ENGLISH 10

Imus National High School-Alapan Annex

Let’s Engage and Follow

YOUR JOURNEY
Building Up Defenses

The most important component of defense is awareness.

In the previous lesson, you have been made aware of
your personal challenges and that is your initial step into
building a defense against life’s inevitable challenges.
In this lesson, you will perform a lot of activities
that will help you strengthen yourself amid
discrimination.
Specifcally, you will be asked to answer the
important question, How do I build the best defenses
against challenges to achieve the best quality of
life?
 Your Objectives

In charting the course of your journey in this lesson, you

are expected to:

a. determine the effect of textual aids on the

understanding of a text
b. get information from various text types that can be
used in everyday life
c. determine how connected events contribute to the
totality of a material viewed
d. explain how the elements specifc to a genre
contribute to a theme of a particular literary
selection
e. express appreciation for sensory images used
f. use intensive pronouns in meaningful discourse

Be reminded that your expected output in this lesson is a quality brochure on

building defenses against discrimination and the criteria for assessment are: organization,
graphics, relevance of content, and conventions.
 ENGLISH 10
Quarter I- Lesson 2
Activity No. 1

Activity Title:
Getting Information from Various Text Types that can be used in
Everyday Life
Learning Target: Get information from various text types that can be used in everyday
life.
References: English 10 LM pp. 31-32
English 10 TG pp. 20-23
Concept Notes

The most important component of defense is awareness. In the previous lesson,

you have been aware of your personal challenges and that is your initial step into building
a defense against life’s inevitable circumstances.
“How do I build the best defense against challenges to achieve the best quality of
life?”

Task 1: Discrimination Check

You probably have experienced, observed or learned about a lot of discrimination
at home, in school, among your peers, etc. What are these discriminations? Let the
students share their answers or ideas in the class.

DISCRIMINATION

Family School Peers

Exercise: Reflection
Watch/ listen to the song “Reflection” from the movie “Mulan” and answer the
questions that follow. Source: http://www.youtube.com/watch?v=GWooGBya_nk.

1. What is the song all about?

2. What type of discrimination was underscored in the song?
3. How is this discrimination related to your life (if applicable)?
4. Pick out your favourite lines from the song and explain why you picked those
lines.
 ENGLISH 10
QUARTER 1- Lesson 2
Activity No. 2

Activity Title: Determining How Connected Events Contribute to the Totality of a

Material Viewed
Learning Target: Determine how connected events contribute to the totality of a material
viewed
References: English 10 LM pp. 35-42
English 10 TG pp. 24-26
Concept Notes
An Oral Tradition is the manner in which information is passed from one generation
to the next in the absence of writing or a receiving medium. In the days before near-
universal literary, bards would sing or chant their people’s stories.

They employed various techniques to aid their own memory and to help their
listeners keep track of the story. This oral tradition was a way to keep the history or culture
of the people alive, and since it was a form of story-telling, it was a popular entertainment.

Background of the Author

Anne Terry White (1896), who was born in Russia, has worked as a teacher, a
social worker, and a translator of Russian Literature. Amongst her most-loved tale is the
“Gorgon’s Head”.

Vocabulary: Mystery Word

Rearrange the letters in bold to form the correct word for each item. Write the word
in the box.

1. To escape or avoid (verb) - eveda -

2. Dangerous (adjective) - erpisulo -
3. Poisonous (adjective) - vsmuoneo –
4. Ashamed (verb) - aeadhbs -
5. Satisfy, gratify (verb) - peeapsa -
6. Brave (adjective) - vorlsaou -

Read the story “The Gorgon’s Head” by Anne Terry White and try to answer the
question “How do I build the best defense against challenges to acquire the best quality
of life possible for me?”

Exercise: Dissecting the Text

Answer the following questions.
1 What was the “dreadful oracle” that was delivered to King Acrisius?
2. What adventure did Polydectes suggest that Perseus undertake?
3. List three perilous encounters that Perseus experienced during his adventure.
4. Explain how the oracle given to King Acrisius was fulfilled.
5. What was Polydectes “true motive in sending Perseus to kill Medusa”?
6. How did Perseus’ quest enable him to prove himself a hero?
 ENGLISH 10
QUARTER 1- Lesson 2
Activity No. 3

Activity Title: Determining the effect of textual aids on understanding the text
Learning Target: Determine the effect of textual aids on the understanding the text
References: English 10 LM p. 42
English TG pp. 27-28
Concept Notes

Textual aids are visual elements on a page that stand out from the main text. Some
examples of textual aids are titles, bod or italic print, diagrams, maps, tables and charts.

Task I
Your teacher will group you into five. Each of the groups will be given a specific
task to work on.

Group 1: Create a timeline of events in the story.

Group 2: Create a venn diagram that compares the characteristics of Perseus and
Medusa.

Group 3: Create a diagram that shows the challenges of Perseus in his quest to acquire
the
Gorgon’s Head.

Group 4: Using the Gorgon’s Head as a diagram, point out at least five utterances of
Perseus that strike your group the most.

Group 5: Create a diagram that shows the relationship of all characters in the myth.

Exercise: Act and Counteract

Examine all the group outputs from the previous task. Note down observations
about the outputs of the other groups. Don’t write anything about your group’s output.

Group Observations

5
 ENGLISH 10
QUARTER 1- Lesson 2
Activity No. 4

Activity Title: Using Intensive Pronouns

Learning Target: Use intensive pronouns correctly
References: English 10 LM pp. 45-46
English 10 TG pp. 29-30
Concept Notes:
An intensive pronoun is a pronoun that formed just like reflexive pronoun by adding
–self/ selves. It serves to emphasize the antecedent, often appear as appositive after
nouns or pronouns within the same sentence.

Example: 1. Youyourself have overcome many hardships.

2. Dr Carson himself has survived great poverty.

Notice that when you drop the intensive pronoun, the sentence still makes sense.
(Dr Carson has survived great poverty.)

(Avoid the use of hisself and theirselves, which are grammatically incorrect. Use
himself and themselves instead.)

Exercise A: Circle all the pronouns from the paragraph.

(1-2) But it happened that when they came to Argos, KingAcrisius was away from
home. (3) Games were being held in Larissa, and Perseus, hearing of them, decided to
go there and take part. (4) And there at the game it was that the oracle with Acrisius had
received at Delphi was strangely fulfilled. (5) For when it came Perseus’ turn to throw the
discus, (6-7) he threw it so that it swerved to one side. (8) It landed among the spectators
and killed an old man. That old man was King Acrisius, who had gone to such cruel
lengths to avoid the fate which the gods had ordained.

Exercise B. Paraphrase at least three sentences by transforming the circled pronouns

into reflexive or intensive pronouns IF APPLICABLE. Write R on the blank before each
item if the pronoun is reflexive or I if intensive.

__________1. ________________________________________________________
__________2. ________________________________________________________
__________3. ________________________________________________________

Exercise C. Underline the reflexive or intensive pronoun in each sentence. Then identify
it as Reflexive or Intensive.

1 By fifth grade, Ben Carson considered himself the dumbest kid in his class.
2. His mother was raising Ben and his brother herself.
3. He learned to love reading and then to love learning itself.
4. Ben outdid himself.
5. He himself likes the challenge of difficult surgery.
 ENGLISH 10
QUARTER 1- Lesson 2
Activity No. 5

Activity Title: Creating a Personal Goal

Learning Targets: Create a personal goal for the next five years
References: English 10 LM pp.47-49
English TG pp.31-32
Concept Notes
Building up defenses is like creating a personal goal. Each defense is critical in
achieving success. The most important component of defense is awareness.

In this activity, your teacher will ask you to work in groups. As a group, you
will identify specific scenarios where discrimination is happening. Accomplish the chart
below. Share your ideas to the class.

Task 1. Different and Single Out

Discrimination Examples How do we build a defense?

1 Age
2. Gender
3. Marital Status
4 Physical
Appearance
5 Religious Affiliation

6 Nationality

Exercise :Creating a Personal Goal

Using the organizer below, create a personal goal for the next five years.

5
4

3
2
1
 ENGLISH 10
QUARTER 1- Lesson 2
Activity No. 6

Activity Title: Your Brochure

Learning Target: Create a quality brochure that would feature the students own defences
against discrimination
References: English 10 LM p.50
English 10 TG pp. 32-33
Concept Notes
A brochure is a magazine or thin book with pictures that gives you information
about a product or service. It is an informative paper document (often also used for
advertising)that can be folded into a flyer or pamphlet.One example of this is a travel
brochure.
You can now start crafting your brochure that would feature your own defenses
against discrimination. You can make use of internet sources for important information to
make your work substantial. Your brochure will be graded using the following rubric.
Brochure Rubric

4 3 2 1

The brochure The brochure The brochure The brochure’s

Organization has excellent has appropriate has some format and
formatting and formatting and organized organization of
very well well-organized information with material are
organized information. random confusing to the
information. formatting. reader.

The brochure The brochure The brochure The brochure

Ideas communicates communicates communicates communicates
relevant relevant irrelevant irrelevant
information information information, or information, and
appropriately appropriately to communicates communicates
and effectively the intended inappropriately inappropriately
to the intended audience. to the intended to the intended
audience. audience. audience.

All of the writing Most of the Some of the Most of the

is done in writing is done writing is done writing is not
Conventions complete in complete in complete done in
sentences. sentences. sentences. complete
Capitalization Most of the Some of the sentences.
and capitalization capitalization Most of the
punctuations and punctuation and punctuation capitalizations
are correct are correct are correct are not correct
throughout the throughout the throughout the throughout the
brochure. brochure. brochure. brochure.
The graphics go The graphics go The graphics go The graphics do
Graphics well with the well with the well with the not go with the
text, and there text, but there text, but there accompanying
is a good mix of are so many are too few. text or appear to
text graphics. that they distract be randomly
from the text. chosen.