Celebrating Diversity through World Literature PDF

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10 Celebrating Diversity through World Literature English Learner’s Material This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and...

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10 Celebrating Diversity through World Literature English Learner’s Material

This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education Republic of the Philippines

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Celebrating Diversity through World Literature – Grade 10 English - Learner’s Material First Edition 2015 ISBN:

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or ofice wherein the work is created shall be necessary for exploitation of such work for proit. Such agency or ofice may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trade-marks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Material. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Development Team of the Learner’s Material Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango Authors: Liza R. Almonte, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A. Palomar, Grace B. Annette Barradas-Soriano, and Karen B. Villanueva Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson S. Juan, Jennifer E. Lopez, Carlo Erba Manalo – Pacinos, Dr. Sterling Plata, Jeanette M. Romblon, Leilani T. Señires, and Dr. Roderick Tadeo Language Editor: Dr. Ma. Antoinette Montealegre Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador Dionisio, and Ms. Anna Marie B. San Diego Illustrators: Angielyn G. Bariñan, Eric S. De Guia, and Jayson M. Gaduena Layout Artists: Matthew Leysa, Camille Francesca Mondejar, and Jerby Mariano Printed in the Philippines by REX Book Store, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Ofice Address: 5th Floor Mabini Bldg., DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected]

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TABLE OF CONTENTS MODULE 1: Overcoming Challenges Lesson 1: Discovering Personal Challenges YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Blocks that Block Task 2: You’ve Got a Friend Task 3: Watch and Learn! Task 4: I Think YOUR TEXT Daedalus and Icarus by Nick Pontikis Task 5: Guide for Reading Task 5.1 A Scheme for Schema Task 5.2 The Guiding Path Task 5.3 Anticipation-Reaction Guide Task 6: Vocabulary Spinner Task 7: Of Flight and Light Task 8: Facts and Details Task 9: What’s Going On? Task 10: Digging Deeper Task 11: Fact or Not Task 12: Agree or Not Task 13: Image in My Mind Task 14: Time Line Task 15: Character Cycle Task 16: Grammarian for a Day YOUR DISCOVERY TASKS Task 17: Men under Lens Task 18: In Your Own Words Task 19: Imprint in Print Task 20: Design Task 21: Dealing with Personal Challenge Task 22: The Worry Sheet Task 23: Stress Tabs Task 24: Peer Pressure Task 25: React to the Max Task 26: Matter of Judgment Task 27: The Great Eight Task 28: My Purpose Task 29: Bull and Bully Task 30: A Day in a Life iii

7 8 9 9 10 10 11 11 12 12 16 16 16 16 16 17 17 18 18 20 21 21 21 21 22 22 22 24 24 25 26 28 29

YOUR FINAL TASK MY TREASURE Lesson 2 : Building Up Defenses YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: What Am I? Task 2: Discrimination Check Task 3: Mirror, Mirror Task 4: Relection Task 5: Enduring and Essential Task 6: Learning Expectations

32 32 33 33 34 35

YOUR TEXT

The Gorgon’s Head by Anne Terry White Task 7: Guide for Reading Task 8: Mystery Word Task 9: Dissecting the Text Task 10: Visualizing the Text Task 11: Act and Counter Act Task 12: My Coat of Arms Task 13: Makes Sense to Me Task 14: Triple Treat Task 15: A Hero in Me YOUR DISCOVERY TASKS Task 16: Award in the Ward Task 17: Different and Singled Out Task 18: Caps Locked Task 19: Creating a Personal Goal YOUR FINAL TASK Task 20: Your Brochure MY TREASURE Lesson 3: Capitalizing on Strengths and Recognizing our Weaknesses YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Boy-Girl Power! Task 2: Let It Go! Task 3: What Are You Made Of? YOUR TEXT Orpheus by Alice Low Task 4: Mystery Words iv

35 36 42 42 43 43 44 45 46 47 47 48 49 50

53 53 54 54

Task 5: From Page to Page Task 6: Element-Array Task 7: Alice Low YOUR DISCOVERY TASKS Task 8: Piece of Pi Task 8.1 Thin Line Task 8.2 A Quote On Quote Task 9: Modal Modes Task 9.1 Units of Measurement Task 9.2 Classifying Things Task 9.3 Market! Market! Task 10: The Confrontation Task 11: A Gift of Change Task 12: A Letter Later Task 13: Best Magic Ever YOUR FINAL TASK Task 14: Ad Typecast Task 15: Ask a Professional Task 16: Past Forward Task 17: Thanks for the Ad! MY TREASURE Lesson 4: Dealing with Personal Challenges YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Picture Perfect Task 2: A Puzzling Trial Task 3: Three (3) Controls Task 4: Setting Expectations YOUR TEXT Arachne by Olivia Coolidge Task 5: SGDA for the Golden Do Group 1 Word Finder Group 2 Image Makers Group 3 Justiiers Group 4 Theme Builders Task 6: Language Watch A. Which Is Which B. Giving Emphasis C. Scary But Blissful D. Comfort Zone

55 58 58 59 59 60 61 62 62 63 63 64 64 64 65 65 65 66

68 68 68 69 71 71 72 72 72 73 73 73 73 74

YOUR DISCOVERY TASKS

Task 7: SGDA for Beyond Text - Real Life Extension v

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YOUR FINAL TASKS Task 8: For a VIP (Very Impressive Photo) Essay A. Connect and Decide B. Scout for Remarkable/Inluential Figures C. Unlimited MY TREASURE Lesson 5: Winning Over Individual Challenges YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Connect to the Past Task 2: Outlook Turn On Task 3: Tune In Task 4: Looking Forward YOUR TEXT How Odin Lost His Eye Retold by Catherine F. Sellew Task 5: SGDA for Understanding the Text Task 6: Language Line A. Sense of Value B. Saving Grace C. Rewarding YOUR DISCOVERY TASKS Task 7: YOUR FINAL TASK Task 8: Life Skills Connection The Koran translated by N.J. Dawood Task 9: Giving Your Best MY TREASURE

75 75 76 76

80 81 81 81 82 86 86 86 87 87 89 90

Lesson 6: Turning Challenges to Opportunities YOUR OBJECTIVES YOUR JOURNEY YOUR INITIAL TASKS Task 1: I Always Connect Game 93 Task 2: View and Make Judgment/Generalization 93 Task 3: Three (3) in Control 94 Task 4: Mapping the Targets 94 YOUR TEXT From the Analects by Confucius translated by Arthur Waley Task 5: SGDA for the Stakes 96 vi

Task 6: Language Patrol The Thief Who Became a Disciple translated by Paul Reps A. Like a Disciple B. Looking Ahead C. Using Modals D. Alter Ego YOUR DISCOVERY TASKS Task 7: SGDA Leading to Completion YOUR FINAL TASKS Persuasive Essay: Practice and Uphold Positive Attitude by Lee Emm Task 8: Life Skills Connection A. Preparation for My Target - Following the Rules of Thumb B. Call Up for Order Box Game C. Steps in Writing Persuasive Essay D. Drafting E. Sharing through the EQS (Encourage, Question and Suggest) F. Revising and Polishing G. Publishing MY TREASURE

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100 100 101 101 101 102

103 104 105 105 106 107 107

INTRODUCTION

This learner’s material is specially designed to provide you with the roads to cooperative, collaborative, and independent learning of the target themes, concepts, and competencies that will develop your 21st century real life-based skills. This module provides you with meaningful tasks to develop your skills for academic success and the world of work. It is anchored on the general principles, goals, and objectives of the K to 12 Basic Education program for Grade 10 that will enable you to become selfactualizing, productive and effective participant of the society and the world at large. This learner’s material provides a variety of texts particularly world literary pieces that are both relevant and meaningful to your life. It offers opportunities for you to be engaged in varied, interesting, motivating, challenging, meaningful, and worthwhile tasks to further develop and improve your listening, speaking, viewing, vocabulary, literary, grammar, and reading skills. These tasks are generated as communicative and real life-based activities anchored on the integration of literature and language skills. Positively, this material will help deepen your understanding on how you can enrich, enhance, and lead a meaningful life. There are four modules in this learning material. Each module builds around a particular text for you to explore meaningfully through a variety of integrated, challenging, and interesting tasks. Module 1

Overcoming Challenges

Module 2

Establishing Solidarity

Module 3

Reconciling with Nature

Module 4

Rebuilding Our Societies

Each module consists of six lessons wherein each lesson is developed through the following phases: 1. Your Journey – provides an overview of what you should understand in the lesson. This includes clear directions and purpose of the lesson. 2. Your Objectives – states the expectations in line with what you should know, understand, and be able to do, produce, or perform to show there is transfer of learning. 3. Your Initial Tasks – activates your prior knowledge and prepares you for higher level tasks.

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4. Your Text – presents the main reading or literary text and the activities/ tasks that lead you to acquire knowledge, make sense of, and construct meaning out of the information and experiences contained therein. 5. Your Discovery Tasks – includes activities that will expand, enrich, enhance, and broaden your understanding of the target concepts and skills. 6. Your Final Task – presents the real life-based product or performance task as inal output for the lesson that serves as evidence of understanding of the target concepts and skills. This is an enabling task for the main real life-based product or performance task covering the entire module. 7. My Treasure – enables you to express your insights, learning, and realization on the lesson. This part contains prompts and other organizers that will help you sum up and synthesize what you have learned. This learner’s material includes formal pre and post assessments in both written response and multiple-choice formats. We hope that through this material, you will be provided with meaningful learning experiences and relevant competencies necessary for you to successfully meet the demands of the 21st century.

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Overcoming Challenges

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PRE-TEST MODULE 1 General Directions: Read each item carefully and follow directions. Write the letter of the most appropriate answer on your answer sheet. Part 1. Knowledge A. Basic Points to Consider in the Writing Process (Nos. 1-3) Directions: Complete the diagram by writing the three (3) basic points to consider during the preliminary stage of writing the process (1-3)

1. 3. 2.

2. 3.

B. Special Terms Directions: Match each term in column B with the most appropriate description in column A. A

B

___4. argument ___5. controlling idea ___6. mood ___7. opinion ___8. tone ___9. theme

A. what needs to be proven by facts B. central idea of a work of literature C. the feeling created in a reader by a literary work D. a core idea or focus of a written work E. contains the body of evidence used to support a point of view F. refers to the attitude of the writer towards his subject

C. Grammar Modals. Directions: Choose from the pool of answers the writer’s/speaker’s intention as hinted by each underlined expression. A. ability 10. 11. 12. 13.

B. obligation

C. probability

D. willingness

It’s true that sorrows in life may bring despair. We must ind courage even in the small things that we do. We will endure even the greatest sufferings that will come our way. Ordinary trials can be turned into extraordinary moments.

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D. Intensive and Relexive Pronouns Directions: Determine whether each underlined word is used as an intensive or relexive pronoun. Write In for intensive pronoun and Re for relexive pronoun. 14. You can see yourself more clearly. 15. Judge how much you know about yourself. 16. Life itself offers you many opportunities. Part II. Understanding Reading and Literature Directions: Read each of the following short passages carefully and copy the letter of the word or phrase that best completes each numbered item. Exploring the Sea of Goodness Lee Emm 1.) Do you believe that a sea of goodness is possible in this world? 2.) I always believe it is possible. 3.) Doing something good, no matter what the consequences will always make me contented and secure. 4.) There are a lot of ways I can do such, especially in doing something “good” for others. 5.) The steps are easy but zealousness, humility and consistency are the subtle ways. Here are the simple ones: 6.) The irst one is I imagine that I am in the place of the other person I’ll do good to. 7.) Next, I’ll imagine how she’ll feel and react. 8.) That way, I’ll think doing good to others will make me at least a better person. 9.) That will make me be grateful that I have done something good. 10.) With these simple but notable ways I can prove to myself, to others and to God that I can explore the sea of goodness in this ever changing world. 11.) How about you, can you explore it also? 12.) I bet you can! 17. The main point of the article is best expressed in sentence no. __. A. 3 C. 10 B. 4 D. 12 18. Exploring the sea of goodness, means you are practicing ______. A. conscientiousness C. kindness B. humility D. sympathy 19. The word subtle in Sentence 5 means _________. A. clear C. reined B. practical D. strained 20. The kind of evidence used by the writer to support her stand is through____. A. anecdotes C. statistics B. examples D. video 21.The generalization or statement about the passage on life or human experience is to __________. A. bring out the best in you C. struggle against the odds B. stand up for one’s belief D. take strength to bear up the odds

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For nos. 22 to 26 1.) The best way to overcome a disability is to face it head-on and not to let it prevent you from achieving great things. 2.) This is the lesson I draw from the lives of two people whom I admire - the musician Stevie Wonder and the track-and-ield star Jackie Joyner-Kersee. 3.) I respect them for their courage and strength in overcoming obstacles. 4.) Both are persons with disabilities who deied obstacles in order to be successful in their ields. 5.) They taught me never to give up no matter how intimidating the obstacles I face in life. from: “Overcome an Obstacle to Succeed” by Eddie Harris

22. The word “fought” is a/an _______ of the word “deied” in sentence no. 4. A. connotation C. opposite B. denotation D. symbol 23. This passage would most probably interest a/an __________. A. adolescent C. child B. adult D. old man 24. The passage is most probably a part of a/an __________. A. anecdote C. letter B. autobiography D. persuasive essay 25. To support his claim, the writer uses ____. A. facts C. reasons B. opinion D. statistics 26. An effective persuasive technique used by the author to emphasize his point is through appealing to ________. A. emotion C. reason B. moral D. both A and C For nos. 27 to 29 “ When the world looks hopeless, And life is not fair, Throw back your shoulders And do not despair.” 27. The expression to “throw back your shoulders” means________. A. exercise your shoulders C. be conident and brave B. forget your responsibilities D. show your feelings 28. The passage appeals more to the sense of ________ . A. feeling C. sound B. sight D. taste 29. Most probably, the writer’s purpose in this passage is to ____. A. express a feeling C. reveal the truth B. give an advice D. win other’s approval For nos. 30 to 32 An excerpt from: Rabbi Ben Ezra by Robert Browning Then, welcome each rebuff That turns earth’s smoothness rough, Each sting that bids nor sit nor stand but go! Be our joys three-parts pain! Strive, and hold cheap the strain’; Learn, nor account the pang; dare, never grudge the throe. 4

30. The word in the poem which is the opposite of “acceptance” is _____. A. bids C. pangs B. joys D. rebuff 31. Line nos. 5 and 6 appeal more to the sense of _______. A. feeling B. sight C. taste D. touch 32. The tone of the poem is more of _______. A. admiration C. inspirational B. criticism D. pride For nos. 33 to 36 If you have endured a great despair, Then you did it alone. Getting a transfusion from a ire, Picking the scabs off your heart, Then wringing it out like a sock. - from: “Courage” by Anne Sexton 33.The feeling that the writer intends us to have toward life is ________. A. contentment C. fear B. courage D. hopelessness 34. The word in the poem that gives hint to the mood it evokes is _____. A. aspired C. sink B. sail D. succeed 35. The igure of speech used in the poem is ______________. A. alliteration C. personiication B. metaphor D. simile 36. The last two lines of the poem express _____________. A. arrogance C. optimism B. courage D. warning Part III. Process Logical Organization. (nos. 37 to 40) Directions: Arrange the following sentences logically to form a coherent paragraph. __37. A. Let’s ask help from other students to repair the existing damage. __38. B. Finally, encourage all to maintain cleanliness and beauty of our surrounding. __39. C. We can restore the beauty of this wall. __40. D. First, let’s raise funds for the repair. Composition Writing (Nos. 41 to 50) Directions: Imagine you are a sales representative persuading the consumers to buy the latest gadget or product you’re promoting/selling. Write a paragraph convincing the public about the advantages of buying the gadget. Convince them using the persuasive techniques you know. You will be given ten (10) points for this task.

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Module 1 LESSON 1 ______________________________________________________________ Discovering Personal Challenges

YOUR JOURNEY Echkart Tolle once said, “When you lose touch with inner stillness, you lose touch with yourself. When you lose touch with yourself, you lose yourself in the world. Your innermost sense of self, of who you are, is inseparable from stillness. I am that is deeper than your name and form.” In your previous journeys, you have been provided with a lot of opportunities to explore and improve yourself. Now that you are in the inal stage of your junior high school years, what this lesson promises is to teach you how to increase your effectiveness in responding to problems which challenge your innermost sense of self, your “I am that is deeper than your name and form.” In this lesson, you’ll answer one enduring question about life, that is, “How does discovering personal challenge create a deeper understanding of your innermost sense of self?”

YOUR OBJ...