?

A. blind
B. deaf
C. ignorant
D. illiterate
2. What is the main idea of the paragraph?

A. Helen Keller had the best tutor.
B. Helen Keller was rich.
C. Helen Keller was mentally challenged.
D. Helen Keller was very eager to learn.
3. What is the wonderful cool something that was flowing over the
hand of Helen?
A. coffee
B. hot water
C. juice
D. water
4. What is implicitly stated about Helen Keller?

A. a daughter of a rich man
B. a good writer
C. a girl with disability
D. an intelligent girl
5. Who spelled the word “w-a-t-e-r” to the hand of Helen?

A. father
B. friend
C. mother
D. teacher
27 | P a g e
COMPETENCY: Evaluate text content, elements, features, and
properties using a set of criteria.
CODES: EN10RC-IIh-2.22, EN10RC-IIi-2.22
Critiquing
Directions: Read carefully the paragraph below. Evaluate the text
content, elements, and features using a given set of
criteria. (10 pts.)
Pope Francis said, “The culture of solidarity means seeing

others not as rivals or statistics, but brothers and sisters.” Solidarity is
a word casually thrown around in theology. My view of solidarity is
constantly changing. After interacting with new people and now
that I have a deeper insight into theological studies, I found that
solidarity is different for every person and everyone’s experience is
different. Some may find solidarity when they work with people;
others may find solidarity in listening to people’s experiences. I
believe solidarity is learning to walk with others inside and outside
our community, learning to appreciate each other’s differences
and work together to make a change in our world.
Criteria:
 Content 50%
 Organization of ideas 25%
 Mechanics 25% 96 - 100 Excellent
(grammar, spelling, 90 - 95 Very Good
punctuation marks, 85 - 89 Good
capitalization) 80 - 84 Fair
75 - 79 Needs
Improvement
COMPETENCY: Switch from one listening strategy to another to extract
meaning from the listening text.
CODE: EN10LC-IIa-11
Short Answer
Directions: Listen attentively to the song “Family” by Dolly Parton and
answer the following questions.
https://www.youtube.com/watch?v=ir6MNx-3zPk
1. What is the message of the song?
2. Choose a line/stanza in the song that gives meaning to your life.

Explain/discuss.
28 | P a g e
3. What is the tone/mood of the writer of the song?
4. Why it is said that a family is a mirror of the worst and best in you?
5. How important is your family?
COMPETENCY: Assess the effectiveness of a material listened to taking

into account the speaker’s purpose.
CODE: EN10LC-IIb-15.1
Short Answer
Directions: Listen attentively as the teacher plays the song “One Day”
by Matisyahu and answer the following questions.
https://www.youtube.com/watch?v=sl9voSKJmEU
1. What is the message of the song?
2. What is the author’s purpose in writing this song? Explain/discuss.
3. Cite a line from the song that moves you. Explain/discuss.
4. Relate the song to the present situation of our country.
5. How relevant is the message of the song to us?
COMPETENCY: Assess whether the speaker’s purpose is achieved or

not.
CODE: EN10LC-IIc-15.2
Short Answer
Directions: From the song “One Day” by Matisyahu and answer the
following questions.
https://www.youtube.com/watch?v=sl9voSKJmEU
 Was the author’s purpose in the song been achieved? In what
way? (5pts)
COMPETENCY: Evaluate listening text in terms of accuracy, validity,

adequacy, and relevance.
CODE: EN10LC-IId-3.15
Short Answer
Directions: Listen attentively as someone reads aloud the selection
and answer the following questions.
https://www.popsci.com/pluto-is-way-cooler-than-it-should-be-and-
now-we-might-know-why
Pluto is Way Cooler Than It Should Be

Mary Beth Griggs
It was a lazy, hazy, crazy day on Pluto when a spacecraft

from Earth flew by at a blistering speed of 31,000 miles per hour two
years ago. New Horizons took a bunch of snapshots, made some
29 | P a g e
quick measurements of Pluto’s atmosphere, and sent them all back
here, giving planetary scientists their first up-close look of the distant
dwarf planet. One of the more bizarre things they found was that
the haze in Pluto’s atmosphere was much thicker than our previous
peeks indicated. The icy hunk of rock also had an atmosphere
much cooler than earlier estimates, topping out at -333.4 ºF (more
than 50 degrees colder than expected, even for something about
40 times further from the Sun than Earth is).
Now, a study published in Nature links those two atmospheric

observations. A computer model developed by University of
California Santa Cruz planetary scientist Xi Zhang and colleagues
shows the haze of tiny droplets in the upper atmosphere is likely
scattering light from the Sun, preventing heat from reaching the
planet below.
"It's been a mystery since we first got the temperature data

from New Horizons," Zhang, said in a statement. "Pluto is the first
planetary body we know of where the atmospheric energy budget
is dominated by solid-phase haze particles instead of by gases."
We see hazy skies on Earth too from time to time, whenever

solid particles get suspended in the air—from water-based fogs, to
ash and soot from fires, to the toxic droplets that make up thick
smog. But on Earth, the overall temperature of the planet is
dominated by the distribution of gases in our atmosphere. On Pluto,
the authors suggest, haze might be more influential.
This haze appears to be made up of large hydrocarbon

droplets, created high in the atmosphere when ultraviolet light from
the Sun strips electrons from particles of methane and nitrogen gas.
The reaction helps form solid bits of hydrocarbon. But what gets
created up there must still come down. Pulled back to the surface
by gravity, the hydrocarbons start to bond together, eventually
creating a thick haze. It doesn’t completely block sunlight, but
rather absorbs and re-scatters it, theoretically warming up part of
the atmosphere while keeping most of Pluto frigid below.
We know that particles can reflect light from the Sun here on
Earth. We’ve seen it happen after volcanos erupt, putting sun-
scattering aerosols into the atmosphere. Some people even
propose mimicking this phenomenon to alleviate the effects of
climate change. But our planet isn’t dominated by that process, or
at least it hasn’t been for a few billion years.
30 | P a g e
If Pluto’s atmosphere is very different from ours and from that
of other nearby planets, it could help scientists expand their
understanding of exoplanet atmospheres. But right now, an
accompanying paper [paywalled] points out, this is just a good
guess based on data from New Horizons and a sophisticated
computer model, not direct observations of the haze's composition.
There are other theories floating around to explain Pluto's cool
temperatures, including blaming the frigid air on gases in the
atmosphere. Luckily, the authors will get a chance to test their
notions when the James Webb Space Telescope launches in 2019.
That observatory can detect infrared light, which the hazy
Plutonian atmosphere would be positively glowing with as it
scattered sunlight. The researchers just have to wait and see if the
light from the telescope validates their bright idea.
1. What is the text about?

2. What did the New Horizons find in the planet Pluto?
3. Why did the author suggest that on Pluto, haze might be more
influential?
4. How is this discovery beneficial to us?
5. Is the text valid, accurate, and/or relevant to us?
COMPETENCY: Employ analytical listening in problem solving.

CODES: EN10LC-IIe-3.2, EN10LC-IIf-3.2
Short Answer
Directions: Listen carefully as your teacher reads aloud a selection
entitled “I Have Alcoholics In My Family” then answer the
questions that come after it.
http://www.experienceproject.com/stories/Have-Alcoholics-In-My-
Family/84601
1. What was the problem in the story?
2. If you were in the shoes of the main character, what would you
do to your father?
3. At your young age, how would you solve such problems?
4. How was the problem in the story solved?
5. What were the pieces of advice given by the main character to

the readers?
31 | P a g e
COMPETENCY: Detect biases and prejudices.
CODE: EN10LC-IIg-13.3
Identification
Directions: Listen carefully as your teacher reads aloud an article by
Peg Tyre that explores changes in the academic demands
of kindergarten and first grade. And then try to identify what
Tyre’s bias is then explain. (5 pts.)
https://www.google.com.ph/search?dcr=0&q=detecting+bias+and+
prejudice+worksheets&oq=detecting+bias+and+prejudice+wor&gs_l
=psy-
ab.1.0.33i21k1j33i160k1.3596.17499.0.19560.32.29.0.0.0.0.942.3648.2-
8j1j1j0j1.11.0....0...1.1.64.psy-
ab..21.11.3631...0j0i67k1j0i131k1j0i22i30k1.0.gTRu1XgxkGg
Brian And Tiffany Aske of Oakland, Calif., desperately wants

their daughter, Ashlyn, to succeed in first grade. That's why they're
moving--to Washington State. When they started Ashlyn in
kindergarten last year, they had no reason to worry. A bright child
with twinkling eyes, Ashlyn was eager to learn, and the
neighborhood school had a great reputation. But by November,
Ashlyn, then 5, wasn't measuring up. No matter how many times she
was tested, she couldn't read the 130-word list her teacher gave
her: words like "our," "house" and "there." She became so exhausted
and distraught over homework--including a weekly essay on "my
favorite animal" or "my family vacation"--that she would put her
head down on the dining-room table and sob. "She would tell me, 'I
can't write a story, Mama. I just can't do it'," recalls Tiffany, a stay-at-
home mom.
The teacher didn't seem to notice that Ashlyn was crumbling,

but Tiffany became so concerned that she began to spend time in
her daughter's classroom as a volunteer. There she was both
disturbed and comforted to see that other kids were struggling, too.
"I saw kids falling asleep at their desks at 11 a.m.," she says. At the
end of the year, Tiffany asked the teacher what Ashlyn could
expect when she moved on to the first grade. The requirements the
teacher described, more words and more math at an even faster
pace, "were overwhelming. It was just bizarre."
So Tiffany and Brian, a contractor, looked hard at their family

finances to see if they could afford to send Ashlyn to private school.
Eventually, they called a real-estate agent in a community where
school was not as intense.
In the last decade, the earliest years of schooling have

32 | P a g e
become less like a trip to "Mister Rogers' Neighborhood" and more
like SAT prep. Thirty years ago first grade was for learning how to
read. Now, reading lessons start in kindergarten and kids who crack
the code by the middle of the first grade don’t get extra help.
Instead of story time, finger painting, tracing letters and snack, first
graders are spending hours doing math work sheets and sounding
out words in reading groups. In some places, recess, music, art and
even social studies are being replaced by writing exercises and
spelling quizzes. Kids as young as 6 are tested and tested again--
some every 10 days or so--to ensure they're making sufficient
progress. After school, there's homework, and for some,
educational videos, more workbooks and tutoring, to help give
them an edge.
COMPETENCY: Determine unsupported generalizations and

exaggerations.
CODES: EN10LC-IIh-15.3, EN10LC-IIi-15.3
Identification
Directions: Listen carefully as your teacher reads aloud sentences. In
the blank provided before the number, write UG if the
statement is unsupported generalization and write E if
exaggerated. Then, identify the bias/prejudice present in
each statement, then write your answer in the blank space
after each.
UG_1. Everyone in the barangay is engaged with drug addiction

curtailment. ___
UG_2. There are only few students from that section who are able to
finish their studies. ___
E__ 3. The herbal medicine introduced by a famous scientist can
directly cure a cancer. ___
UG_4. Nobody can make her smile again after the death of her
boyfriend. ___
E__ 5. She is the most beautiful girl in the whole wide world. ___
COMPETENCY: Assess the effectiveness of the ideas presented in the
material viewed taking into account its purpose.
CODES: EN10VC-IIa-3.8, EN10VC-IIb-3.8, EN10VC-IIc-3.8
Short Answer
Directions: Watch attentively to the given video clip. Answer the
questions that come after it.
https://www.youtube.com/watch?v=rspZv2a0Pp8
33 | P a g e
1. What was the story all about?
2. What was the author/writer’s purpose in making this story?
3. What was the bias/prejudice you have identified in the story?
Support your answer.
4. What moral lesson/s have you learned from the story?
5. If you were in the shoes of the boy, how would you deal with the
problem?
COMPETENCY: Detect bias and prejudice in the material viewed.

CODES: EN10VC-IId-26, EN10VC-IIe-26, EN10VC-IIf-26
Short Answer
Directions: Watch attentively to the given video clip and do the task
given.
https://www.youtube.com/watch?v=rspZv2a0Pp8
 Act out a situation in the story that would help solve the
dilemma in the story.
COMPETENCY: Use previous experiences as scaffold to the message

conveyed by a material viewed.
CODES: EN10VC-IIg-27, EN10VC-IIh-27, EN10VC-IIi-27
Short Answer
Directions: Watch attentively to the given video clip. Write a
paragraph based on your experience that relates to the
story viewed. Be aware of the correct grammar.
(10 pts.)
https://www.youtube.com/watch?v=aU3QfyqvHk8
VOVABULARY DEVELOPMENT
COMPETENCY: Give technical and operational definitions.
CODES: EN10V-IIa-13.9, EN10V-IIb-13.9, EN10V-IIc-13.9, EN10V-IId-13.9
Matching Type
Directions: Match the definition in column A to its corresponding
word in column B. Write the letter of your answers on the
space provided before the number.
COLUMN A COLUMN B
___ 1. an insect that looks like small worm (c) A. anguish
___ 2. very unpleasant amount of dirt (b) B. filth
___ 3. black-and-yellow flying insects (f) C. maggots
___ 4. to become very excited (e) D. swarm
___ 5. extreme suffering, grief, or pain (a) E. swoons
F. wasps
34 | P a g e
CODES: EN10V-IIe-13.9, EN10V-IIf-13.9, EN10V-IIg-13.9, EN10V-IIh-13.9,
EN10V-IIi-13.9
Multiple Choice
Directions: Give the technical and operational definitions of the
words by choosing the correct letter below.
Word Technical Definition Operational Definition

A. a male who rules a A. someone who wants
country and usually to be famous in the
inherits his position and whole country
1. king
ruled for life
B. a male who stands as B. sovereign head of a
the father in the family. country or a state
A. also known as
A. a person carrying beggar, a condition
things at the back caused by excessive
poverty
2. hunchback
B. also known as
B. a person with a Kyphosis, an excessive
humpback convex kyphotic
curvature of the spine
A. central church of a
A. chapel for the diocese, a Christian
commoners sharing church which
the Christian faith constitute the seat of
3. cathedral a bishop
B. central church of the B. a chapel which is the
diocese of a Christian center of religious
church gathering initiated by
a priest
A. a place where
A. the best place to
something or someone
stay during leisure
is given shelter
time.
4. sanctuary B. a place where
B. a sacred place or a
something or someone
sacred home as to
is given protection and
shrine
safety
A. a nature lover who
A. a homebody type of captures pictures for a
person source of income
B. a hobo, drifter or a
5. vagabond
tramp who wanders
B. a wanderer or a around without
traveler employment or
income
35 | P a g e
LITERATURE
COMPETENCY: Explain how the elements specific to a selection build
its theme.
CODES: EN10LT-IIa-14.2, EN10LT-IIb-14.2
Short Answer
Directions: Read the poem carefully and answer the questions below.
( 5 pts. each )
I Wandered Lonely as a Cloud

William Wordsworth
I wandered lonely as a cloud

That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine

And twinkle on the Milky Way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they

Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie

In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
1. What is the theme of the poem?

2. Cite the lines from the poem that uses figures of speech such as
simile, personification and repetition.
3. Explain how imagery and figurative language build the theme.
36 | P a g e
contribute to the theme of a particular literary selection.
CODES: EN10LT-IIc-2.2, EN10LT-IId-2.2, EN10LT-IIe-2.2, EN10LT-IIf-2.2
Short Answer
Directions: Read the poem carefully. Answer the questions that follow.
I Wandered Lonely as a Cloud

William Wordsworth
I wandered lonely as a cloud

That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine

And twinkle on the Milky Way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they

Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie

In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
1. What is the tone of the poem? Cite details to support your

answer.
2. How did the author express emotion or feeling?
3. Explain how the images of nature contribute in building the
theme.
37 | P a g e
CODE: EN10LT-IIc-2.2.1
Identification
Directions: Read the poem carefully. Answer the questions that come
after it.
Eagle Eyes
Renu Rakheja
Dark smoldering eyes

Shiver ran up my spine
Seething anger inside
His eyes looked straight into mine
Minutes stretching wide
So majestic and aquiline
Frozen to the core, my body numb
His body taut, ready to spring
If the glass had not been there, I would've succumbed
Giving me a last look, he soared up spreading his wings
1. Give the sensory images found in the poem.

A. visual image___________________
B. tactile image___________________
2. Cite lines in the poem that uses figurative devices.
A. Personification__________________
B. Rhyme scheme__________________
3. What is the predominant feeling of the author towards the
subject?
4. In your own understanding, why is the poem entitled, “Eagle
Eyes”?

CODE: EN10LT-IId-2.2.2
Short Answer
after it.
She Walks in Beauty

Lord Byron
She walks in beauty, like the night

Of cloudless climes and starry skies;
And all that’s best of dark and bright
38 | P a g e
Meet in her aspect and her eyes;
Thus mellowed to that tender light
Which heaven to gaudy day denies.
One shade the more, one ray the less,

Had half impaired the nameless grace
Which waves in every raven tress,
Or softly lightens o’er her face;
Where thoughts serenely sweet express,
How pure, how dear their dwelling-place.
And on that cheek, and o’er that brow,

So soft, so calm, yet eloquent,
The smiles that win, the tints that glow,
But tell of days in goodness spent,
A mind at peace with all below,
A heart whose love is innocent!
1. Give the line in the poem that uses simile.

2. Give the line in the poem that uses alliteration.
3. List down the images used to describe the beauty of the woman.
4. Give the symbolism/s that shows contrast.
5. What is the message of the poem?

the author.
CODES: EN10LT-IIe-2.2.3, EN10LT-IIf-2.2.3
Short Answer
after it.
A Red, Red Rose

Robert Burns
O my Luve is like a red, red rose

That’s newly sprung in June;
O my Luve is like the melody
That’s sweetly played in tune.
So fair art thou, my bonnie lass,

So deep in luve am I;
And I will luve thee still, my dear,
Till a’ the seas gang dry.
39 | P a g e
Till a’ the seas gang dry, my dear,
And the rocks melt wi’ the sun;
I will love thee still, my dear,
While the sands o’ life shall run.
And fare thee weel, my only luve!

And fare thee weel awhile!
And I will come again, my luve,
Though it were ten thousand mile.
1. What is the feeling inspired in the first two lines of the poem?
2. What mood or feeling did the author evoke on the reader?
3. What poetic device is used to separate the ideas in the first two
stanzas from the last two stanzas of the poem?
4. In the last stanza, we discover that the lovers are soon to be
parted. What effect, if any does you suppose this impending
separation is having on the couple’s love? What do you think
might be causing the separation?
5. What did Robert Burns promise in this poem?
6. Is there any evidence that the trip is real? Or does it only take
place in his imagination? What is the speaker’s purpose in
mentioning the separation?

CODE: EN10LT-IIg-2.3
Short Answer
Directions: Read the poems carefully. Give their similarities and
differences. (10 pts.)
A Red, Red Rose The Passionate Shepherd

Robert Burns to His Love
Christopher Marlowe
O my Luve is like a red, red rose
That’s newly sprung in June; Come live with me and be my
O my Luve is like the melody love,
That’s sweetly played in tune. And we will all the pleasures
prove
So fair art thou, my bonnie lass, That valleys, groves, hills, and
So deep in luve am I; fields
And I will luve thee still, my dear, Woods or steepy mountain
Till a’ the seas gang dry. yields
Till a’ the seas gang dry, my dear, And we will sit upon the rocks,
Seeing the shepherds feed their
40 | P a g e
And the rocks melt wi’ the sun; flocks
I will love thee still, my dear, By shallow rivers to whose falls
While the sands o’ life shall run. Melodious birds sing madrigals.
And fare thee weel, my only luve! And I will make thee beds of
And fare thee weel awhile! roses
And I will come again, my luve, And a thousand fragrant
Though it were ten thousand posies,
mile. A cap of flower, and a kirtle
Embroidered all with leaves of
myrtle;
A gown made of the finest

wool
Which from our pretty lambs we
pull;
Fair lined slippers for the cold
With buckles of the purest gold;
A belt of straw and ivy buds,

With coral clasps and amber
studs;
And if these pleasures may thee
move,
Come live with me and be my
love.
The shepherds' swains shall

dance and sing
For thy delight each May
morning:
If these delights thy mind may
move,
Then live with me and be my
love.

CODE: EN10LT-IIh-3
Short Answer
Directions: Read the poem carefully. Explain how a selection may be
influenced by culture, history, environment, or other factors.
41 | P a g e
The Passionate Shepherd to His Love
Christopher Marlowe
Come live with me and be my love,

And we will all the pleasures prove
That valleys, groves, hills, and fields
Woods or steepy mountain yields
And we will sit upon the rocks,

Seeing the shepherds feed their flocks
By shallow rivers to whose falls
Melodious birds sing madrigals.
And I will make thee beds of roses

And a thousand fragrant posies,
A cap of flower, and a kirtle
Embroidered all with leaves of myrtle;
A gown made of the finest wool

Which from our pretty lambs we pull;
Fair lined slippers for the cold
With buckles of the purest gold;
A belt of straw and ivy buds,

With coral clasps and amber studs;
And if these pleasures may thee move,
Come live with me and be my love.
The shepherds' swains shall dance and sing

For thy delight each May morning:
If these delights thy mind may move,
Then live with me and be my love.
 Christopher Marlowe was a poet and playwright at the

forefront of the 16th-century dramatic renaissance. His works
influenced William Shakespeare and generations of writers to
follow. How do the culture, history, and/or environment of the
author influenced him in writing this selection?
42 | P a g e
COMPETENCY: Evaluate literature as a vehicle of expressing and
resolving conflicts between and among individuals or
groups.
CODE: EN10LT-IIi-19
Short Answer
after it.
The Nymph’s Reply to the Shepherd

Sir Walter Ralegh
If all the world and love were young,

And truth in every Shepherd’s tongue,
These pretty pleasures might me move,
To live with thee, and be thy love.
Time drives the flocks from field to fold,

When Rivers rage and Rocks grow cold,
And Philomel becometh dumb,
The rest complains of cares to come.
The flowers do fade, and wanton fields,

To wayward winter reckoning yields,
A honey tongue, a heart of gall,
Is fancy’s spring, but sorrow’s fall.
Thy gowns, thy shoes, thy beds of Roses,

Thy cap, thy kirtle, and thy posies
Soon break, soon wither, soon forgotten:
In folly ripe, in reason rotten.
Thy belt of straw and Ivy buds,

The Coral clasps and amber studs,
All these in me no means can move
To come to thee and be thy love.
But could youth last, and love still breed,

Had joys no date, nor age no need,
Then these delights my mind might move
To live with thee, and be thy love.
1. Based on the contents of the poem, how did the nymph respond
to the shepherd’s promises? Did she accept his love?
2. What contradictions or conflicts did the nymph foresee in the
shepherd’s statements?
3. What is the message of the poem?
43 | P a g e
COMPETENCY: Identify parts and features of argumentative essay.
CODE: EN10WC-IIa-13.1
Enumeration
Directions: Recall and enumerate the parts and features of
argumentative essay. Explain each briefly. (15 pts.)
COMPETENCY: Formulate claims of fact, policy, and value.

CODE: EN10WC-IIb-13.2
Directions: Watch the video clip about Martial Law. After which, recall
the tips in constructing an argumentative essay and
formulate at least 6 statements or questions about Martial
Law using the table below.
https://www.youtube.com/watch?v=bDCHIIXEXes
Claim of Fact Claim of Policy Claim of Value
1. 1. 1.
2. 2. 2.
COMPETENCY: Use patterns and techniques of developing an

argumentative claim.
CODE: EN10WC-IIc-13.3
Essay
Directions: Write an argumentative essay composed of one hundred
(100) words with the given topic below. Apply the rules and
techniques in writing an argumentative essay, including
the appropriate quotation mark and other punctuation
marks. (Prepare rubrics in checking student’s output.)
“Gadgets: One of the Causes of Students’ Illiteracy”
COMPETENCY: Acknowledge citations by preparing a bibliography.

CODE: EN10SS-IId-1.6.3
Essay
Directions: Write an informative essay composed of one hundred
techniques in writing an informative essay, including the
appropriate quotation mark and other punctuation marks.
Write a bibliography in the bottom part of your write up.
(Prepare rubrics in checking student’s output.)
“Caring Our Mother Earth”

44 | P a g e
COMPETENCY: Use writing conventions to indicate acknowledgement
of sources.
CODE: EN10SS-IIe-1.6.4
Multiple Choice
Directions: Recall the dos and don’ts in acknowledging sources and
the different writing conventions to be used. Choose the
letter that best answers every question below.
1. What is the first reason for acknowledging sources?

A. To give proper credit to others for their information and
ideas.
B. To show that we have done the information- gathering work
expected of us.
C. To enable readers to understand and evaluate the ideas
and information we are presenting.
D. To recognize the contribution others have made to the
understandings we have acquired.
2. If a writer fails to acknowledge the sources, it is called
___________.
A. Parallelism
B. Paraphrasing
C. Plagiarism
D. Referencing
COMPETENCY: Use in-text citations.

CODE: EN10SS-IIf-1.6.6
Identification
Directions: Read and fill in the blanks in the paragraph using in-text
citation by choosing the answers inside the box.
http://solr.bccampus.ca:8001/bcc/items/7b58488c-ef95-62a1-1d78-
8f2fc79120d6/1/
ELEPHANTS AND CHEESE: AN EXPLORATORY PAPER

Teck Wann
It is widely known that elephants fear cheese, and

will flee at the first whiff of it (see for example ). Source F
What is not yet well understood is why this
phenomenon occurs. For more than a decade
academics have been researching this perplexing
topic. Their work constitutes part of the booming new
discipline known as pachydermo-fromagology, which
is defined as “the study of elephant-cheese
interactions” ( ). This paper will evaluate existing Source D
45 | P a g e
research and theories, and argue that none of them
satisfactorily explain the data which has been
gathered so far.
That elephants fear cheese was an accidental

discovery made by the noted elephantologist G.
Coleman ( ). The story of the discovery is now Source B
famous, but worth repeating:
After a hard morning following the herd, I

had just sat down under a tree for lunch and
unwrapped a particularly delectable chunk of
cheddar sent up from the base camp. Suddenly I
heard an enormous trampling sound, and when I Source C,
looked up, the entire herd was gone. ( ) p.160
His discovery, while dismissed at the time, was

subsequently corroborated by other researchers.
Sources
Several studies ( ) have confirmed the G, H
phenomenon, and that it occurs among both African
and Asian elephants. A recent report by the Elephant
Research Institute ( ) established that smell is the Source E
primary means elephants detect cheese, and that
they will ignore large pieces of cheese if tightly
wrapped. Meanwhile a French cheese expert asserts
on his website that elephants do not flee from French
cheese, only the lesser cheeses of other nations. “Zee
creatures, zey have good taste, non?” he writes Source I,
( ). Introduction,
paragraph 2
Source E
Recently, a new theory has exploded on the
scene and caused quite a stink. Based on several
Source J,
clever experiments, K. Maas ( ) has claimed that in p. 468
fact elephants do not fear cheese at all, but instead
fear the mice which are attracted to cheese.
However, this theory, which she calls the Maas Mouse
Hypothesis (MMH), has not yet been widely accepted.
Sources
One researcher ( ) has published a series of articles K, L
roundly denouncing the MMH, and the debate has
even spilled over into the popular press ( ). Source A
What are we to make of this controversy? A good

starting point.
46 | P a g e
References
Achison, C.L. (2004, April). A ripe and weighty issue: an A

interview with Monica Sturgess. Cheese Lovers
World, 6 (4), 12-13.
Coleman, G.J. (1984). An odd behaviour observed B

among the species Elephas maximus. Journal of
Trunked Mammal Studies, 23, 421-429.
Coleman, G.J. (1988). Underfoot: ten years among the C

elephants. New York: Oxford University Press.
Concise Oxford dictionary, 11th ed. (2004). Oxford D

University Press. Retrieved October 20, 2004, from
Oxford Reference Online database.
Elephant Research Institute, Simon Fraser University. E

(2001) Smell versus sight: detection of cheese by
elephants. Retrieved November 1, 2004, from
http://www.sfu.ca/eri/reports/00107elephants.pdf
Elephants stampede, 7 cheese-lovers trampled. (2003, F

November 22). Vancouver Sun, p. A1, A8.
Gibson, C.N. & Sturgess, M.N. (1987). Elephant fleeing G

behaviour confirmed. Journal of Elephantology, 16,
239-245. Retrieved October 27, 2004, from
Academic Search Elite database.
Gibson, C.N. Sturgess, M.N., & Bates, A.T. (1989). H

Experiments with cheese effects on Elephas
maximus and Elephas africanus. Journal of
Elephantology, 18, 120-134. Retrieved October 27,
2004, from Academic Search Elite database.
Gouda, A.N. (n.d.) Commentary of a report about I

cheese and les elephants. Retrieved October 23,
2004, from
http://www.mondedefromage.fr/elephants.html
Maas, K.A. (2003). The missing link: elephants, mice, and J

cheese. International Journal of Rodentia
Research, 56, 459-471. Retrieved October 31, 2004,
from
47 | P a g e
http://www.elsevierpublisher.com/ijrr/56/4/maas.ht
m
Sturgess, M.N. (2004a). Of mice and cheese (Part 1). K

Journal of Trunked Mammal Studies, 43, 10-15.
Sturgess, M.N. (2004b). Of mice and cheese (Part 2). L

Journal of Trunked Mammal Studies, 43, 219-225.
COMPETENCY: Use quotation marks or hanging indentions for direct

quotes.
CODE: EN10SS-IIg-1.6.5
Identification
Directions: Write the correct quotation marks in the given statements.
1. “No man is an island” is a very popular song among Filipinos.

2. Yet, Fr. Joseph Gardo said, “Each man is an island.”
3. “Of all the poems in his latest book,” she said, “this is my favorite.
It’s really very funny,” she added.
4. In Collin’s poem, the line “If you cut me I would shine” suggests a
child’s immortality.
5. Who said “To be or not to be,” that is the question? asked
Professor Villa.
COMPETENCY: Compose an argumentative essay.

CODES: EN10WC-IIh-13, EN10WC-IIi-13
Essay
Directions: Write an argumentative essay composed of one hundred
techniques in writing an argumentative essay, including
the appropriate quotation mark and other punctuation
marks. Write a bibliography in the bottom part of your write
up. (Prepare rubrics in checking student’s output.)
“Complete Uniform: A Mandatory Requirement in School”

COMPETENCY: Employ appropriate pitch, stress, juncture, intonation,
etc.
CODES: EN10OL-IIa-5, EN10OL-IIb-5
Fluency
Directions: Read the following words correctly, employing
appropriate pitch, stress, juncture, intonation, etc.
48 | P a g e
1. conflict(verb)
2. thermometer
3. old-fashioned
4. geographic
5. conduct (noun)
COMPETENCY: Use the correct sound of English when delivering

impromptu and extemporaneous speech.
CODES: EN10OL-IIc-3.11, EN10OL-IId-3.11
Extemporaneous/Impromptu Speaking
Directions: Choose one from the given topics below and deliver an
impromptu/extemporaneous speech with proper
enunciation. (10 pts.)
1. Embodying Solidarity
2. Accepting Individual Differences
3. Empathizing with Others
4. Finding Common Ground
5. Building Ties
Rubrics:
CONTENT NON-VERBAL DELIVERY VERBAL DELIVERY
(30 pts.) (35 pts.) (35 pts.)
Eye Contact – 10pts. Articulation – 10pts.
Gestures – 10pts. Paralinguistic (volume,
Facial Expressions – 8pts. rate, pitch, pause,
Posture – 4pts. framing, intensity,
Movement – 3pts. and emphasis) –
25pts.
COMPETENCY: Observe the correct stance and behavior as deemed

necessary.
CODE: EN10OL-IIe-3.8
Speech
Directions: In delivering your speech, observe the correct stance and
behavior necessary to convey your ideas and/or message.
(100 pts.)
Rubrics:
 Gestures = 25 % Facial Expression = 30 % Posture = 25 %
Movement 20 %
49 | P a g e
COMPETENCY: Establish eye contact.
CODE: EN10OL-IIf-2.6.2
Read Aloud
Directions: Choose one paragraph from the speech below and
establish eye contact to the listeners. (10 pts.)
First of all, I would like to say good morning to the respected

teachers, parents and my dear friends. I would like to speech on
the importance of education which is must to know by all of us.
Education plays a great role in the life of everyone all through the
life. Getting proper education is very necessary to get success and
happy life just like food is necessary for healthy body. It is very
important to live luxurious and better life. It develops personality of
the people, provides physical and mental standard and transforms
people’s living status. It promotes the feeling of physical, mental
and social well-being by providing better life. Good education is
constructive in nature which constructs our future forever. It helps a
person to improve his or her status of mind, body and spirit. It
provides us lots of confidence by giving us bulk of knowledge in
many field. It is a single and vital way to the success as well as
personal growth.
The more knowledge we get, we grow and develop more in
the life. Being well educated never only means to earn certificates
and good salary from the recognized and reputed organization
companies or institutions however it also means to be a good and
social person in the life. It helps us to determine whether something
is good or bad for us and other persons related to us. The first
purpose of getting good education is being good citizen and
being successful in personal and professional life. We are
incomplete without a good education because education makes
us right thinker and decision maker. In such a competitive world,
education has become a necessity for human beings after food,
clothe and shelter. It is able to provide solutions to all problems; it
promotes good habits and awareness about corruption, terrorism,
and other social issues among us.
Education is the most important tool offers inner and outer
strength to a person. Education is the fundamental rights of
everyone and capable of bringing any desired change and
development in the human mind and society. Thank you.
50 | P a g e
COMPETENCY: Demonstrate confidence and ease of delivery.
CODES: EN10F-IIg-3.7, EN10F-IIh-3.7
Speech
Directions: Demonstrate ease and confidence in delivering the
speech below. (100 pts.)
http://www.famous-speeches-and-speech-topics.info/famous-short-
speeches/charles-kennedy-speech-a-drink-problem.htm
Rubrics:
 Articulation = 40%
 Intensity and Emphasis = 40 %
 Volume and Pitch = 10 %
 Pause and Framing = 10 %
Over the past eighteen months I have been coming to terms

with and seeking to cope with a drink problem. And I've come to
learn through that process that any drink problem is a serious
problem indeed— for yourself and for those around about you. I've
sought professional help and I believe today that this issue is
essentially resolved. People close to me know that this has been a
struggle and for extended periods I have consumed no alcohol at
all. As a matter of fact I haven't had a drink for the past two
months— and I don't intend to in the future. I've learnt the hard
way of the need to face up to this medical problem— one that is
dealt with successfully by many others on a daily basis.
I have chosen not to acknowledge it publicly in this way

before because, if at all possible, I wanted to overcome it privately.
In a sense, this admission today comes as something of a personal
relief. I should have been willing to talk about it more openly
before. I wish I had. This issue has—understandably—been of
concern to several of my parliamentary colleagues. They have
been both understanding and supportive. I am extremely grateful
to them for that. It also lies beneath much of the current leadership
speculation within the parliamentary party.
Therefore, let me be clear. I consider myself capable and in

good health— and I remain politically determined as leader of the
party. This party's members have shown me tremendous support
over the years and overwhelmingly in recent weeks and days. It is a
privilege to serve as their leader. I want to continue doing so, not
least because the prospects in front of us in this parliament are so
great.
Given my statement today I believe it is only fair now to give

51 | P a g e
our party members their say over the continuing leadership. It is
open to any colleague who believes that they can better
represent the longer-term interests of the party to stand against me
in such a leadership election. I am requesting that the party puts in
place the necessary steps to enable this election to take place
immediately.
COMPETENCY: Make and deliver impromptu and extemporaneous

speeches with ease and confidence.
CODE: EN10F-IIi-1.15
Extemporaneous/ Impromptu Speaking
Directions: Choose one from the given topics below and deliver an
impromptu/extemporaneous speech. (10 pts.)
1. Embodying Solidarity
2. Accepting Individual Differences
3. Empathizing with Others
4. Finding Common Ground
5. Building Ties
Rubric:
CONTENT NON-VERBAL DELIVERY VERBAL DELIVERY
(30 pts.) (35 pts.) (35 pts.)
Eye Contact – 10pts. Articulation – 10pts.
Gestures – 10pts. Paralinguistic (volume,
Facial Expressions – rate, pitch, pause,
8pts.
Posture – 4pts. framing, intensity,
Movement – 3pts. and emphasis) –
25pts.
GRAMMAR
COMPETENCY: Observe correct grammar in making definitions.
CODES: EN10G-IIa-29, EN10G-IIb-29
Definition Construction
Directions: Define the following words based on your own
understanding. Observe correct grammar.
1. Solidarity
2. Differences
3. Empathize
4. Common Ground
5. Building Ties
52 | P a g e
CODES: EN10G-IIc-29, EN10G-IId-29
Definition Construction
Directions: Define the following words/phrase based on your own
understanding. Observe correct grammar.
1. Common Ground
2. Conflict
3. Argument
4. Sensitivity
5. Empathy
COMPETENCY: Use words and expressions that affirm or negate.

CODES: EN10G-IIe-28, EN10G-IIf-28, EN10G-IIg-28, EN10G-IIh-28,
EN10G-IIi-28
Debate
Directions: Study and reflect on the given issues. Decide whether you
agree or disagree and support your stand through a
debate.
1. No ID, No Entry Policy

2. Distribution of Condoms to Secondary Students by the DOH
3. Prohibition of the Use of Cell phones during Class Hours
4. Legalization of Marijuana as a Medical Treatment
5. War on Drugs
***END OF SECOND QUARTER***
53 | P a g e
Subject : English
Grade Level : 10
Quarter : 3rd
LEARNING CONTENT: Module 3: Reconciling with Nature
COMPETENCY: Overall artistic value of the structures and elements of
the selection (structuralist/formalist).
CODE: EN10RC-IIIa-22.1
Multiple Choice
Directions: Read carefully the paragraph then fill in the blank with the
correct answer from the given choices by writing only
the letter.
With a deep sigh, Dulce drifted towards the window. In the

fading light she could barely see the figure riding in the path. As
soon as he sprang from his horse as he strode to the front door,
Dulce knew it was Lance. Quickly, she thrusts the letter she had
been reading into her dress pocket. The door to the drawing room
swung open.
“What have you done with our son?” Lance bellowed, his face
distorted with rage.
“He is in a safe place,” Dulce replied, and with a sudden
movement, she yanked at the bell cord to summon the servant.
1. At the beginning of the passage, the mood is ___.

A. eerie
B. energetic
C. quiet
D. romantic
2. At the end of the passage, the mood is ___.

A. calm
B. humorous
C. mysterious
D. tense
54 | P a g e
3. From the passage, it could be implied that ___.
A. Dulce and Lance are having disagreement with their son.
B. Dulce and Lance are going out.
C. Lance favors his son’s actions.
D. Lance approves his wife’s decision.
4. The author of the passage wants us to think that ___.

A. A mother knows the best for her son.
B. People vary in disposition.
C. A conflict usually occurs at home.
D. Lane is very protective of his son.
5. The author’s purpose in writing this passage is to ___.

A. tell a story about husband and wife
B. describe the setting within the family
C. make people realize the importance of communication
D. motivate parents to love their children
COMPETENCY: Treatment of underlying or overarching issue

concerning human experience (moralist).
CODE: EN10RC-IIIb-22.2
Multiple Choice
Directions: Read the selection carefully then answer the questions
below by writing only the letter of the correct answer.
Why Do Women Cry More Often Than Men

Why do women cry more often than men? Women cry more
often than men not because they are emotionally weaker than
men. Women are four times more likely to cry than men, and the
reason is purely biological. Research shows that men and women’s
tear glands are hormonally different. Until age 12, the boys and girls
have equal levels of the hormone prolactin. That explains why
youngsters of both tend to cry with the same frequency. However
by the time women reach 16, they have 60 percent prolactin than
their male counterpart, and they are more apt to cry.
1. What age level do youngsters cry with the same frequency?

A. until 12
B. until 13
C. until 14
D. until 15
55 | P a g e
2. What is the first opening statement?
A. asking information
B. question
C. reason
D. statement of fact
3. What happened to women when they reach the age of 16?

A. they are emotionally weaker than men
B. they are more apt to cry
C. they have 50 percent prolactin than their male counterpart
D. they are four times more likely to cry than men
4. Why do women cry more often than men?

A. They are emotionally weak.
B. When a girl reaches 16, her prolactin level increase by 60
percent.
C. They have more tears than men.
D. Men always make the women cry.
5. Based on your experience, how would you react to this

selection? Why?
A. strongly agree
B. agree
C. disagree
D. strongly disagree
COMPETENCY: Power struggles of characters (moralist).

CODE: EN10RC-IIIc-22.3
Short Answer
Directions: Read the selection carefully and try to know what struggle
was faced by the character by answering the given
questions.
I am a typical teenager. I love basketball, music, movies and

food. However, there are many concerns and worries. Oftentimes, I
am thinking about my basketball games, my studies and my
teachers, my family, my friends and of course, the girl I admire. I am
a happy kid but I have hang ups as well.
I love my parents. No question about it. I have great respect
with my great elders and my teachers. However, these old
generations are so quick to nag me. One false move and I have to
“run for cover” or else I will lose my head. Well, not literally anyway,
but just the same, I still lose my head. Am I not entitled to commit
mistakes? I am young and human. What can I do? Life is a little bit
56 | P a g e
complicated. Don’t you think so?
When people around look at me, I feel like I am mini-human
being. They want me to act like a mature person but they won’t
allow me to make decisions. They tell me to speak up but I can’t
blurt out my feelings. I’ve got my rights also, but when can I use it?
I’m just having a loud thinking.
Everyone is expected to have a plan. Ask me, I’ve got mine
too. You know sometimes, I think I should only dream, not plan
anymore. Do you know why? It is because others keep butting in.
Before I know it, their dreams and plans are the ones I am working
and doing. It is not that I should be working my dreams and plans?
1. What is the main idea of the selection?

2. What personal struggles is the character facing?
3. How do dreams and plans differ from each other?
4. What should you have done if you were in the situation of the
character? Why or why not?
5. Recall an instance in your life when you experienced personal
struggles, and tell how you overcame them?
COMPETENCY: Gender relationships (feminist).

CODE: EN10RC-IIId-22.4
Short Answer
Directions: Read carefully the selection then answer the questions
below.
Abigail Adams: Persuading Her Husband
I long to hear that you have declared an independence. And,

by the way, in the new code of laws which I suppose it will be
necessary for you to make, I desire you would remember the ladies
and be more generous and favorable to them than your ancestors.
Do not put such unlimited power into the hands of the husbands.
Remember, all men would be tyrants if they could. If particular care
and attention is not paid to the ladies, we are determined to foment a
rebellion, and will not hold ourselves bound by any laws in which we
have no voice or representation.
That your sex is naturally tyrannical is a truth so thoroughly
established as to admit of no dispute; but such of you as wish to be
happy willingly give up the harsh title of master for the tenderer and
endearing one of friend. Why, then, not put it out of the power of the
vicious and the lawless to use us with cruelty and indignity with
impunity? Men of sense in all ages abhor those customs which treat us
only as the vassals of your sex; regard us then as beings placed by
Providence under your protection, and in imitation of the Supreme
Being make use of that power only for our happiness.
57 | P a g e
1. What is the selection all about?
2. How is gender sensitivity emphasized in this passage?
3. What is Abigail trying to convince her husband to do?
4. Give two examples of how she attempts to persuade him?
5. Do you agree that women are weaker than men? Why or why
not?
COMPETENCY: Relevance of the selection to the historical context

during which it was produced (historical).
CODE: EN10RC-IIIe-22.5
Multiple Choice
Directions: Read carefully the speech and write the letter of the
correct answer to the given questions.
JFK’s Inaugural Speech
We dare not forget today that we are the heirs of the first
revolution. Let the word go forth from this time and place, to friend
and foe alike, that the torch has been passed to a new generation
of Americans, born in this century, tempered by war, disciplined by
a hard and bitter peace, proud of our ancient heritage, and
unwilling to witness or permit the slow undoing of those human
rights to which this nation has always been committed, and to
which we are committed today at home and around the world.
Let every nation know, whether it wishes well or ill, that we
shall pay any price, bear any burden, meet any hardship, support
any friend, oppose any foe to assure the survival and the success of
liberty. This much we pledge and more.
To these allies whose cultural and spiritual origins we share,
we pledge the loyalty of faithful friends. United there is little we
cannot do in a host of cooperative venture. Divided there are little
we can do; for we dare not meet a powerful challenge at odds
and split asunder.
To those new states whom we welcome to the ranks of free,
we pledge our word that one form of colonial control shall not
have passed away merely to be replaced by a far more iron
tyranny. We shall not always expect to find them supporting our
view. But we shall always hope to find them strongly supporting
their own freedom; and to remember that, in the past, those who
foolishly sought power by riding the back of the tiger ended up
inside.
58 | P a g e
1. What was the relevance of JFK’s Inaugural speech to the history
of the United States?
A. It was a celebration of freedom
B. It characterized bitter tension between US and Soviet Union.
C. It made bold foreign policy declaration.
D. It stressed how important strong foreign policy was
2. One of the famous lines from the President’s speech was “the
torch has been passed to a new generations of Americans.”
The term torch refers to:
A. cultural and spiritual
B. history of tyranny
C. leadership and political power
D. success of liberty
3. “Those who foolishly sought power by riding the back of the tiger
ended up inside. “The word tiger represents:
A. the president
B. the people
C. the tyrant
D. the servants
4. How old was John F. Kennedy when he was elected as president
of US?
A. 41
B. 42
C. 43
D. 44
5. What was the theme of his speech?
A. freedom
B. peace
C. power
D. service
6. How significant to the Americans is the message of JFK’s
inaugural speech during that time?
A. give hope to the new generation
B. open the minds of the American people
C. bring change to the lives of the poor
D. strongly support freedom
COMPETENCY: Personal significance of the selection to the reader

(reader-response).
CODE: EN10RC-IIIf-2.18
Short Answer
Directions: Read the poem titled “Song to Celia” then answer the
questions below.
59 | P a g e
Song To Celia
Ben Johnson
Drink to me only with thine eyes,

And I will pledge with mine;
Or leave a kiss but in a cup,
And I’ll not look for wine.
The thirst that from the soul doth rise
Doth ask a drink divine;
Might I of Jove’s nectar sup,
I would not change for thine.
I sent thee late a rosy wreath,

Not so much honoring thee
As giving it a hope, that there
It could not withered be.
But thou thereon didst only breath,
And sent’st it back to me;
Since when it grows, and smells I swear,
Not of itself, but thee.
1. What is the poem all about?

2. What lessons about love have you learned from the poem?
3. How did the author express his love to the woman?
4. How do you express your love to others?
5. Why do you think it is necessary for us to show our love to others?
6. How significant is the message of the poem to young readers?
COMPETENCY: Personal significance of the selection to the reader

(reader-response).
CODE: EN10RC-IIIg-2.18
Short Answer
Directions: Read the selection titled “A Lesson for Living” by Ronald
Reagan. Answer the questions that come after it.
A Lesson for Living

Ronald Reagan
“Everything happens for the best” My mother said

whenever I faced disappointment. “If you carry on, one day
something good will happen. And you’ll realize that it wouldn’t
have happened if not for the previous disappointment.”
Mother was right, as I discovered after graduating from
60 | P a g e
college in 1932. I had decided to try for a job in radio then work my
way out to sports announcer. I hitchhike to Chicago and knocked
on the door of every station and got turned down every time.
In one studio, a kind lady told me that big stations

couldn’t risk hiring an inexperienced person. “Go out in the sticks
and find a small station that’ll give you a chance,” she said. I
thumbed home to Dixon, Illinois. While there were no radio-
announcing jobs in Dixon, my father said Montgomery Ward had
opened a store and wanted a local athlete to manage its sports
department. Since Dixon was where I had played high school
football, I applied. The job sounded just right for me. But I wasn’t
hired.
My disappointment must have shown. “Everything

happens for the best,” Mom reminded me. Dad offered me the car
to job hunt. I tried WOC Radio in Davenport, Iowa. The program
director, a wonderful Scotman named Peter Mc Arthur, told me
they had already hired an announcer.
As I left his office, my frustration boiled over. I asked

aloud, “How can a fellow get to be a sports announcer if he can’t
get a job in a radio station?”
I was waiting for the elevator when I heard Mc Arthur

calling, “What was that you said about sports? Do you know
anything about football?” Then he stood me before a microphone
and asked me to broadcast an imaginary game.
The preceding autumn, my team had won a game in the

last second with a 65-yard run. I did a 15-minute buildup to that
play, and Peter told me I would be broadcasting Saturday’s game!
On my way home, I have many times since, I thought of my
mother’s words: “If you carry on, one day something good will
happen if not for that previous disappointment.”
I often wonder if I’d gotten the job at Montgomery Ward.
1. What guiding principle did the former President of the United

States live by?
2. How did he make use of the lesson that he learned from his
mother?
61 | P a g e
3. Make a graphic organizer to show your experience wherein
something good had happened to you due to some previous
disappointments. (5pts.)
A. Previous disappointments
B. Something good that happened
4. If you were in the situation of Ronald Reagan what would have

you done?
5. What is the relevance of the selection to your life? Why?
COMPETENCY: Identifying textual details that affirm or refute a claim.

CODE: EN10RC-IIIh-23.1
Identification
Directions: Read the article carefully, then identify details that affirm
or refute a claim.
Naval architects never claim that a ship is unsinkable, but the

sinking of the passenger-and –car ferry Estonia in the Baltic surely
should have never happened. It was well designed and carefully
maintained. It carried the proper number of lifeboats. It had been
thoroughly inspected the day of its fatal voyage. Yet hours later,
the Estonia rolled over and sank in a cold, stormy night. It went
down so quickly that most of those on the board, caught in their
dark, flooding cabins, had no chance to save themselves: Of those
who managed to scramble over board, only 139 survived. The rest
died of hypothermia before the rescuers could pluck them from the
cold sea. The final death toll amounted to 912 souls. However,
there were an unpleasant number of questions about why the
Estonia sank and why so many survivors were men in the prime of
life, while most of the dead were women, children and elderly.
 Using the flow chart below, identify details that affirm or refute
a claim. (5pts.)
Reason 1
Claim
Reason 2
62 | P a g e
COMPETENCY: Examining biases.
CODE: EN10RC-IIIi-3.1.12
Identification
Directions: Look closely at the picture below and read the captions.
Then, write a paragraph stating the biases implicated in
the picture. (5pts.)
63 | P a g e
COMPETENCY: Listen to simplify, reorganize, synthesize and evaluate
information to expand, review, or update knowledge.
CODE: EN10LC-IIIa-16
Multiple Choice
Directions: Listen attentively as the teacher reads Abraham Lincoln’s
Gettysburg Address, and then answer the following
questions after listening by writing the letter of the correct
answer.
http://voicesofdemocracy.umd.edu/lincoln-gettysburg-address-
speech-text/
Abraham Lincoln, “Gettysburg Address” (19 November 1863)
[1] Fourscore and seven years ago our fathers brought forth
on this continent, a new nation, conceived in Liberty, and
dedicated to the proposition that all men are created equal.
[2] Now we are engaged in a great civil war, testing whether
that nation or any nation so conceived and so dedicated, can
long endure. We are met on a great battle-field of that war. We
have come to dedicate a portion of that field, as a final resting
place for those who here gave their lives that that nation might live.
It is altogether fitting and proper that we should do this.
[3] But, in a larger sense, we cannot dedicate-we cannot
consecrate-we cannot hallow-this ground. The brave men, living
and dead, who struggled here, have consecrated it, far above our
poor power to add or detract. The world will little note, nor long
remember what we say here, but it can never forget what they did
here. It is for us the living, rather, to be dedicated here to the
unfinished work which they who fought here have thus far so nobly
advanced. It is rather for us to be here dedicated to the great task
remaining before us-that from these honored dead we take
increased devotion to that cause for which they gave the last full
measure of devotion-that we here highly resolve that these dead
shall not have died in vain-that this nation, under God, shall have a
new birth of freedom-and that government of the people, by the
people, for the people shall not perish from the earth.
1. The author’s main purpose in writing the speech is to _____.

A. honor the dead and dedicate the cemetery at Gettysburg
B. dedicate the opening of Gettysburg National Park
C. inform the audience of the construction of a Gettysburg shoe factory
D. free the slaves living in rebelling states
64 | P a g e
2. Which sentence best supports Lincoln’s purpose in writing the
speech?
A. “Now we are engaged in a great civil war, testing whether
that nation, or any nation so conceived and so dedicated,
can long endure.”
B. “We have come to dedicate a portion of that field, as a final
resting place for those who here gave their lives that that
nation might live.”
C. “That government of the people, by the people, for the
people, shall not perish from the earth.”
D. “The brave men, living and dead, who struggled here, have
consecrated it, far above our poor power to add or
detract.”
3. The phrase “birth of freedom” in the final line of Lincoln’s address

calls to mind is similar to which phrase in the first sentence of the
speech?
A. “all men are created equal”
B. “conceived in liberty”
C. “dedicated to the proposition”
D. “upon this continent”
4. How does Lincoln’s use of historical reference influence the

meaning of the passage? It suggests that the _____.
A. United States is a nation in its infancy.
B. United States was a nation created through slavery.
C. United States was created as a nation of equality.
D. confederacy created by the Articles of Confederation
should have remained.
5. Which word best describes the emotions evoked by Lincoln’s

speech?
A. Hopelessness
B. Frustration
C. Reverence
D. Vengeance
COMPETENCY: Distinguish the important points from the less important

ones in a text listened to.
CODE: EN10LC-IIIb-16.1
Identification
Directions: Listen as one of your classmates reads aloud the article
below. In the table provided below, classify the most
important points and the less important ones.
65 | P a g e
Computers are now being used for medical diagnosis. For
instance, at the Makati Medical Center, computed tomography is
used is used to examine lessons. In the United States, doctors can
have instant communication with leading hospitals to get
information about a disease or illness.
Computers have a great effect, too, on money and
banking. Experts predict that very soon people will be making
purchases with “smart cards” instead of cash. A card is convenient.
Even if you lose it, it cannot be used by others, for it can be
activated only with a special code number. In highly industrialized
countries, banks use sophisticated computers to respond
immediately to the needs of their clients.
In different industries the computer is a great asset. It helps
the engineers in their building construction designs. It’s is an
efficient assistant in the automotive industry where the
computerized robot performs a number of operations like
attaching screws, drilling, and boring. In Japan, a new breed of
intelligent robots is now being perfected to be used in agriculture,
forestry, construction, medicine and space.
IMPORTANT POINTS LESS IMPORTANT POINTS
COMPETENCY: Summarize important points discussed in the text

listened to.
CODE: EN10LC-IIIc-3.14
Identification
Directions: From the Gettysburg Address by Abraham Lincoln, do task
below.
(10 pts.)
 Synthesize the most important points of Abraham Lincoln’s

speech.
http://voicesofdemocracy.umd.edu/lincoln-gettysburg-address-
speech-text/
66 | P a g e
COMPETENCY: Raise questions and seek clarifications on the issue
discussed in the text listened to.
CODE: EN10LC-IIId-3.2
Short Answer
Directions: Listen as your teacher reads a detailed report entitled
“Two in One” on page 29 in the English Expressways IV,
Teacher’s Manual. Seek clarifications on the issues by
answering the following questions.
1. What could probably be the nationality of the mother and the

son?
2. Why does the son hate the Asians? Is his statement factual or
biased? Why?
3. What do you think is the writer’s purpose in writing?
4. What message does the mother want to convey in this
narrative?
5. If you were the son, how would you feel seeing your mother
overcoming cultural barriers with people of other races?
COMPETENCY: Get different viewpoints on various local issues.

CODE: EN10LC-IIId-3.18
Short Answer
Directions: Listen to news about Lifting of martial law in Mindanao,
then give your point of view on the local issue presented in
the news article. (5 pts.)
http://www.sunstar.com.ph/manila/local-news/2017/11/19/duterte-
lifting-martial-law-mindanao-depends-state-forces
Duterte: Lifting of martial law in Mindanao

depends on state forces' recommendation
Saturday, November 18, 2017 By Ruth Abbey E. Gita
THE lifting of martial law in Mindanao will depend on the

recommendation of the soldiers and policemen, President Rodrigo
Duterte on Saturday said.
The Commander-in-Chief said he would "heavily" rely on what

would the state forces recommend, with regard to the
implementation of martial rule, which will expire on December 31,
2017.
"You know, declaration of martial law is always dependent on what

the armed forces and the police recommend," said Duterte in an
67 | P a g e
interview held Saturday evening in Davao City.
"They are the two entities that would be relied upon heavily by a
President or a head of state when you entertain something like
extreme measures -- martial law, state of emergency," he added.
Duterte placed the whole of Mindanao under 60-day martial rule

on May 23 after Islamic State (IS)-inspired Maute fighters laid siege
to strife-torn Marawi City.
The promulgation of martial law expired on July 22 but was

extended by Congress until end of December upon Duterte's
recommendation to allow the Philippine security forces to
completely flush out Islamist extremists.
Five months since the Marawi war broke out, Defense Secretary
Delfin Lorenzana declared that the crisis in the beleaguered city
ended following the deaths of infamous terror leaders Isnilon
Hapilon and Omar Maute.
On Friday, military spokesman Major General Restituto Padilla

alluded to possible extension of martial law, if the troops continue
to monitor potential threats from pro-Is groups.
The Chief Executive said he would trust the armed and police
forces on what could be their recommendation, since they are the
ones who were engaged in a firefight with the terrorists in Marawi
City.
"Whatever the armed forces and police say -- since they are the
ones also who would be totally engaged in [war], if there's an
offing trouble there. We should give credence to it actually. I do
not think that [they] fabricate events. It's all for us to say [they're
involved in battle] everyday, especially in that corridor of
Maguindanao and Marawi," Duterte said.
COMPETENCY: React intelligently and creatively to the text listened

to.
CODE: EN10LC-IIIe-2.9
Short Answer
Directions: Listen attentively to the poem titled “The Psalm of Life” by
Henry Wadsworth Longfellow. Then do the task given
below. (10 pts.)
https://www.poets.org/poetsorg/poem/psalm-life
68 | P a g e
A Psalm of Life
Henry Wadsworth Longfellow
Tell me not, in mournful numbers,

“Life is but an empty dream!”
For the soul is dead that slumbers,
And things are not what they seem.
Life is real! Life is earnest!

And the grave is not its goal;
“Dust thou art, to dust returnest,"
Was not spoken of the soul.
Not enjoyment, and not sorrow,

Is our destined end or way;
But to act, that each to-morrow
Finds us farther than to-day.
Art is long, and Time is fleeting,

And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the world’s broad field of battle,

In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!
Trust no Future, howe’er pleasant!

Let the dead Past bury its dead!
Act,--act in the living Present!
Heart within, and God o’erhead!
Lives of great men all remind us

We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;
Footprints, that perhaps another,

Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.
Let us, then, be up and doing,

With a heart for any fate;
Still achieving, still pursuing
Learn to labor and to wait.
69 | P a g e
 In the poem you’ve listened to, explain the various facets of life
represented symbolically.
COMPETENCY: React to the falsity or soundness of the argument.

CODE: EN10LC-IIIf-3.13
Short Answer and Identification
Directions: Listen to the news article about DENR: Air, Water around
Bataan plants “not contaminated” and do the given task.
(5 pts. each)
DENR: Air, water around Bataan plants ‘not contaminated’
http://newsinfo.inquirer.net/874079/denr-air-water-around-bataan-
plants-not-contaminated#ixzz4ywCPJQ3w
MANILA — The Department of Environment and Natural Resources

has seen no contamination in the air and water around the much
assailed power plant and fuel refinery in Limay, Bataan.
These were the initial results of tests conducted in the past two
months around the San Miguel Corporation (SMC) subsidiaries, SMC
Consolidated Power Corp. (SMCCPC) plant and a coal-fired plant
of the Petron Bataan fuel Refinery.
Residents from Limay, Bataan accused the plants late last year of
causing health problems due to the ash fall or spill from their
byproduct storage facilities.
But in a statement on Tuesday, the DENR said that “a 24-hour

monitoring” conducted from January 26 to 27 by private laboratory
CRL Environmental Services in sampling stations identified by the
Limay Concerned Citizens Inc. detected no volatile organic
compounds (VOCs) and hydrogen sulfide (H2S).
“The coastal water along PLT Cove was found as not

contaminated with substances that could be attributed directly to
Petron’s dumping of bottom ash in the area,” the DENR said.
A sampling from the area’s “monitoring well” was also “within

acceptable pH levels,” the DENR said.
Ambient air sampling for total suspended particulates and sulfur

dioxide at the PEX Site and Carbon Site at the Barangay Lamao
70 | P a g e
port conducted by the DENR Environmental Management Bureau
Central Luzon also found that the air in the area was “within the
National Ambient Air Quality Guideline Values.”
Nevertheless, the EMB will continue to assess the environmental

quality of neighboring communities in Limay, according to EMB
acting director Jacqueline Caancan.
The EMB Central Luzon also said that the two bottom ash dump
facilities within the Petron Bataan Refinery (PBR) complex in Limay
town have not been used, following earlier orders from the DENR to
stop dumping activities on the site.
The EMB said that both the temporary ash disposal facilities of PLT
Cove and San Miguel Corp. (SMC) “are now covered with soil,
compacted and sprinkled with water to prevent ash dispersion and
deposition to nearby communities.”
The DENR quoted Petron as saying that around 3,550 metric tons
(MT) of ash have been hauled out to SMC subsidiary Northern
Cement Consolidated in Pabgasinan, and 7,950 MT have been
treated.
The EMB reported that the PLT Cove area had even already been
planted with frog grass.
1. From the news article you have listened to, what can you say
about it? What is your viewpoint on the issues presented.
2. React to the falsity or soundness of the issues presented below
1. Residents from Limay Bataan believed that the SM CCPC

plant can cause health problems due to the ash fall or spill
from their byproduct storage facilities. (Soundness)
2. The DENR has seen no contamination in the air and water
around the much assailed power plant and fuel refinery in
Limay Bataan. (Soundness)
3. The coastal water along PLT Cove was found contaminated
with substances. (Falsity)
4. The DENR quoted Petron saying that around 2,550 metric
tons of ash has been hauled out to SMC subsidiary NCCP.
(Falsity)
5. The DENR ordered earlier the Petron Bataan Refinery
Complex (PBRC) in Limay to stop dumping activities on the
site. (Soundness)
71 | P a g e
COMPETENCY: Show appreciation for songs, poems, plays, etc.
CODE: EN10LC-IIIg-14.3
Fill in the blanks
Directions: Listen attentively to the song “Greenfields” by The Brothers
Four then do the given activity below.(5 pts. each)
Greenfields
The Brothers Four
Once there were green fields kissed by the sun

Once there were __1__ where rivers used to run
Once there were blue skies with __2__ high above
Once they were part of an everlasting love
We were the lovers who __3__ through green fields
Green fields are gone now, parched by the sun

Gone from the valleys where __4__ used to run
Gone with the __5__ that swept into my heart
Gone with the lovers who let their dreams depart
Where are the green __6__ that we used to roam
1. Fill out the missing words from the lines of the song.
2. Identify at least five most important points from the song you
listened to.
3. Summarize the song using the five most important points you
have listed.
4. Interpret the song through a drawing or illustration.
Answers: 1. valleys 2. white skies 3. strolled 4. rivers 5. cold wind 6. fields
COMPETENCY: Describe the emotional appeal of the listening text.

CODE: EN10LC-IIIh-6.5
Short Answer
Directions: Listen to the song entitled “Father and Son” by Cat
Stevens then answer the questions that follow. (5 pts.
Each)
http://www.lyricsfreak.com/c/cat+stevens/father+son_20028183.htm
1. What emotion was evoked in you while listening to the song?

2. What lesson about life is conveyed in the song?
72 | P a g e
COMPETENCY: React intelligently and creatively to the text listened to
CODE: EN10LC-IIIi-2.9
Short Answer
Directions: Listen carefully in the discussion about the benefits and
negative impacts of gadgets. Cite a line or idea from the
discussion then react intelligently and creatively into it.
https://www.youtube.com/watch?v=qxaSigblVA0
COMPETENCY: Raise questions to clarify issues covered in the material
viewed.
CODES: EN10VC-IIIa-12, EN10VC-IIIe-12
Brainstorming
Directions: Analyze the picture given. Each member of the group will
raise questions to clarify issues.
 Students will be grouped into six; each group will brainstorm

the issue presented in the picture.
Group 1 Group 2
Group 3 Group 4
Group 5 Group 6
73 | P a g e
COMPETENCY: Share viewpoints based on the ideas presented in the
materials viewed.
CODE: EN10VC-IIIb-23
Short Answer
Directions: Watch carefully the two video clips then do the given
tasks. (5pts. each)
Nature Footage: Plants and Flowers

https://www.youtube.com/watch?v=mcixldqDIEQ&feature=youtu.be
Pollution, Land, Air and Water
https://www.youtube.com/watch?v=vP3pbh_-pu8
1. What can you say about each of the video clips?

2. Compare and contrast the two video clips.
3. How can pollution affect our environment?
4. Give five ways on how to save the environment.
CODE: EN10VC-IIIf-23
Short Answer
Directions: Watch “The Inspirational Video Everyone Should Live By
Amazing Life 24/7.” Answer the given questions. (5 pts.
each)
https://www.youtube.com/watch?v=2x_Fl3NQVd4
1. Pick out inspirational lines/ ideas while watching the video.

2. How should we live our life as presented in the video?
3. Share your viewpoint about the video you’ve watched.
COMPETENCY: Evaluate the information contained in the material

viewed in terms of accuracy and effectiveness.
CODE: EN10VC-IIIc-10
Short Answer
Directions: Watch carefully the news video about Miss Universe 2015
announcement of winner then do the given task.
https://www.youtube.com/watch?v=obcoHLeoFEk
 Evaluate the information contained in the material viewed in
terms of accuracy and effectiveness. Is the information
presented accurate and effective? Why or why not?
CODE: EN10VC-IIIg-10
Short Answer
Directions: Watch carefully a video clip titled “How Honest Are We?”
Then answer the question below.
https://www.youtube.com/watch?v=yLDX-exX8iY
74 | P a g e
 Do you agree to the information presented in the video in
terms of its accuracy and effectiveness? Why or why not?
(5pts.)
COMPETENCY: Disclose the personal significance of a material

viewed.
CODES: EN10VC-IIId-28, EN10VC-IIIh-28, EN10VC-IIIi-28
Short Answer
Directions: Watch carefully to the video about “Son Throws His
Mother On The Street.” Answer the given questions below.
http://int.search.tb.ask.com/search/video.jhtml?n=783a13f8&p2=%
5ECPC%5Echr999%5ES20164%5E&pg=video&pn=1&ptb=9031594D-
3733-4C17-9B15-
387F7B7F0477&qs=&searchfor=Son+Throws+His+Mother+on+The+Stre
et+video&si=&ss=sub&st=sb&tpr=sbt&vidOrd=1&vidId=aI8i-zeXqrA
1. What feeling was evoked in you while watching the video?
2. What can you say about what the son had done to his mother?
Would you have done the same if you were in the situation of
the son? Explain?
3. State the significance of the message presented in the video.
COMPETENCY: Give expanded definition of words.
CODE: EN10V-IIIa-13.9
Identification
Directions: Read the sentences carefully. Put a check (/) if it uses
expanded definition and mark X on the space provided if
it does not.
/ ___1. Spring is the season when plants and trees begin to grow.
x ___i2. Nature is a gift from God.
/___ii3. Pollution is the action of polluting especially by

environmental contamination with man-made waste.
x __i4. Health is wealth.
/ ___5. Environment is the conditions and influences that affect the

growth, health and progress of someone or something.
75 | P a g e
CODE: EN10V-IIIb-13.9
Identification
Directions: Fill in the blanks with the appropriate adjectives or
adverbs inside the box.
after loud fine

hardly incessantly ugly
1. One fine afternoon in July, I walked with my cousins to the petting

zoo.
2. Under the rickety old bridge lived a/an ugly witch.
3. We heard loud music played in the apartment next door.
4. The church bells rang incessantly in the clear winter air.
5. Theplayground was filled with leaves after the stormy night.
CODE: EN10V-IIIc-13.9
Identification
Directions: Each of these proverbial sayings contains an adverb
clause. Underline the adverb clause in each sentence.
1. A lie travels around the world while truth is putting her boots on.
2. Memory is deceptive because it is covered by today’s events.
3. Never look down on anybody unless you’re helping him up.
4. Life is what happens when you are making other plans.
5. As soon as you forbid something, you make it extraordinary.
CODE: EN10V-IIId-13.9
Matching Type
Directions: The sentences are expanded using appositives. Match the
sentences in column A with the appositives in column B.
Write only the letter of your answer.
COLUMN A COLUMN B
1. John Reed helped found the A. the famous ballerina
Communist Labor Party of America.(c) B. the King of Bashan
2. My sister drives a company car.(e) C. an American journalist
3. Ogie was saved from theflood by D. the woodcutter’s daughter
climbing onto the roof.(b) E. who is a supervisor
4. I once saw Margot Fonteyn.(a)
5. I took a cookie from Gretel.(d)
76 | P a g e
CODE: EN10V-IIIe-13.9
Sentence Construction
Directions: Each pair of sentences has its directions. Read each
direction carefully and do what is being asked.
1. (Combine the two sentences below: turn the second sentence

into an absolute phrase and place it in front of the first
sentence.)
A. The storks circled above us.
B. Their slender bodies were sleek and black against the
orange sky.
2. (Combine the two sentences below: turn the second sentence

into an absolute phrase and place it after the first sentence.)
A. On the tops of the hills, the grass stands at its tallest and
greenest.
B. Its new seed plumes rise through a dead crop of last year’s
withered spears.
3. (Create two absolute phrases by eliminating the words in bold.)

- Odysseus comes to shore, and the skin is torn from his
hands, and the sea water is gushing from his mouth and
nostrils.
4. (Combine the three sentences below: turn the second and third
sentences into absolute phrases, and position them at the start
of the sentence to establish a clear cause-effect relationship.)
A. Norton vowed never to marry again.
B. His first marriage ended in divorce.
C. His second marriage ended in despair.
5. (Combine the following four sentences into a single sentence

with a present participial phrase and two absolute phrases.)
A. All afternoon the caravan passed by.
B. The caravan shimmered in the winter light.
C. Its numberless facets were gleaming.
D. The hundreds of wagon wheels were turning in the dust in
slow and endless motion.
CODE: EN10V-IIIf-13.9
Short Answer
Directions: Expand the given word/words by giving examples. (5pts.)
 Mass media
77 | P a g e
CODE: EN10V-IIIg-13.9
Short Answer
Directions: Expand the given word/words by comparing and
contrasting them. (5pts.)
 Effective and efficient
CODE: EN10V-IIIh-13.9
Short Answer
Directions: Expand the given word/words by describing a process.
(5pts.)
 Photosynthesis
CODE: EN10V-IIIi-13.9
Essay
Directions: Write an essay using expanded definitions of words. (5pts.)
LITERATURE
COMPETENCY: Explain how elements specific to a genre contribute
to the theme of a particular literary selection.
CODE: EN10LT-IIIa-2.2
Short Answer
Directions: Read the selection “The Tame Bird Was In A Cage”, and
answer the questions below.
The Tame Bird Was In A Cage

Rabindranath Tagore
The tame bird was in a cage, the free bird was in the
forest. They met when the time came; it was a decree of fate. The
free bird cries, "O my love, let us fly to the wood.” The cage bird
whispers, "Come hither, let us both live in the cage.” Says the free
bird, "Among bars, where is there room to spread one's wings?"
"Alas," cries the caged bird, "I should not know where to sit perched
in the sky." The free bird cries, "My darling, sing the songs of the
woodlands." The cage bird sings, "Sit by my side, I'll teach you the
speech of the learned." The forest bird cries, "No, ah no! songs can
never be taught." The cage bird says, "Alas for me, I know not the
songs of the woodlands."
Their love is intense with longing, but they never can fly
wing to wing. Through the bars of the cage they look, and vain is
their wish to know each other. They flutter their wings in yearning,
78 | P a g e
and sing, "Come closer, my love!" The free bird cries, "It cannot be, I
fear the closed doors of the cage." The cage bird whispers, "Alas,
my wings are powerless and dead."
1. Describe the situation of the tamed bird? How does it differ

from the life of the free bird?
2. How does the setting create the conflict of the story?
3. What do you prefer, the life of the free bird or the tamed bird?
Justify your answer.
4. What technique was used by the author to reveal the theme of

the story?
5. Given the chance to change the title of the story, what would it
be? Why?
COMPETENCY: Express appreciation for sensory images.

CODE: EN10LT-IIIa-2.2.1
Multiple Choice
Directions: Read carefully the poem entitled “Trees” by Joyce Kilmer
then answer the questions that follow.
Trees
Joyce Kilmer
I think that I shall never see

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

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

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

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

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

But only God can make a tree.
79 | P a g e
1. The sensory image used by the author in appreciating the
beauty/importance of tree is sense of______________
A. sense of touch and smell
B. sense of sight and feeling
C. sense of taste and hearing
D. sense of touch and taste
2. The sensory image is used in the fourth stanza is sense of
___________
A. sense of touch
B. sense of hearing
C. sense of sight
D. sense of feeling
3. What does the tree in the fifth stanza symbolize?
A. chaste woman living alone with nature and with God
B. woman who likes to play with the rain
C. woman who likes to play with the snow
D. strong woman who hates the rain and snow
4. What figure of speech is used in the third line of the poem?
A. simile
B. metaphor
C. personification
D. paradox
5. The author’s purpose in writing the poem is ____________.
A. express his appreciation for God’s creation
B. convince the readers to plant more trees.
C. entertain the readers
D. inform the readers the importance of trees
COMPETENCY: Explain how elements specific to a genre contribute

to the theme of a particular literary selection.
CODE: EN10LT-IIIb-2.2
Short Answer
Directions: Read carefully the selection entitled “My Heart Leaps Up”
by William Wordsworth, then answer the questions that
come after it.
My Heart Leaps Up
William Wordsworth
My heart leaps up when I behold

A rainbow in the sky:
So was it when my life began;
So is it now I am a man;
80 | P a g e
So be it when I shall grow old,
Or let me die!
The Child is father of the Man;
And I could wish my days to be
Bound each to each by natural piety.
1. What for you, is like the speaker’s rainbow? What has moved
your heart since you were little, and will hopefully move you
until you die?
2. Why do you think the speaker says “let me die”? Can you
identify with this feeling?
3. Do you agree with the speaker that the child is the father of
the man? Why or why not?
4. What is your interpretation of the phrase “natural piety”?
5. How does the tone and mood of the poem contribute to
reveal the theme?

CODE: EN10LT-IIIb-2.2.2
Multiple Choice
Directions: Read carefully the selection entitled “My Heart Leaps Up”
by William Wordsworth, then answer the questions that
come after it.
My Heart Leaps Up
William Wordsworth

Or let me die!
The Child is father of the Man;
And I could wish my days to be
1. As used in the selection, “a rainbow in the sky” suggests

_____________.
A. beauty
B. hope
C. love
D. life
81 | P a g e
2. Why does the speaker use the rainbow as the symbolism in the
first two lines of the poem?
A. to show appreciation for nature
B. to express jubilant in life
C. to see hope everyday
D. to create spirituality
3. Why did the author say that “the child is the father of the
man”?
A. He reveal man’s origin and history.
B. He wishes to bind himself to his childhood self.
C. He wants to compare adulthood to his childhood years.
D. He wants to prove that sometimes the father needs to listen
to the child.
4. Why is the poem entitled, “My Heart Leaps Up”?

A. The speaker experienced heart attack.
B. The speaker has something that keeps his joy open.
C. The speaker described his regrets about his childhood.
D. The speaker forgot his heart beat for some time in his life.
5. How does personification in the line; “My Heart Leaps Up” stirs
the reader’s imagination?
A. By expressing how the heart rejoices with the view
B. Through describing how the heart can possibly leap.
C. By making the readers smile while reading the poem.
D. By using the word leap instead of jump to describe the
heart.
COMPETENCY: Determine tone, mood, technique, and purpose of

the author
CODE: EN10LT-IIIc-2.2.3
Short Answer
Directions: Read the poem “When I Was One-and-Twenty” then
determine the tone, mood and purpose of the author by
answering the questions below.
When I Was One-and-Twenty

A. E. Housman
When I was one-and-twenty

I heard a wise man say,
“Give crowns and pounds and guineas
82 | P a g e
But not your heart away;
Give pearls away and rubies
But keep your fancy free.”
But I was one-and-twenty,
No use to talk to me.
When I was one-and-twenty

I heard him say again,
“The heart out of the bosom
Was never given in vain;
’Tis paid with sighs a plenty
And sold for endless rue.”
And I am two-and-twenty,
And oh, ’tis true, ’tis true.
1. How would you describe the speaker’s tone?

2. Do you think that this poem is supposed to be ironic? Why or why
not?
3. Do you think the speaker is recounting his own experiences or
exploring a “universal experience”? What help you come to this
conclusion?
4. What is the author’s purpose in writing the poem?
5. Do you buy the wise man’s advice? Why or why not?
COMPETENCY: Explain how the elements specific to a genre build its

theme.
CODE: EN10LT-IIId-14.2
Short Answer
Directions: Read the poem below, then do the given task.(5 pts.)
Out In The Fields With God

Elizabeth Barrett Browning
The little cares that fretted me,

I lost them yesterday
Among the fields above the sea,
Among the winds that play,
Among the lowing of the herd,
The rustling of the trees,
Among the singing of the birds,
The humming of the bees.
The foolish fears of what might pass
I cast them all away
Among the clover-scented grass,
83 | P a g e
Among the new-mown hay,
Among the hushing of the corn,
Where drowsy poppies nod,
Where ill thoughts die and good are born —
Out in the fields with God.
1. What is being described in the first four lines of the poem?

2. How is the transition of emotion change in the poem?
3. Why do you think the speaker used the nature in describing his
emotion?
4. What is the tone of the speaker?
5. How did the setting and tone of the speaker help build the
theme of the poem?
COMPETENCY: Explain how the selection may be influenced by

CODES: EN10LT-IIIe-3, EN10LT-IIIf-3
Short Answer
Directions: Read the selection entitled “Spring” by Juan Ramon
Jimenez, then answer the given questions.
Spring
Juan Ramon Jimenez
One morning, when half awake, I am put out by sort of devilish

chattering of little children. At last, unable to sleep any longer, I
jump out of bed in despair. Then, as I look out at the fields through
the open windows I realize that those guilty of the uproars are the
birds.
I go out to the orchard and thank God for the blue day.
Unrestrained concert from the fresh throats without number!
Capriciously the swallow sends her warbling spiraling down the well;
the black-bird whistles over the fallen orange; the fire-bright oriole
chatters in the oak, the titmouse spins long, fine laughter from the
top of the eucalyptus; and in the great pine, the sparrows carry on
a turbulent discussion.
What a morning it is! The sun scatters over the earth it’s gold
and silver joy; butterflies of a hundred hues pay everywhere,
among the flowers, through the house, on the fountain. The fields
all around burst and crack open in a ferment of healthy new life.
We seem to be in a great honeycomb of light, and the burning
center of an immense flaming rose.
84 | P a g e
1. What is the selection all about?
2. What do you do upon waking up in the morning?
3. Explain the last line of the selection.
4. Why is it necessary for us to thank our Almighty Father for all the
blessings we receive each day?
5. Explain how the history of the author influenced him in writing the
selection.
COMPETENCY: Evaluate literature as source of wisdom in expressing

and resolving conflicts between individuals or groups
and nature.
CODE: EN10LT-IIIg-20
Short Answer
Directions: Read and analyze the saying from the Analects of
Confucius, then do the given task. (5 pts. each)
1. Differentiate good from bad governance using a schematic

diagram.
2. What lesson is conveyed in this saying?
“Lead the people with administrative injunctions and put

them in their place with penal law, and they will avoid punishments
but will be without a sense of shame. Lead them with excellence
and put them in their place through roles and ritual practices, and
in addition to developing a sense of shame, they will order
themselves harmoniously.”

CODE: EN10LT-IIIh-2.3
Short Answer
Directions: Read the poems below then explain the similarities and
differences of the featured selection in relation to their
theme.
Make It Green Sing To Me, Autumn

Avani Desai Patricia L. Cisco
Lives are crying because it's not Sing to me, Autumn, with the
clean, rustle of your leaves.
Earth is dying because it's not Breathe on me your spicy scents
green... that flow within your breeze.
Earth is our dear Mother, don't Dance with me, Autumn, your
85 | P a g e
pollute it, waltz that bends the boughs of
She gives us food and shelter, just trees.
salute it... Now tell me all the secrets
you've whispered to the seas.
With Global Warming, it's in
danger, Sleep with me, Autumn,
Let's save it by becoming a strong beneath your starlit skies.
ranger... Let your yellow harvest moon
shimmer in our eyes.
With dying trees and animals, it's
in sorrow, Kiss me, Autumn, with your
Make green today and green enchanting spellbound ways
tomorrow... That changes all you touch into
crimson golden days.
With melting snow, one day it will
sink, Love me, Autumn, and behold
How can we save it, just think... this love so true
That I'll be waiting faithfully each
Trees are precious, preserve year to be with you.
them,
Water is a treasure, reserve it... https://www.familyfriendpoems.
com/poem/sing-to-me-autumn
Grow more trees, make Mother
Earth green,
Reduce pollution and make her a
Queen...
https://www.familyfriendpoems.c
om/poem/make-it-green
COMPETENCY: Evaluate literature as source of wisdom in expressing

and resolving conflicts between individuals or groups
and nature.
CODE: EN10LT-IIIi-20
Short Answer
Directions: Read and analyze the saying below. Then answer the
question that follows.
 What wisdom/ knowledge can you get from it which can help
resolve conflicts?
86 | P a g e
“The Anatomy of Conflict”
Shannon L. Alder
If there is no communication then there is no respect. If there

is no respect then there is no caring. If there is no caring then there
is no understanding. If there is no understanding then there is no
compassion. If there is no compassion then there is no empathy. If
there is no empathy then there is no forgiveness. If there is no
forgiveness then there is no kindness. If there is no kindness then
there is no honesty. If there is no honesty then there is no love. If
there is no love then God doesn't reside there. If God doesn't reside
there then there is no peace. If there is no peace then there is no
happiness. If there is no happiness ― then there IS CONFLICT
BECAUSE THERE IS NO COMMUNICATION!”
WRITING COMPOSITION
COMPETENCY: Expand ideas using principles of cohesion and
coherence.
CODE: EN10WC-IIIa-14.1.1
Paragraph Construction
Directions: Rewrite the following paragraphs following the principles
of coherence and cohesion.
1. The baby got sick when her mother left. The father of the baby
did not mind his daughter because he’s always drunk and
irritable. The baby‘s illness got worst that it resulted to death
after two weeks. On his dismay, he committed suicide.
2. Some people say that poverty is a hindrance to success. It’s a

contradiction to the saying, “Poverty is not a hindrance to
success” Which do you believe, the first statement or the
second one?
3. “Education for all” is the DepEd program to answer the literacy

of the Filipinos. This statement denotes that all of us have the
right to be educated without spending much.
4. All men were born with talents and skills. These are developed
and improved when one knows how to accept and use his
talents / skills to the best that he can. This makes you a well-
rounded person when you share your talents and skills to others.
87 | P a g e
5. “No man is an island is a very popular song which is very
important that each one of us should understand and follow
what it is supposed to be done. This song strikes all of us to be
mindful and concerned to others, build no walls so that progress
will be achieved.
COMPETENCY: Use a variety of informative, persuasive,
argumentative writing techniques.
CODE: EN10WC-IIIb-14.1.2
Essay
Directions: Write an informative essay about saving Mother Earth
using techniques in writing an informative essay. (10 pts.)
COMPETENCY: Show respect for intellectual property rights by

acknowledging citations made in the critique.
CODES: EN10SS-IIIc-1.6, EN10SS-IIId-1.6, EN10SS-IIIe-1.6
Identification
Directions: From the pool of words, fill in the missing word to complete
the paragraph about showing respect for intellectual
property rights by acknowledging citations. (5pts. )
stealing original intellectual

copy physical emotional
Intellectual property, like physical property, is made,
consumed, re-used, hoarded, and built upon. As a result of the
human interest in and uses of the different kinds of intellectual
property, it is a target of greed as well as survival. Unlike physical
property, intellectual property (ideas) isn't tangible. Rather than
stealing someone's idea, image, etc, one can simply copy it or use
the idea to build something like a circuit board. Nothing is materially
lost from the original creator of the idea, while something is gained
by the appropriator of it.
COMPETENCY: Use writing conventions to acknowledge sources.
CODE: EN10SS-IIIc-1.6.4
Multiple Choice
Directions: Answer the following questions about the use of writing
conventions to acknowledge sources. (5pts. )
1. While looking at the source, which of these steps suggest that a
writer might combine short sentence and expand phrases for
clarity?
A. Change the Word
B. Change the Structure
C. Copy the Book Title
D. Copy the Date of Publication
88 | P a g e
2. Which punctuation is used to separate facts about the sources?
A. apostrophe
B. comma
C. period
D. quotation marks
COMPETENCY: Use quotation marks or hanging indentions for direct

quotes.
CODE: EN10SS-IIId-1.6.6
Fill in the Blanks
Directions: Supply the correct punctuation marks on the blank to
complete the direct quotes.
“ ” 1. Hertzberg (2002) notes that ___ treating the Constitution as

imperfect is not new”, but
because of Dahl’s credentials, his apostasy merits attention___.
‘ _‘ 2. According to Hertzberg (2002), Dahl gives the U.S. Constitution

“bad marks in
__democratic fairness__ and encouraging consensus” (p.90).
_ ,_ 3. Menand (2001) acknowledge that H.W. Fowler’s Modern

English Usage is “a classic
of the language”, but he asks ___ “Is it a dead classic?”
( ) 4. Smith (1982) found that “the placebo effect, which had been
verified in previous
studies, disappeared when behaviors were studied in this
manner” __ p.276__.
_,_ 5.He stated, “The ‘placebo effect,’… disappeared other

behaviours were studied in this
manner” (Smith ___ 1982, p. 276), but he did not clarify which
behaviours were
studied.
COMPETENCY: Use in-text citations.

CODE: EN10SS-IIIe-1.6.5
Directions: Below are incorrectly formatted in-text citations. Revise

the statements and use in-text citations properly.
(5pts.each)
1. The parlor metaphor of writing describes writing as entering into

a conversation, as in arriving late and a parlor talking to guests
who have been there long before you have (7).
89 | P a g e
2. In “Argument as Emergence, Rhetoric as Love,” Jim Corder
explains that “Everyone is an argument”. (1)
3. David Sedaris’s Me Talk Pretty One Day takes place at a school

in Paris (Sedaris 1).
COMPETENCY: Acknowledge sources by preparing a bibliography.

CODE: EN10SS-IIIf-1.6.3
Identification
Directions: Using the order example provided before the item, select
the appropriate segment below to build an APA
reference. (5pts. each)
(Author. (Date) Title. Place of Publication. Publisher)

1. (2012) Fundamentals Success: A course review applying critical
thinking to test taking. Philadelphia, PA: F.A. Davis.Co. nugent, P.,
and Vitale, B.
(Author. (Date) Title. Place of Publication. Publisher)

2. New York, N.Y. (2012). McGrawHill. Morrison, T. Kiss, bow or shake
hands, sales and marketing: The essential cultural guide – from
presentations and promotions to communication and closing.
(Author. (Date.) Title. Place of Publication. Publisher)

3. Cybersecurity and critical infrastructure protection. Canadian
Security Intelligence Service. Retrieved from
http://www.csiss.scrs.gc.ca/prrts/nfrmtn/index-eng.asp(2014)
(Author. (Date.) Title. Place of Publication. Publisher)

4. Nobel Media AB. (2013). Albert Einstein – Biographical Retrieved
from
http://www.nobelprize.org./nobel_prizes/physics//laureates/1921/
einstein_bio.html
COMPETENCY: Compose an independent critique of a chosen

selection.
CODES: EN10WC-IIIg-14, EN10WC-IIIh-14, EN10WC-IIIi-14
Short Answer
Directions: Compose an independent critique of the article below
using rubrics.
90 | P a g e
Evolution of Media
We live in a world that is dominated by the advances of
technology that we hardly notice how it has influenced us, as well
as our culture. One major field where this is most evident is in
media. Media has grown and expanded in all forms, keeping us
updated with current events and news all over the world. The days
of the ‘postman’ and the ‘newspaper boy’ are gone. Various forms
of media, including the radio, television, computers and other
electronic gadgets, feature the most advanced technology that
enables a person to carry out an entire library of information in
one’s pocket. Indeed, we are endowed with the means by which
we could gain and utilize information, without breaking a sweat.
However, media has evolved not only in ways by which we could
gain and utilize information, but also in ways by which we create
information. This essay aims to resurface the basic yet fundamental
importance for questioning the impact of the evolution of media in
our present day and age.
Criteria:
 Content 50%
75 - 79 Needs
Improvement

COMPETENCY: Use the correct stage stance and behavior when
giving a roast and a toast and when paying tribute to
someone in a eulogy.
CODES: EN10OL-IIIa-3.8, EN10OL-IIIb-3.8
Multiple Choice
Directions: Watch the video clip on a toast/roast and answer the
questions below by encircling the letter of the best answer.
http.//www.youtube.com/watchTV;QRCC-7
1. A toast speech usually,

A. includes two elements
B. presents good wishes
C. describes one’s behavior and personality
D. gives details to support what you have said
91 | P a g e
2. I can also be,
A. short and concise
B. quiet long
C. indirect quotations
D. impractical details
3. When giving a toast speech, you need to consider this;

A. occasion
B. audience
C. descriptive words
D. speaker’s mood/tone
4. What to consider when delivering a toast?

A. present and drink to express support
B. doing what you need to express happiness
C. make short statements to ask for good wishes
D. mention occasion and the importance of the celebration
5. A toast can be done during _________.

A. Eulogy
B. Necrology
C. Debut party
D. Christmas party
COMPETENCY: Employ the appropriate prosodic features of speech.

CODE: EN10OL-IIIc-5
Essay
Directions: Make and deliver a roast speech to a close friend. Then
employ the appropriate prosodic features of speech.
CONTENTS VERBAL DELIVERY NON-VERBAL

50 % 25 % DELIVERY
25%
Grammar-15 % Articulation/Diction- Eye Contact- 5%

Polite expressions-15 % 10% Facial Expressions-
Message-20 % Paralinguistics-15% 5%
Posture-5 %
Gestures-5%
Movement-5%
92 | P a g e
COMPETENCY: Use polite expressions when giving a roast.
CODE: EN10OL-IIId-1.4
Multiple Choice
Directions: Answer the following questions. Write only the letter that
corresponds to your answer.
1. Which of the following expresses politeness?

A. You may follow me.
B. Hold your glass.
C. State your wish silently
D. Open it up
2. Which of the following details show support in what you have

you have said in a roast?
A. Can you call this speech? I think it’s not.
B. Let’s offer a toast as our support to them.
C. You do it right now, as I wish.
D. Don’t wait for anything, right?
3. Which line does express a toast to Mother earth?

A. “Grow old with me! The best is yet to be.”
B. “The last of life for which the first is made.”
C. “To every lovely lady bright, I wish a gallant peaceful.”
D. “Have Faith! Good things come to those who wait.”
4. What line is expressed politely?

A. I love Mother Earth.
B. She gave me life and hope.
C. I will protect her no matter what.
D. I like to see your bright smiles.
5. The following are examples of a toast except;

A. “Good Health”
B. “The Bride and Groom”
C. “Happy Birthday”
D. “Hi, Very Good”
COMPETENCY: Use the correct and appropriate language when

giving a toast or a tribute to someone and when
delivering welcome and closing remarks.
CODES: EN10OL-IIIe-3.9, EN10OL-IIIf-3.9
Essay
Directions: Make and deliver a toast speech in any occasion. Then
employ the appropriate prosodic features of speech.
93 | P a g e
50 % 25 % DELIVERY
25%
Posture-5 %
Gestures-5%
Movement-5%
COMPETENCY: Deliver special speeches like toast and roast

speeches, tributes, welcome and closing remarks,
speeches to introduce guest speakers/resource
persons etc. effectively in varied speech situations.
CODES: EN10OL-IIIg-1.10, EN10OL-IIIi-1.10
Essay
Directions: Make and deliver a tribute to a teacher who influenced
you the most. Then employ the appropriate prosodic
features of speech.

50 % 25 % DELIVERY
25%
Posture-5 %
Gestures-5%
Movement-5%
COMPETENCY: Produce the sounds of English correctly and

effectively.
CODE: EN10OL-IIIh-3.9
Pronunciation
Directions: Read the paragraph below and pick out at least five (5)
words which have diphthongs.(1 point each)
Speaking is a learnable skill, and when you are a great

speaker, you will go far no matter what your chosen profession is.
When I wrote the Go, Green, Initiative, I was neither an
environmentalist nor an educator. I was simply a parent concerned
about the fact that our population is increasingly at an alarming
rate, and the worlds’ natural resources are rapidly being depleted.
94 | P a g e
GRAMMAR
COMPETENCY: Use pronouns effectively.
CODE: EN10G-IIIa-31
Multiple Choice
Directions: Choose the correct case of pronouns from the given
options. Circle the letter of your answer.
1. His parents live in the village. He visited ____ often.

A. us
B. them
C. him
D. her
2. Her children are very hard-working. ____ is very proud of them.
A. she
B. he
C. they
D. we
3. I invited all my friends and _____ have all agreed to come.
A. he
B. she
C. they
D. we
4. The apple was overripe. We throw ____ away.
A. it
B. its
C. them
D. us
5. I have lost my keys. Did you see_____?
A. it
B. its
C. them
D. us
CODE: EN10G-IIIb-31
Multiple Choice
Directions: Complete the sentences with the correct Intensive Or
Reflexive Pronoun given in each item.
1. I fixed the leaking head gasket ___.

A. myself
B. itself
C. himself
D. herself
95 | P a g e
2. Fourteen tourists found ___ in an awkward situation when visiting
the ruins.
A. himself
B. themselves
C. myself
D. ourselves
3. Grabbing the microphone, John ___ spoke to the crowd.

A. itself
B. herself
C. himself
D. themselves
4. We were forced to ask ___ if this project should continue or be

scrapped.
A. themselves
B. ourselves
C. himself
D. herself
5. I know that you ___ will be responsible for fixing the damage.
A. ourselves
B. itself
C. yourself
D. myself
CODE: EN10G-IIIc-31
Directions: Write a paragraph using intensive and reflexive pronouns
about an experience of being treated unfairly. (5pts.)
CODE: EN10G-IIId-31
Identification
Directions: Underline the correct pronouns in the story below.
Last night I/me went out to play with a friend. We/us played
jump rope and chased spiders before the moon came out.
Mine/my mother came out to find me/my. When her/she found
I/me my mother told me/I it was time for bed. When I/me said
goodbye to my friend she told me us/we would play again
tomorrow.
Today, I/me ate ice cream and it was very tasty. After lunch,
we/us went to play in the park. There were swings, slides, and see-
saws. I/me and Jane went on the see-saw together. She/her
96 | P a g e
laughed loudly when us/we played. It was very fun. After a while
we/us went back with my mom, and her/she took us/we home
again.
COMPETENCY: Use structures of modification.

CODE: EN10G-IIIe-30
Multiple Choice
Directions: Identify the underlined structure of modification used in
each of the following sentences. Write the letter that
corresponds to the correct answer.
1. The golden-hearted people received some special recognition.

A. qualifier as adjective modifier
B. adverb as adjective modifier
C. adjective as adjective modifier
D. verb as adjective modifier
2. A well-motivated class responds the teacher actively.
A. adverb as adjective modifier
B. adverb as verb modifier
C. adverb as adverb modifier
D. adjective as adjective modifier
3. The baby is very cute.
A. qualifier as adjective modifier
B. adjective as adjective modifier
C. adverb as adjective modifier
4. The shadow rarely appeared.
A. adverb as verb modifier
B. qualifier as adjective modifier
C. adverb as adjective modifier
5. The sunlight was bright enough.
A. adjective as adjective modifier
B. noun as adjective modifier
C. qualifier as adjective modifier
D. adjective as adverb modifier
CODE: EN10G-IIIf-30
Matching Type
Directions: Match the structures of modifications at the left side with
the words or phrases at the right side by writing the letter
of the best answer.
97 | P a g e
Structures of Modifications Words/ Phrases
1. heavily guarded (C) A. author
2. icy cold (E) B. cloth
3. quite funny (D) C. mansion
4. sea green (B) D. speaker
5. widely famous (A) E. water
F. food
CODE: EN10G-IIIg-30
Essay
Directions: Write an essay about Causes and Effects of Bullying using
structures of modification. (10 pts.)
CODE: EN10G-IIIh-30
Directions: Write a paragraph about your chosen career using
structures of modifications in your sentences. (10 pts.)
CODE: EN10G-IIIi-30
Essay
Directions: Write an essay about proper garbage disposal using
structures of modification.(10 pts.)
***END OF THIRD QUARTER***
98 | P a g e
Subject : English
Grade Level : 10
Quarter : 4th
LEARNING CONTENT: Module 4: Rebuilding Our Societies
COMPETENCY: Use locational skills to gather information from primary
and secondary sources of information.
CODE: EN10SS-IVa-1.5
Multiple Choice
Directions: Identify the type of source in gathering information
described in each item. Choose and circle the letter of
your answer.
1. What kind of source of information is direct and firsthand

material?
A. primary
B. quarterly
C. secondary
D. tertiary
2. Which of the following is a primary source?

A. diary
B. encyclopedia
C. magazine
D. news paper
3. This is a secondary source of information which gives information

about something that has happened recently.
A. journal
B. letter
C. manuscript
D. newspaper
4. The following are reliable sources of information. Which of these is

the MOST reliable?
A. primary
B. secondary
C. diary
D. journal
99 | P a g e
5. Teacher Anna wants to gather comprehensive information about
history in connection to the topic in Mythology. What material will
Teacher Anna use?
A. artifact
B. dictionary
C. encyclopedia
D. manuscript
COMPETENCY: Get vital information from various websites on the

internet.
CODE: EN10SS-IVb-1.7
Identification
Directions: Using the different websites, surf the following topics in the
internet and give the main idea of each.
1. Advantages and disadvantages of the K12 program of DepEd

2. Reasons of declaring Martial Law in Mindanao by Pres. Duterte
3. Oplan Tokhang: Human Rights Violation or Not?
4. Effects of social media to millennials
5. Any showbiz news
COMPETENCY: Synthesize essential information about a chosen issue.

CODE: EN10SS-IVc-1.8
Identification
Directions: Read the two passages below then make a graphic
organizer for each containing the information indicated
below.
A. Environmental Issue : ___________________________________________

B. Supporting Details :_____________________________________________
___________________________________________________________________
___________________________________________________________________
The Environmental Management Bureau has confirmed what

everyone suspects: the air in Metro Manila is hazardous to one’s
health.
According to the EMB, 60 percent of the pollutants come
from motor vehicles; the rest from industrial plants.
At the same time, a biochemist at the University of the
Philippines has found that the soil in Metro Manila has toxic residues.
Working with samples gathered in all parts of the metropolis, he
isolated some substances that broke the chromosomes of test
animals – a sign that they may be cancer – causing.
These alarming reports should spur the Department of
100 | P a g e
Environment and Natural Resources (DENR) to immediate action.
The DENR should take the lead in proposing and implementing
measures that will reduce the pollution of the air, water, and soil to
acceptable levels.
- Reduce Pollution,
Experiencing Powerful
English Work text II
Chemical fertilizers enrich the soil and thus increase yields.

The truth is that they ruin instead of fertilize the soil.
Fertile soil, by definition, is one rich in humus. Now it is
precisely this humus that chemical fertilizers destroy by dissolving
the glue (humic acid) that binds the soil loosely. The result is that soil
particles become compact and they harden and become easy
prey to erosion when the heavy rains come.
Furthermore, fertilizers, being products of acid, acidify the soil
and lower its humus content, resulting in decline in productivity. In
the long run, yields decline as the land is degraded by chemicals.
- Land Pollution,
Experiencing Powerful
COMPETENCY: Distinguish facts from beliefs.

CODE: EN10RC-IVd-2.13
Multiple Choice
Directions: Analyze each statement/question below and then identify
whether the statement/question is a fact or belief. Write your
answer on the blank provided for.
1. I think your room is the messiest I have ever seen.

A. Fact B. Opinion
2. For me, the hardest thing to learn in school is Science.

A. Fact B. Opinion
3. John Marshall was the most intelligent Chief Justice in the United
States.
A. Fact B. Opinion
4. George Washington was the first President of the United States.

A. Fact B. Opinion
5. In the early 1800s, the United States negotiated treaties with

European nations to settle boundary disputes.
A. Fact B. Opinion
101 | P a g e
COMPETENCY: Evaluate the accuracy of given information.
CODE: EN10RC-IVe-15.1
Identification
Directions: Read the paragraph below then analyze the statement
given below whether accurate or not. Put a check mark /
if the statement is accurate and mark X if the statements is
not accurate.
The Battle of Agincourt was fought in Agincourt, France on

October 25, 1415. Henry V, the king of England, felt he had
legitimate claims to lands that had been lost to the French during
the previous century. When the armies met, the French
outnumbered the British – some say by as many as 200,000 men.
Many of the French were on horseback. The British troops were foot
soldiers and archers.
Henry was not seeking a battle. His men were tired and sick.
However, the soggy battlefield wedged between two large stands
of trees, left little room for the mounted French knights to
maneuver.
At the close of the battle, the dead or wounded British
numbered in the hundreds. The French were said to have buried
nearly 6,000 of their troops that day. The British were clearly the
victors.
/ ___1. Henry V, the king of France, felt he had legitimate claims to

lands that had been lost to the French during the previous
century.
x ___2. The British outnumbered the French by as many as 200,000

men.
/ ___3. The soggy battlefield wedged between two large stands of

trees, left little room for the mounted French knights to
maneuver.
/ ___4. At the close of the battle, the dead or wounded British

numbered in the hundreds.
x ___5. The French had finally won the battle.
COMPETENCY: Draw conclusions from the set of details.

CODES: EN10RC-IVf-2.12, EN10RC-IVg-2.12
Multiple Choice
Directions: Check your understanding on the following points by
answering the questions below.
102 | P a g e
What Did She Learn From Her Father?
I heard my father make people laugh and think, but I also
heard him, bone-tired, tell the same joke twice in one speech. I
heard people come up to him in adulation, but I also heard the
man who threw the campaign literature back at me: “I wouldn’t
vote for him if he was the last man on earth.” I saw him elated and
exhausted. I also saw him in defeat.
In 1956, before there were exit polls and television, my sister
and I were able to read precincts and do our own projections as
quickly as any computer. We knew early in the evening that my
father would ride Adlai Stevenson’s coattails to a loss. But we hang
in there together at the “victory celebration” that ran away past
midnight.
The next morning, defeated and deeply in debt, my father
put on his suit and his tie and his optimism and went to the office.
It was his last gesture that was imprinted on my psyche more
than perhaps any other. I learned from my father, the candidate,
that this is what you do; this is what a grown-up does. When life
disappoints you, when the world takes a whack at you, you still get
up, get dressed, and go back to work.
- Ellen Goodman, “When Politics Is a Family Business”.
1. Which lesson can best be learned by the author from her father?
A. Vote wisely.
B. Always inject jokes when giving speech.
C. Always support a politician in the family.
D. Life has to go on despites the disappointments.
2. Which disposition concludes the child’s feelings towards her

father?
A. happy
B. embarrassed
C. indifferent
D. proud
3. What is the father’s reason in telling “the same joke twice in one
speech”?
A. He wasn’t a very good speaker.
B. The audience didn’t hear it the first time.
C. He was so tired he forgot he had already told it.
D. He was distracted by a man throwing campaign literature.
103 | P a g e
4. Why did the father go back to work the day after his defeat in his
candidacy?
A. He wants to hide his feelings of distress from the public.
B. He wanted to show that he has recovered instantly after he
failed.
C. He does not give room for loneliness in his heart.
D. His profession is more important than politics.
5. Based on the passage, which of the following sayings the writer

would probably agree.
A. Every cloud has a silver lining.
B. Action speaks louder than words.
C. Politics make strange bedfellows.
D. Winning isn’t the best thing; it’s only a thing.
COMPETENCY: Point out relationships among statements.

CODE: EN10SS-IVh-1.8.1
Identification
Directions: Read the selection below and identify at least 5
statements with cohesive devices and point out their
relationships.
A Way Out
It may sound as if the situation is hopeless for developing
countries ever to have a competitive edge in global trade – but
perhaps not. East Asia, for example has found far more economic
success than Africa has. The key to success seems to lie in each
government’s economic policy. Malaysia, Indonesia, and Thailand
have the same tropical climate as many African countries, but their
economies – unlike those of Africa – are growing fast. The reason?
Their governments have created an economic climate in which
people can move from agriculture to manufacturing. Geography is
not the terrible obstacle to manufacturing that it is to farming. To
help new entrepreneurs, these governments pay careful attention
to areas such as infrastructure (harbors, railroads and so on) and
telecommunication. In other countries, such as India, information
technology is driving the economy in some cities. Computer
technology doesn’t depend on geography, but it does require
educated workers. Therefore, education must be a priority. In
addition, governments of developing countries must work with
developed countries and persuade them to drop protectionist
policies. Clearly, it is possible for government policy to prepare a
path out of poverty in even landlocked, tropical countries.
104 | P a g e
COMPETENCY: Distinguish between general and specific statements.
CODE: EN10RC-IVi-10.2
Identification
Directions: Read the paragraph and distinguish the general from
specific statements. Write G on the blank if the statement is
General and S if it is specific.
A Glimpse of the Future

What will life be 50 years from now? What changes can we
expect to have taken place?
Here are a few glimpses of what the future holds:
Scientists have figured out that the human genetic code will
allow many genetic defects to be repaired before baby is born.
The life expectancy at least in developed countries will be
100 years or more because researchers are expected to have
found cures for many diseases including AIDS and cancer.
Development in engineering will make it possible for a bridge
to be built across the Strait of Gibraltar.
Overpopulation will become a tremendous problem. By the
year 2050, demographers expect the world population to have
doubled.
Many people will be living and traveling in space. Within 50
years, thousands of people are expected to be working in space
colonies.
S ___1. Scientists have figured out that the human genetic code will
allow many genetic defects to be repaired before baby is born.
G ___2. Development in engineering will make it possible for a bridge
to be built across the Strait of Gibraltar.
S ___3. Overpopulation will become a tremendous problem.
S ___4. By the year 2050, demographers expect the world population
to have doubled.
G ___5. Many people will be living and traveling in space.
COMPETENCY: Listen to simplify, reorganize, synthesize and evaluate
information to expand, review or update knowledge.
CODE: EN10LC-IVa-16
Directions: Listen as your teacher reads a selection entitled
“Worldwide Changes,” then do the given task. (5 pts.)
105 | P a g e
Worldwide Changes
El Niño is a warming of tropical waters along the Pacific
Ocean equator that affect the weather patterns around the world.
It happens quasi-periodically two to seven years.
El Niño, when pronounced and persistent, results in rainfall
and temperature anomalies over certain areas of the globe. El
Niño occurs when the Pacific trade winds that normally blow east
to west begin to diminish and sometimes even reverse. Without
these trade winds, warm tropical water from the South Pacific
creeps toward South America, raising ocean temperatures near
Peru by as much as seven degrees. As these normally chilly waters
heat up, masses of warm air soar into the atmosphere and alter
weather patterns globally.
Scientists who are tracking this event say that the El Niño
this season will be the “climatic event of the century”. This El Niño is
affecting portions of Chile, normally one of the driest areas in the
world, with torrential rains. Snowstorms and heavy rains have
blanketed the Peruvian Andes, causing flooding and mudslides.
Drought conditions now exist in Indonesia and eastern Australia
and are expected in Northeast Brazil, southern eastern Africa and
the west Pacific. The west coast of North America will have more
rain and snow, and the number of extremes will be reduced in the
Atlantic.
Aside from the weather, El Niño will also affect the global
economy: droughts will decrease crop yields, causing prices to rise,
and starvation. Fish migrations will reduce marine life and hinder
those dependent on its ecosystem for their livelihood.
 Write a 6-sentence paragraph about El Nino and its effect on

the worldwide changes.
COMPETENCY: Get different viewpoints on various local and global

issues.
CODES: EN10LC-IVb-3.18, EN10LC-IVc-3.18
Identification
Directions: Get the different viewpoints (advantages and
disadvantages) of the K12 Curriculum in the Philippines.
(10pts.)
https://www.youtube.com/watch?v=B1hhHDBk4kY
106 | P a g e
COMPETENCY: Distinguish the important points from less important
ones in any listening text.
CODES: EN10LC-IVb-16.1, EN10LC-IVc-16.1
Identification
Directions: After listening to the voice clip about the K12 Curriculum in
the Philippines, distinguish the important points from less
important points by making an outline.
Important Points Less Important Points

1. 1.
2. 2.
3. 3.
COMPETENCY: Summarize important points discussed in the text

listened to.
CODES: EN10LC-IVd-3.14, EN10LC-IVi-3.14
Short Answer
Directions: Recall the voice clip about the K12 Curriculum in the
Philippines that you have listened to and answer the
questions below.
1. What is the voice clip about?

2. Identify the advantages and disadvantages given in the voice
clip.
3. Give your comment/suggestion about this.
COMPETENCY: React intelligently and creatively to the text listened to.

CODE: EN10LC-IVe-2.9
Panel Discussion
Directions: React intelligently and creatively to voice clip about the
K12 Curriculum in the Philippines in a form of panel
discussion, debate, symposium or talk show. (25 points)
COMPETENCY: Raise questions and seek clarifications on issues

discussed in the text listened to.
CODE: EN10LC-IVf-3.2
Oral
Directions: Raise at least three (3) questions and seek clarifications
after listening to the voice clip about the K12 Curriculum in
the Philippines.
107 | P a g e
COMPETENCY: React to the falsity or soundness of the argument.
CODE: EN10LC-IVg-16.2
Oral
Directions: Listen attentively as your teacher plays a record where the
students give their perception on the issue about having
children or not. Make a short reaction about the validity and
soundness of his argument.
http://www.buowl.buon.edu.tr./teachers/sample/%20student%20essa
ys/children2against.htm
COMPETENCY: Show appreciation for songs, poems, plays, etc.

CODE: EN10LC-IVh-14.3
Drawing
Directions: Listen to the song “The Greatest Love of All” by Whitney
Houston. It relates to the lesson’s theme “Rebuilding Our
Societies”. Show your appreciation to the song through
painting a picture or choosing and describing the object
that would best symbolize the role of children in rebuilding
societies where they live.
https://www.youtube.com/watch?v=IYzlVDlE72w
Greatest Love Of All

Whitney Houston
I believe the children are our future

Teach them well and let them lead the way
Show them all the beauty they possess inside
Give them a sense of pride to make it easier
Let the children's laughter remind us how we used to be
Everybody's searching for a hero

People need someone to look up to
I never found anyone who fulfilled my needs
A lonely place to be
And so I learned to depend on me
[Chorus:]
I decided long ago, never to walk in anyone's shadows
If I fail, if I succeed
At least I'll live as I believe
No matter what they take from me
They can't take away my dignity
Because the greatest love of all
Is happening to me
108 | P a g e
I found the greatest love of all
Inside of me
The greatest love of all
Is easy to achieve
Learning to love yourself
It is the greatest love of all
I believe the children are our future

Teach them well and let them lead the way
Show them all the beauty they possess inside
Give them a sense of pride to make it easier
Let the children's laughter remind us how we used to be
[Chorus]
And if, by chance, that special place
That you've been dreaming of
Leads you to a lonely place
Find your strength in love
COMPETENCY: Describe emotional appeal of a listening text.

CODE: EN10LC-IVh-6.5
Oral
Directions: Listen attentively as your teacher plays a record about
someone who in favors having children. Describe the
emotional appeal used by the speaker in connecting to his
listeners. (5 pts.)
http://www.buowl.buon.edu.tr./teachers/sample/%20student%20essa
ys/children1for.htm
COMPETENCY: Compare and contrast the contents of the materials
viewed with outside sources of information in terms of
accessibility and effectiveness.
CODES: EN10VC-IVa-15, EN10VC-IVb-15, EN10VC-IVg-15
Diagraming
Directions: Using the Venn diagram, compare and contrast the
movies E.T. and Frozen in terms of its content and
effectiveness. (5 pts.)
http://www.imdb.com/title/tt0083866/mediaviewer/rm1993282560
(E.T.)
https://www.youtube.com/watch?v=hM6mFRtsM-4 (Frozen)
109 | P a g e
E.T. Frozen
COMPETENCY: Appraise the unity of plot, setting and characterization

in a material viewed to achieve the writer’s purpose.
CODES: EN10VC-IVc-29, EN10VC-IVd-29, EN10VC-IVh-29
Short Answer
Directions: Watch the music video of Michael Jackson entitled, “Man
in the Mirror” and answer the questions below.
https://www.youtube.com/watch?v=PivWY9wn5ps
1. Give at least 2 phrases from the lyrics that describe the setting.
2. What is the writer’s purpose in his composition?
3. Does the setting contribute to achieve the writer’s purpose?
Explain.
4. How did characterization give life to the contents?
5. If you will evaluate the title, would you still choose “The Man in
the Mirror”? Why? If not, what title would you suggest? Explain.
COMPETENCY: Assess one’s viewing behaviour.

CODES: EN10VC-IVe-30, EN10VC-IVi-30
Identification
Directions: Watch carefully the short video clips. Observe and assess
the behavior of your partner while watching the two videos.
 Ilustrado (Rizal’s Execution):

https://www.youtube.com/watch?v=2O1dOKwrA50
 Captain America First Shield Fight:
https://www.youtube.com/watch?v=4UB-sVxIccM
Ilustrado ( Rizal’s Execution) Captain America

(First Shield Fight)
110 | P a g e
COMPETENCY: Evaluate how the elements that make up reality and
fantasy affect viewing habit.
CODES: EN10VC-IVf-6.1, EN10VC-IVi-6.1
Oral
Directions: After watching the short movie clips, evaluate how the
elements that make up reality and fantasy affect viewing
habit. (5 pts. each)
 Ilustrado(Rizal’s Execution):
https://www.youtube.com/watch?v=2O1dOKwrA50
 Captain America First Shield Fight:

https://www.youtube.com/watch?v=4UB-sVxIccM
COMPETENCY: Get familiar with technical terms used in research.
CODES: EN10V-IVa-30, EN10V-IVb-30, EN10V-IVc-30, EN10V-IVd-30,
EN10V-IVe-30, EN10V-IVf-30, EN10V-IVg-30, EN10V-IVh-30,
EN10V-IVi-30
Matching Type
Directions: Match the definitions in column A with the corresponding
words about research in Column B. Write the letter of your
answer on the space provided before the number.
COLUMN A COLUMN B
E1. Articulate what you intend to find out A. body
or achieve in the study. B. conclusion
F2. Discuss the relevance of the study to C. literature review
your intended audience. D. methodology
A3. Contains the substantial amount of E. objectives of the
information that needs to be clearly study
and accurately presented and F. significance of the
analyzed. study
B 4. Bringing home the highlights of the
research paper. It provides readers
with recommendations that can be
explored concerning the topic.
C 5. Discuss previous studies done on the
chosen topic. This tells how your
research relates to theses previous
researches.
111 | P a g e
LITERATURE
COMPETENCY: Explain how elements specific to a genre contribute to
the theme of a particular literary selection.
CODES: EN10LT-IVa-2.2, EN10LT-IVb-2.2
Short Answer
Directions: Read thoroughly the poem below. Answer the
comprehension questions.
SONNET XVIII
William Shakespeare
Shall I compare thee to a summer's day?

Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed:
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wander'st in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee
1. Pick a line from the poem that uses a literary device and explain
how it is being used.
2. What is the tone and mood of the poem?
3. Compare the theme of the poem to the theme of the song
“Beautiful in My Eyes” by Joshua Kadison.
Beautiful in My Eyes
Joshua Kadison
You're my piece of mind,

in this crazy world.
Your're everything I've tried to find,
your love is a pearl.
You're my Mona Lisa, you're my rainbow skies,
and my only prayer, is that you realize,
you'll always be beautiful, in my eyes.
The world will turn,
112 | P a g e
and the seasons will change.
And all the lessons we will learn,
will be beautiful and strange.
We'll have our fill of tears, our share of sighs.
My only prayer, is that you realize.
You'll always be beautiful, in my eyes.
You will always be, beautiful in my eyes.
And the passing years will show,
that you will always grow,
evermore beautiful, in my eyes.
And there are lines upon my face,
from a lifetime of smiles.
But when the time comes to embrace.
for one long last while.
We can laugh about it, how time really flies.
We won't say goodbye, 'cause true-love never dies.
You'll always be beautiful, in my eyes.
You will always be, beautiful in my eyes.
And the passing years will show,
The passing years will show,
4. Cite a line in the poem which shows conflict. Explain.

5. How did the author achieve his purpose in writing the poem?

CODE: EN10LT-IVa-2.2.1
Identification
Directions: Read the poem, “My Heart Leaps Up When I Behold” by
William Wordsworth and choose at least 3 phrases or lines
which contain sensory images.
My Heart Leaps Up When I Behold

William Wordsworth

Or let me die!
113 | P a g e
The Child is the father of the Man;
I could wish my days to be
1._______________________________ (my heart leaps up)

2._______________________________ (rainbow in the sky)
3._______________________________ (The Child is the father of the Man)

CODE: EN10LT-IVb-2.2.2
Short Answer
Bloom
Anna Voulker
I want to tell you

about the sunflower I found
on the sidewalk yesterday.
It is wilting and curled
and gorgeous and knows it
I want to ask like that,

never forgetting my own beauty,
never forgetting how to say bloom.
1. What is the figurative language used in the third and fourth line
in the first stanza?
2. Elaborate the meaning of the line, “I want to age like that” in
the first line of the second stanza.
3. What is the tone of the speaker?
4. How is the transition of ‘age” presented in the poem?
5. Why is the sunflower used as the symbolism in the poem?

the author.
CODE: EN10LT-IVc-2.2.3
Short Answer
114 | P a g e
The Soldier
Rupert Brooke
If I should die, think only this of me:

That there’s some corner of a foreign field
That is forever England. There shall be
In that rich earth a richer dust concealed;
A dust whom England bore, shaped, made aware,
Gave, once, her flowers to love, her ways to roam,
A body of England’s, breathing English air,
Washed by the rivers, blest by suns of home.
And think, this heart, all evil shed away,
A pulse in the eternal mind, no less
Gives somewhere back the thoughts by England given;
Her sights and sounds; dreams happy as her day,
And laughter, learnt of friends; and gentleness,
In hearts at peace, under an English heaven.
1. How does the narrator present his views on dying for his
country?
2. What are the connotations of the phrase ‘sums of home”?
3. How is parallelism being used in the poem?
4. Cite some examples of strong imagery in the poem.
5. What is the author’s purpose in writing the poem? To whom did
he dedicate the poem?

CODES: EN10LT-IVd-2.3, EN10LT-IVh-2.3
Diagraming
Directions: Read thoroughly the selections below. Using the Venn
diagram, draw similarities and differences of the poem, the
Soldier by Rupert Brooke and the short story, A Little Boy’s
Selfless Love in terms of its theme.
A Little Boy's Selfless Love

Clueless
Many years ago, when I worked as a volunteer at a

hospital, I got to know a lovely little girl named Liz who was suffering
from a rare life threatening disease. Her only chance of recovery
appeared to be a blood transfusion from her 5-year-old brother,
who had somehow survived the same disease and had developed
the antibodies needed to combat the illness.
115 | P a g e
The doctor explained the situation to her little brother,
and asked the little boy if he would be willing to give his blood to his
sister. I saw him hesitate for only a moment before taking a deep
breath and saying, "Yes, I'll do it if it will save her."
As the transfusion progressed, he lay in bed next to his

sister and smiled, as we all did, seeing the color returning to her
cheeks. Then his face grew pale and his smile faded. He looked up
at the doctor and asked with a trembling voice, "Will I start to die
right away?"
Being young, the little boy had misunderstood the

doctor; he thought he was going to have to give his sister all of his
blood in order to save her.
The Soldier
Rupert Brooke
If I should die, think only this of me:

That there’s some corner of a foreign field
That is forever England. There shall be
In that rich earth a richer dust concealed;
A dust whom England bore, shaped, made aware,
Gave, once, her flowers to love, her ways to roam,
A body of England’s, breathing English air,
Washed by the rivers, blest by suns of home.
And think, this heart, all evil shed away,
A pulse in the eternal mind, no less
Gives somewhere back the thoughts by England given;
Her sights and sounds; dreams happy as her day,
And laughter, learnt of friends; and gentleness,
In hearts at peace, under an English heaven.
A Boy’s The Soldier

Selfless Love
116 | P a g e
COMPETENCY: Evaluate literature as an instrument to express and
resolve conflicts within, between, and among
societies.
CODES: EN10LT-IVe-21, EN10LT-IVi-21
Short Answer
Directions: Read the short story, The Frog Prince, and answer the
questions below.
The Frog Prince

The story begins when the princess loses her golden ball in
the pond. The frog offers to help the princess in return for her
friendship, and the princess agrees. But after the princess gets her
golden ball, she runs back to the castle without the frog. Later, the
frog appears at the castle, and expects to sit and eat with the
princess. She doesn’t like the idea, but her father, the king, says she
must keep her promise to the frog. After the meal, the frog asks to
sleep next to the princess. The idea repulses the princess, but once
again, the king makes his daughter live up to her word. However,
when they are up in the princesses’ room, she is so disgusted with
the idea of having the frog sleep in her bed that she violently
throws the frog against the bedroom wall. With that, the frog turns
into a prince and reveals that he has been under a witch’s spell. In
the end, the prince and the princess marry and ride a carriage
back to the prince’s kingdom. The carriage is driven by the prince’s
servant, Iron Henry, who had bars put around his breaking heart
when his master was put under the witch’s spell. The bands break
apart because Henry is so happy to have his master return. Henry’s
loyalty is quite different from the princess’s selfishness. But
eventually the king teaches her how important it is to always keep
your word, even when you don’t really want to.
1. What is the problem faced by the prince in the story?

2. What circumstance leads him to be free from the witch’s spell?
3. How would you characterize the princess?
4. Is the literary selection effective in helping people resolve
conflicts? Why?
COMPETENCY: Explain how the elements specific to a selection build

its theme.
CODE: EN10LT-IVf-14.2
Short Answer
Directions: Read the short story, The Frog Prince, and answer the
questions below.
117 | P a g e
The Frog Prince
The story begins when the princess loses her golden ball in
the pond. The frog offers to help the princess in return for her
friendship, and the princess agrees. But after the princess gets her
golden ball, she runs back to the castle without the frog. Later, the
frog appears at the castle, and expects to sit and eat with the
princess. She doesn’t like the idea, but her father, the king, says she
must keep her promise to the frog. After the meal, the frog asks to
sleep next to the princess. The idea repulses the princess, but once
again, the king makes his daughter live up to her word. However,
when they are up in the princesses’ room, she is so disgusted with
the idea of having the frog sleep in her bed that she violently
throws the frog against the bedroom wall. With that, the frog turns
into a prince and reveals that he has been under a witch’s spell. In
the end, the prince and the princess marry and ride a carriage
back to the prince’s kingdom. The carriage is driven by the prince’s
servant, Iron Henry, who had bars put around his breaking heart
when his master was put under the witch’s spell. The bands break
apart because Henry is so happy to have his master return. Henry’s
loyalty is quite different from the princess’s selfishness. But
eventually the king teaches her how important it is to always keep
your word, even when you don’t really want to.
1. What is the moral lesson of the story?

2. Falling action is one of the elements of a plot that shows how the
character starts to resolve conflicts. What events of the story
could have been stated to clearly emphasize the falling action?
3. What situation would you suggest to help the reader understand
why the witch cast a spell on the prince?
4. What is the theme of the story?
5. How do character and plot help build the theme of this story?

CODE: EN10LT-IVg-3
Short Answer
Directions: Read the poem, “Desiderata” by Max Ehrmann and
answer the questions below.
Desiderata
Max Ehrmann
Go placidly amid the noise and haste,

and remember what peace there may be in silence.
118 | P a g e
As far as possible without surrender
be on good terms with all persons.
Speak your truth quietly and clearly;
and listen to others,
even the dull and the ignorant;
they too have their story.
Avoid loud and aggressive persons,

they are vexations to the spirit.
If you compare yourself with others,
you may become vain and bitter;
for always there will be greater and lesser persons than
yourself.
Enjoy your achievements as well as your plans.
Keep interested in your own career, however humble;

it is a real possession in the changing fortunes of time.
Exercise caution in your business affairs;
for the world is full of trickery.
But let this not blind you to what virtue there is;
many persons strive for high ideals;
and everywhere life is full of heroism.
Be yourself.
Especially, do not feign affection.
Neither be cynical about love;
for in the face of all aridity and disenchantment
it is as perennial as the grass.
Take kindly the counsel of the years,

gracefully surrendering the things of youth.
Nurture strength of spirit to shield you in sudden
misfortune.
But do not distress yourself with dark imaginings.
Many fears are born of fatigue and loneliness.
Beyond a wholesome discipline,
be gentle with yourself.
You are a child of the universe,

no less than the trees and the stars;
you have a right to be here.
And whether or not it is clear to you,
no doubt the universe is unfolding as it should.
Therefore be at peace with God,

119 | P a g e
whatever you conceive Him to be,
and whatever your labors and aspirations,
in the noisy confusion of life keep peace with your soul.
With all its sham, drudgery, and broken dreams,

it is still a beautiful world.
Be cheerful.
Strive to be happy.
1. What is the poem about?
2. What does the poem reveal about life?
3. Cite a line from the poem that reflects your life.
4. How does the setting help the readers understand the life of the
author?
5. How does the writer been influenced by his culture and

environment in writing this poem? How about yours?
Explain/discuss.

coherence.
CODES: EN10WC-IVa-14.1.1, EN10WC-IVf-14.1.1
Multiple Choice and Journal Writing
Directions: Recall the principles of coherent writing and write the letter
of the correct answer on the blanks.
__1. A writer can achieve coherence in writing when he or she ____.

A. blends ideas smoothly
B. expresses his thoughts freely
C. chooses words appropriately
D. is able to elaborate all facts and details
__2. Which of the following is the main purpose in repeating a key

term or phrase?
A. Guide the readers to the writer’s train of thoughts
B. Help the reader stay focused on the idea being discussed
C. Make clear reference to something previously mentioned
D. Help the writer focus on his or her ideas and to keep the
readers on track
120 | P a g e
__3. Which of these statements expresses the importance of using
transitional words in coherent writing?
readers on track
__4. What is the main purpose of using pronouns?

readers on track
__5. Synonyms are best used for what specific reason?

A. Express word choices that stirs the reader’s imagination
B. Provide variety of words that adds meaning to the
composition
C. Provide vocabulary of words with opposite meaning for
emphasis
D. Give more words and create vivid descriptions of images in
a paragraph
6-10. Write a 100-word reflective journal and be able to expand your

ideas using the principles of cohesion.
COMPETENCY: Use a variety of informative and argumentative writing

techniques.
CODE: EN10WC-IVb-14.1.2
Identification
Directions: Identify what kind of writing technique is used in each
paragraph.
1. INFORMATIVE Writing Technique
The goal of ASEAN, then, is to create, not to destroy. This, The

Foreign Minister of Thailand, Thanat Khoman, stressed when it was his
turn to speak. At a time when the Vietnam conflict was raging and
American forces seemed forever entrenched in Indochina, he had
foreseen their eventual withdrawal from the area and had
accordingly applied himself to adjusting Thailand’s foreign policy to
a reality that would only become apparent more than half a
decade later. He must have had that in mind when , on that
occasion, he said that the countries of Southeast Asia had no
121 | P a g e
choice but to adjust to the exigencies of the time, to move toward
closer cooperation and even integration.
2. ARGUMENTATIVE Writing Technique
Those of us who see ourselves as global citizens are not

abandoning other identities, such as allegiances to our countries,
ethnicities, and political beliefs. These traditional entities give
meaning to our lives and will continue to help shape who we are.
However, as a result of living in a globalized world, we understand
that we have an added layer of responsibility; we also are
responsible for being members of a worldwide community of people
who share the same global identity that we have. We may not yet
fully awakened to this new layer of responsibility, but it is there
waiting to be grasped. The major challenge that we face in the new
millennium is to embrace our global way of being and build a
sustainable values-based community.
3. ARGUMENTATIVE Writing Technique
If a child on the street who has nothing, is willing to share, why are
we who have everything still so greedy? I can’t stop thinking that
these children are my age, that it makes a tremendous difference
where you are born, that I could be one of those children living in
Favellas of Rio; I could be a child starving in Somalia; a victim of war
in the Middle East or a beggar in India. I’m only a child yet I know if
all the money spent on ending poverty and finding environmental
answers, what a wonderful place this earth would be! My father
always says, “You are what you do, not what you say.” I challenge
you; please make your actions reflect your words.
4-5. Compose a four-line statement against cigarette smoking. You

may use informative, persuasive or argumentative approach.
COMPETENCY: Acknowledge sources by preparing a bibliography.

CODES: EN10WC-IVc-1.6.3, EN10SS-IVg-14.1.2
Identification
Directions: Below are examples of references following the APA style.
Write it correctly by observing capitalization, spelling and
punctuation marks to make a bibliography.
1. Allen, T. (1974). Vanishing Wildlife of north america. washington,

d.c. : National Geographic Society.
2. Meriam-Webster’s Colegiate Dictionary (10th ed.) (1993).
Springfields, MA: Meriam-Webster
122 | P a g e
3. Kallete,D. 1986, July 21. California town counts town to big
quake. USA Today 9 p A1.
4. Devitt, T, (2001, August 2). Lightning injures four at music festival.

the why? Files. Retrieved January 23, 2002.
5. Henry, W.A.,III. (1990 April 9) Making the grade in today’s schools

Time, 135, 28-31.
COMPETENCY: Use a variety of informative, persuasive, and

argumentative writing techniques.
CODE: EN10WC-IVf-14.1.2
Essay
Directions: Choose among the kinds of essays listed below. By using its
writing techniques, write a short composition on your stand
about the declaration of Martial Law by Pres. Duterte in
Mindanao. (10pts.)
Informative Persuasive Argumentative
COMPETENCY: Use writing conventions to acknowledge sources.

CODE: EN10SS-IVg-1.6.4
Short Answer
Directions: Recall the principles in writing which concerns the writer’s
intellectual property rights and write your reasons on the
second column which tells if a citation is needed in the
different types of information.
Type of Information Is Citation Needed?

1. “The very long horizontal shape of this Yes.________________
picture is an effort to give a sensation of ________________
great lateral extent.”
2. The Gothic windows in the background Yes.________________
indicate that in the couple’s house the ________________
values of Christianity are fostered and
taught.
3. Almost all American cities would Yes.________________
eventually suffer overcrowding, housing ________________
shortages, slums, unemployment…
pollution, and lack of recreational
facilities.
4. Wood emphasized the harmonious No.________________
relationship between man and the land. _________________
123 | P a g e
No.________________
5. The stock market crashed in 1929.
_________________
COMPETENCY: Compose a research report on a relevant social issue.

CODES: EN10SS-IVe-2.3, EN10SS-IVh-2.3
Writing and Composition
Directions: Compose a research report on a relevant social issue by
following the basic parts in writing for it. Take note of what
you need to accomplish in order to achieve your target
score.
Criteria:
 Content 50%
75 - 79 Needs
Improvement

coherence.
CODE: EN10SS-IVi-2.3
Multiple Choice and Composition
Directions: Below are concepts about making a research paper.
Write the letter of the correct answer to the questions
below.
C1. Which of these questions guide the researchers in validating his or

her proposal?
A. Is the thesis clear?
B. Are sources given proper citation?
C. Does the conclusion tie everything together?
D. Are ideas organized in a logical and coherent manner?
B2. Which of these questions require facts and details from different
references and acknowledge author’s intellectual property?
A. Is the thesis clear?
B. Are sources given proper citation?
C. Does the conclusion tie everything together?
D. Are ideas organized in a logical and coherent manner?
124 | P a g e
D3. Which criteria require clear and thorough development of topic
and excellent transitions between paragraphs?
A. Proficient
B. Reliable
C. Relevant
D. Well – organized
A4. Which step or procedure is not preferable in writing a research

introduction?
A. Outline the findings of the research.
B. Discuss the significance of the research and literature review.
C. Think of a device that will get the attention and interest of
the audience.
D. Highlight the significance of the research by relating the
topic to the audience.
C5. At which part of the research paper did the researcher need to
highlight his or her call to action?
A. Abstract
B. Body
C. Conclusion
D. Introduction
6-10. Choose one of these particular relevant social issues and

compose a thesis statement about it.
 Abortion  Human Trafficking

 Child Abuse / Sexual Abuse  Press Freedom
 Drugs/ Smoking  Pollution

COMPETENCY: Use appropriate language when delivering campaign
speeches.
CODE: EN10OL-IVa-3.9
Multiple Choice
Directions: Write the letter of the correct answer on the blank before
the number.
__1. Which is true about writing an introduction for a research

questionnaire?
A. It should engage the target audience.
B. It should not explain more about the questionnaire.
C. It tells the researcher’s personal life.
D. It tells how much time they have in administering
questionnaire.
125 | P a g e
__2. What is the main importance of using open-ended question in a
questionnaire?
A. It keeps the respondents choose options stated.
B. It gives the response expected by the researcher.
C. It saves the respondent’s time in finalizing their responses.
D. It requires writing out their answers and including some
detail.
__3. Which type of question makes qualification of response easier?

A. closed question
B. open-ended question
C. rhetorical question
D. hypothetical question
__4. Which of these is the main reason for figuring out what
information to gather from the survey?
A. have a variety of questions in a survey
B. get more answers needed in the research study
C. give more options for the different respondents
D. include questions that will address the objectives
__5. Which of the following steps in developing a research

questionnaire makes it easy for the respondents to finish
answering the survey without skipping around too much?
A. Add a little variety to your questions.
B. Write an introduction for your questionnaire.
C. Order your questions in a way that is meaningful and easy to
follow.
D. Put the more important questions at the beginning of your
questionnaire.
COMPETENCY: Show courtesy and politeness when delivering

campaign speeches.
CODE: EN10OL-IVb-3.8.1
Writing and Composition
Directions: The school will elect new set of SSG Officers for the next
school year. Form a party consisting of all candidates from
president to representatives. Those who do not belong to
any party will choose any position as an independent
candidate. Compose a campaign speech with at least
250 words considering the rubrics below.
126 | P a g e
50 % 25 % DELIVERY
25%
Polite expressions-15 10% Facial Expressions-
% Paralinguistics-15% 5%
Message-20 % Posture-5 %
Gestures-5%
Movement-5%
COMPETENCY: Demonstrate the appropriate stage stance and

behaviour when persuading others in a campaign
speech.
CODE: EN10OL-IVc-3.8
Oral Fluency
Directions: Here is a sample campaign speech for presidency from
teens.lovetoknow.com. Read carefully and demonstrate the
appropriate stage stance and behaviour to persuade
people.
Hello, my name is John Doe and I’m a junior. I’m not the type
of student who will lead a senior prank or skip class with you, but
that probably isn’t what you want in a class with you, but that
probably isn’t what you want in a class president anyway. What I
do offer is steadfastness, hard work and the ability to work with
others even during difficult circumstances while still keeping a sense
of humor.
Last year, when the cafeteria stopped serving the salad bar, I
was able to get it reinstated by starting a petition, having many of
you sign it and taking it to Principal Smith. Because we worked
together, we were able to bring the salad bar back, and now it’s
better than ever.
During the last three years in this school, I’ve been involved in
many activities. I’ve played basketball, spent a short time in the
school band, worked on various committees and helped tutor
students after school. Last year I was adopted into the National
Honor Society and started an after school club for airplane
enthusiasts that meets once a week.
As your student council president, I vow to end all homework.
Just kidding. I can’t do that, but what I can do is be your voice with
the school administration and work to make this the best year our
school has ever had. I will introduce ideas for events, such as a
weekly sock hop after high school basketball games and we’ll work
together to help the community through volunteer work and
127 | P a g e
showing them just how dedicated the students are.
I would appreciate your vote for president. If elected, I will
continue to fight for the things that are important to students, no
matter how big or small they might be. Let’s work together to make
our stamp on this community and on the world.
COMPETENCY: Produce the sounds of English correctly and

effectively.
CODE: EN10OL-IVd-3.11
Oral Fluency
Directions: Here is a sample campaign speech for presidency. Read
carefully and produce the sounds of English correctly and
effectively when delivering a campaign speech.
https://www.best-speech-topics.com/student-council-speech.html
Good afternoon, students and staff members! My name is

Stephanie Keebler, and I'm running for student body president. I'll
keep this quick as I'm sure you are ready to get out of here.
You might be saying to yourself, "Should Stephanie really be

the student body president? After all, she's only been at our school
for two years."
It's true that I am fairly new to Jefferson Anderson High

School. At first glance, this may seem like a disadvantage. I didn't
attend this school for my freshman and sophomore years, and I've
only known most of you for a couple of years.
Report this ad
When you think about it though, there is actually a benefit in

choosing someone who is coming into the school from somewhere
else. I have new ideas that I can bring in from the school I was at
before.
Are you tired of doing the same old things year after year?
Are you ready to do something different?
One thing I noticed about this school when I came last year is
that most of the students didn't really get to make any of the
decisions here at the school. Did anyone ever ask you what you
wanted to do for a fundraiser? Did anyone ever ask you what you
wanted to buy with the money we raised? Who makes these
decisions?
128 | P a g e
Those types of decisions are left up to student council. The
person you choose to represent you as president will speak for the
entire senior class. Do you want to choose someone who will make
those decisions for you without knowing what you want?
If you vote for me as student council president, I promise to

always get your opinions before making any decisions. You should
have a say in the actions that will affect you.
Every single one of you can come to me with your ideas, and
I promise to listen and speak for you.
I may not be the most well-known person running for student

council president, but I promise to listen to each and every one of
you.
You matter. Your opinion matters. Don't choose someone

who will make all of the decisions for you. Don't vote for the person
who will pick whatever their friends want them to choose.
Choose someone who wants to be your spokesperson.

Choose someone who cares about what you want.
Choose me, Stephanie Keebler, for your student council

president.
COMPETENCY: Use the correct prosodic features of speech.

CODES: EN10OL-IVe-5, EN10OL-IVf-5
Oral Fluency
Directions: Here is a sample campaign speech for presidency from
http://www.indiacelebrating.com/speech/education-
speech/ Read carefully and use the correct prosodic
features of speech.
Good morning to the Excellencies, distinguished guests, my

respected teachers, and my dear friends. The topic of my speech is
education. Through my speech, I would let you know all about the
value of education and its contribution in our lives. Education is the
tool which helps us in removing our all doubts and fears about all
the challenges and happiness in our life. It is the tool keeps us
happy and peaceful as well as makes us better socialize human
beings. Our teachers are like God for us who helps us all in getting
good quality education from the institutions. They try their best to
make us learn everything and shape us for the future challenges.
129 | P a g e
Our teacher comes in our lives, removes all the darkness, removes
all the fears, removes all the doubts, and helps us to find a beautiful
career in this big world.
Education is not about to gain only knowledge, however it
means, learning the ways to be happy, learning the way to keep
others happy, learning the way to live in society, learning the way
to tackle challenges, learning the way to help others, learning the
way to care older, and learning the way how to behave others. My
dear friends, education is like a healthy food which nourishes us
both internally and externally. It makes us strong internally and gives
lots of confidence by making our personality and giving us
knowledge. Good education is only way to remove bad habits,
poverty, inequality, gender discrimination and so many social
issues. Thank you.
COMPETENCY: Use appropriate multimedia resources that

accompany language.
CODE: EN10OL-IVg-3.10
Oral Fluency
Directions: Using multimedia resources such as MS Word, MS Excel, MS
PowerPoint, etc. deliver a short speech about Rebuilding
Societies.
CONTENTS VERBAL DELIVERY NON-VERBAL MULTIMEDIA

30 % 25 % DELIVERY25% 20%
Grammar Articulation Eye Contact Use of any
-15 % /Diction-10% - 5% MS Office
Polite Paralinguistics Facial -8%
expressions-15 % -15% Expressions- 5% Organization
Message Posture and Clarity
-20 % -5 % -7%
Gestures Creativity
-5% (Transitions,
Movement Animations)
-5% -5%
COMPETENCY: Deliver self-composed campaign speeches on

advocacies, social issues and concerns.
CODES: EN10F-IVh-1.16, EN10F-IVi-1.16
Oral Fluency
Directions: Present your research report discussing a relevant social
issue. Ensure your presentation slides are organized like your
research outline. Take note of what you need to
accomplish in order to achieve your target score.
130 | P a g e
50 % 25 % DELIVERY
25%
Posture-5 %
Gestures-5%
Movement-5%
GRAMMAR
COMPETENCY: Observe the language of research, campaigns, and
advocacies.
CODES: EN10G-IVa-32, EN10G-IVb-32, EN10G-IVc-32, EN10G-IVd-32,
EN10G-IVe-32, EN10G-IVf-32, EN10G-IVg-32, EN10G-IVh-32,
EN10G-IVi-32
Matching Type
Directions: Match the definitions in the first column A with the most
appropriate terminologies in column B. Write the letter of
your answer on the space provided before the number.
COLUMN A COLUMN B
D 1. Articulate what you intend to find out or A. body
achieve in the study.
E 2. Discuss the relevance of the study to B. conclusion
your intended audience.
F 3. Contains the substantial amount of C. literature review
information that needs to be clearly and
accurately presented and analyzed. D. objectives of
B 4. Bringing home the highlights of the the study
research paper. It provides readers with
recommendations that can be explored E. significance of
concerning the topic. the study
C 5. Discuss previous studies done on the
chosen topic. This tells how your F. methodology
research relates to theses previous
researches.
(Note: Answers are printed in red.)
***END OF FOURTH QUARTER***
131 | P a g e

Test Item Bank - English10

Uploaded by

Copyright:

Available Formats

Test Item Bank - English10

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Test Item Bank - English10

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

2. What type of graph is it?

3. What are compared in the graph?

5. State a conclusion based on this graph?

COMPETENCY: Compare new insights with previous learnings.

1. What is the poem all about?

2. How does the pathway described by the wayfarer?

3. Cite a line or lines that show/s a problem. Explain/discuss.

4. Do you think he will follow the path to truth?

The Road Not Taken

Two roads diverged in a yellow wood,

Then took the other, as just as fair,

And both that morning equally lay

I shall be telling this with a sigh

A Double Dinosaur Discovery

Last December, two research teams working 2,000 miles

– From TIME For Kids, March 12, 2004

1. What is the news story about?

3. Who made the discoveries?

4. Why is the discovery important?

5. How did the two research teams make amazing discoveries?

A Double Dinosaur Discovery

Last December, two research teams working 2,000 miles

– From TIME For Kids, March 12, 2004

COMPETENCY: Point out the effectiveness of the devices used by the

COMPETENCY: Determine the roles of discourse markers (e.g.

COMPETENCY: Make generalizations.

COMPETENCY: Show appreciation for songs, poems, and other

Three Passions I Have Lived For

Three passions, simple but overwhelmingly strong, have

I have sought love, first, because it brings ecstasy -- ecstasy so

With equal passion I have sought knowledge. I have wished to

Love and knowledge, so far as they were possible, led upward

COMPETENCY: Examine how spoken communication may be repaired

awarded born received

Emma Cordero was __1__ on June 6, 1958 at Sta. Margarita,

Answers: 1. born 2. took up 3. worked 4. married 5. received 6. awarded

COMPETENCY: Express insights based on the ideas presented in the

COMPETENCY: Draw generalizations and conclusions based on the

CODES: EN10V-If-13.9, EN10V-Ig-13.9, EN10V-Ih-13.9, EN10V-Ii-13.9

COMPETENCY: Express appreciation for sensory images used.

1. The roof of the house was open to the sky.

COMPETENCY: Explain how the elements specific to a genre

GROUP 1. Cite and describe ten significant events in the life of

Oh, give us pleasure in the flowers today;

Oh, gives us pleasure in the orchard white,

And make us happing in the darting bird

For this is love and nothing else is love,

To sanctify to what far ends He will,

COMPETENCY: Determine the tone, mood, technique, and purpose of

Oh, give us pleasure in the flowers today;

Oh, gives us pleasure in the orchard white,

And make us happing in the darting bird

For this is love and nothing else is love,

To sanctify to what far ends He will,

COMPETENCY: Explain how a selection may be influenced by culture,

 How do the culture, history, and/or environment of the author

 Compare and contrast the theme of the poem to the theme of

Emma Cordero was 1 on June 6, 1958 at Sta. Margarita,

END OF FIRST QUARTER