10

English
Quarter 1 – Module 1
(Lessons 1-4)
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1
First Edition, 2021

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Authors: Jester C. Cayabyab, Sarah Calderon, Nestor Traballo, Rodolfo Alejandrino

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 10
English
Quarter 1 – Module 1
Celebrating Diversity
through World Literature

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by educators from public schools. 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

1
Introductory Message

For the facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM): Celebrating Diversity
through World Literature!
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

To the parents:
As parents, you play a vital role in educating your child’s life; hence, you may also
help provide the support and stimuli that your child needs to make sense of the world.
Since we are currently facing the coronavirus pandemic, now is the perfect time for you
to make your home a school and act as a teacher to your child.

For the learner:

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
The module is divided into four lessons:
● Lesson 1- Using information from news reports, speeches, informative talks,
panel discussions, etc. in everyday conversations and exchanges
● Lesson 2- Determining the effect of textual aids like advance organizers, titles, non-
linear illustrations, etc. on the understanding of a text
● Lesson 3 - Appraising the unity of plot, setting and characterization in a material
viewed to achieve the writer’s purpose
● Lesson 4 - Compare and contrast the contents of the materials viewed with
outside sources of information in terms of accessibility and effectiveness
In this module, you are expected to:
● Identify various sources of information
● Identify different textual aids and their purpose
● Properly sequence a series of events
● Observe the steps in writing an insight

2
 Using information from news
reports, speeches, informative
Lesson
talks, panel discussions, etc. in
1 everyday conversations and
exchanges

WHAT I NEED TO KNOW

Information may be taken from different sources such as news

reports, speeches, informative talks, and panel discussions.

As you go through this lesson, you are expected to:

1. Identify various sources of information

2. Get information from various sources

WHAT IS IT

Here are some of the sources of information.

News Reports
These sources of information are found in print, broadcast, and online media such as
newspapers and magazines, radio and television, and electronic media outlets (e.g.
inquirer.net, rappler.com, YouTube, etc.).

Speeches
This source of information can be taken from a formal address or discourse delivered
to an audience. Speeches can be prepared prior to the delivery, or they can be
memorized for a flawless performance.

Informative talk
This source of information intends to educate the audience on a particular topic. The
topics covered in an informative speech should help the audience understand better
and remember what they learned later.

3
Panel discussion
This source of information follows a specific format used in a meeting, conference or
convention. It could be done through a live or virtual discussion about a specific topic
among a selected group of panelists who share differing perspectives in front of a
large audience.

WHAT’S MORE

Now that you have already learned where to get pieces of information,
enhance your skill more in gathering information by doing the following tasks.

TASK 1
Choose two from the given options, then do your work on a sheet of paper.

Option I:
Relay information from the latest banner story of an online newspaper.

Option II:
Pick one of the speeches that President Rodrigo Duterte delivered during the Enhanced
Community Quarantine. Give at least five specific information.

Option III:
Gather information from news reports on how to fight COVID-19, according to the DOH.

Option IV:
Get information from an online media abroad regarding the root cause of the COVID-19
pandemic.

Option V:
Gather information from a talk show of your choice about the status of COVID-19 in the
Philippines in terms of confirmed infections, deaths, and recoveries.

TASK 2

Read a speech of your choice, then complete the table that follows.

10 interesting lines from the text Why they are interesting

1.

4
 2.

3.

4.

5.

6.

7.

8.

9.

10.

TASK 3

Read the editorial below and then accomplish the given graphic organizer.

Bullying may be the biggest threat facing our society. It doesn’t just happen in
the schoolyards, either, though that’s where it starts. It happens on our playgrounds, and
often times, teachers do nothing. It happens in high school, when bullies have more
resources with which to torment their victims — and still, most people do nothing. It
happens when police officers abuse their power, or even when people pretend to be
police officers or other authority figures to browbeat others into doing their bidding.
And we wonder why incidents like the Mike Rice situation at Rutgers happen.
Somehow, it’s got to stop. We have to prevent bullying at the beginning, and it starts with
those charged with guiding our young people.
Whether it’s parents, coaches, school administrators, pastors or counselors, we all
have to take an active role in expressing to young people that bullying is not acceptable.
Too many children are ending up dead for this to be allowed to go on unchecked. New
Jersey has new anti-bullying laws that went into effect last year and were updated this
year, and many schools in the state are not following them to the letter.
Many of them are neglecting their responsibilities to the children they protect just
to avoid conflict with parents and paperwork. Many school officials are worried about what
a poor bullying grade will do to their funding, and therefore these same schools have been
unwilling to properly post their bullying grade on their district web site, as is required by
the law.
But then again, that hardly matters if no bullying ever gets reported. Some
communities think bullying can never happen to them, but it can. It can happen anywhere

5
and can take a variety of harmful forms, from verbal and psychological abuse all the way
up to physical harm.
Just in the last two weeks, people have anonymously written The Trentonian about
two local coaches who are allegedly intimidating and bullying their players’ right here in
our area under our noses. Those incidents are under our investigation, but parents have
expressed reluctance to speak out due to fear of reprisal against their children by the bully
in question.
What kind of society do we live in when our teachers and coaches cannot be
trusted to be competent stewards of our children? Whether it’s children against children,
or adults against children, these disgraceful acts cannot stand, and we as citizens cannot
permit them to go unreported when they do occur.
It’s like your daddy always told you. If you don’t stand up to a bully, they’ll walk all
over you. It’s time we all stood up.

Source: from http://www.trentonian.com/article/TT/20130411/OPINION01/130419938

Now that you have read the text, accomplish the following graphic organizers.

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TASK 4

Read the selection below, then do the given activity.

To be honest, bullying is just like a disease because you don’t make it happen
and it does not just go away overnight. Bullying even makes you feel like you are
sick or something is wrong with you! This, however, isn’t true at all. It is not your
fault if you get bullied.
Did you know that 900 thousand children get bullied every day in Canada?
Out of 5.2 million students! That means that 1 out of 5 students get bullied every
day! And people say that Canadians are too nice to be bullies! Many people are
unaware of the bullying that happens around them. That just shows how bad it is.
Here are some myths and facts about bullying:
Myth number 1: “Bullying is just a stage, a normal part of life.” However, fact
is – bullying is not a “normal” or socially acceptable behavior. We give bullies power
by our acceptance of this behavior.
Myth number 2: “If I tell someone, it will just make it worse.” Fact is: Research
shows that bullying will stop when adults in authority and peers get involved.
Myth number 3: “Just stand up for yourself and hit them back.” Fact however
is: While there are some times when people can be forced to defend themselves,
hitting back usually makes the bullying worse and increases the risk for serious
physical harm.
Myth number 4: “Bullying is a school problem, the teachers should handle it.”
Fact is: Bullying is a broader social problem that happens everywhere.
Myth number 5: “People are born bullies.” Fact is: Bullying is a learned
behavior and behaviors can be changed.

Now that you have read the text, present the different myths and facts about
bullying discussed in the selection. Write them in the graphic organizer below, then write
your comment or insight about the statements.

Myth no.

Fact

Comment/Insight:

7
 WHAT I CAN DO

Read the following speech of President George W. Bush delivered at

the time when the USA attacked Iraq, then answer the given
questions:

My fellow citizens, at this hour American and coalition forces are in the
early stages of military operations to disarm Iraq, to free its people and to
defend the world from grave danger.
On my orders, coalition forces have begun striking selected targets of
military importance to undermine Saddam Hussein's ability to wage war.
These are opening stages of what will be a broad and concerted campaign.
More than 35 countries are giving crucial support, from the use of naval
and air bases, to help with intelligence and logistics, to the deployment of
combat units. Every nation in this coalition has chosen to bear the duty and
share the honor of serving in our common defense.

TASK 5

Questions:

1. Who is talking in the speech?

2. What is the speech all about?

3. What other information did you get from the speech?

4. How did the information help you understood the issue better?

8
 Determining the effect of textual
Lesson aids like advance organizers,
2 titles, non-linear illustrations, etc.
on the understanding of a text

WHAT I NEED TO KNOW

In the 21st century, many of the skills of learners are associated with
deeper learning based on mastering analytic reasoning, complex problem
solving, effective communication, and collaboration and teamwork. All this should position
our learners to become successful in the outside world.

As you go through this lesson, you are expected to:

1. Identify different textual aids and their purpose

2. Show understanding of texts through textual aids

WHAT IS IT

Textual Aids are educational instruments that emphasize essential

phrases, thoughts, or graphs of printed texts. These aids are, most of the
time, graphic outlines or images that give the general idea of particular topics.

In the classroom, simple examples of textual aids are those words being
highlighted, bolded, italicized, and adding charts, graphs, maps, tables, etc. Below are
the most common textual aids.

1. Cause and Effect Diagram

It emphasizes the connections between different concepts. This is called the most
beneficial organizer since it could be applied to all subject areas.

2. Flow Diagram
It is a sequence chart that shows a series of events in their correct order. If you
have a concept that has steps or has a certain order or sequence, then it could be
shown in this kind of textual aid organizer.

9
 3. Venn Diagram
It is used to identify, classify, categorize, and recognize similarities and differences
of two or more subjects, ideas, thoughts, or concepts.

4. Graphic Organizers
These are usual displays that have key contact information. These textual aids
provide students with structure for abstract concepts and designed for those who
have trouble organizing information and thoughts. These are meant to help
students visualize ideas.

5. Concept Maps
These are general organizers or textual aids that show central ideas. They are
helpful and excellent for brainstorming, reflecting on stock knowledge, and
generating alternative expression. These kinds of map show or rank hierarchal
relationships or concepts.

WHAT’S MORE

Some of the benefits of using textual aids in the classroom are as follows:
1. Improve memory
2. Comprehend texts
3. Record relationships
4. Clarify and organize ideas
5. Assess background knowledge
6. Understand the concept of part to whole
7. Show and explain relationships among contents
8. Recognize and assimilate different points of view
TASK 6
This time, come up with a graphic organizer that shows each of the following uses:
1. Reflecting
2. Analyzing ideas
3. Generating ideas
4. Compiling information

10
 WHAT I CAN DO

Read the following text, then accomplish the textual aids that
follow.

TINGUIAN STORY

Dogedog had always been very lazy, and now that his father and mother
were dead and he had no one to care for him, he lived very poorly. He had little to
eat. His house was old and small and so poor that it had not even a floor. Still he
would rather sit all day and idle away his time than to work and have more things.

One day, however, when the rainy season was near at hand, Dogedog
began thinking how cold he would be when the storms came, and he felt so sorry
for himself that he decided to make a floor in his house.

Wrapping some rice in a banana leaf for his dinner, he took his long knife
and went to the forest to cut some bamboo. He hung the bundle of rice in a tree
until he should need it; but while he was working a cat came and ate it. When the
hungry man came for his dinner, there was none left. Dogedog went back to his
miserable little house which looked forlorn to him even, now that he had decided
to have a floor.

The next day he went again to the forest and hung his rice in the tree as he
did before, but again the cat came and ate it. So the man had to go home without
any dinner.

The third day he took the rice, but this time he fixed a trap in the tree, and
when the cat came it was caught.

"Now I have you!" cried the man when he found the cat; "and I shall kill you
for stealing my rice."

"Oh, do not kill me," pleaded the cat, "and I will be of some use to you."
So Dogedog decided to spare the cat's life, and he took it home and tied it
near the door to guard the house.

Some time later when he went to look at it, he was very much surprised to
find that it had become a cock.

"Now I can go to the cock-fight at Magsingal," cried the man. And he was
very happy, for he had much rather do that than work.

11
 Thinking no more of getting wood for his floor, he started out at once for
Magsingal with the cock under his arm. As he was crossing a river he met an
alligator which called out to him: "Where are you going, "Dogedog?"

"To the cock-fight at Magsingal," replied the man as he fondly stroked the
rooster.

"Wait, and I will go with you," said the alligator; and he drew himself out of
the water.

The two walking together soon entered a forest where they met a deer and
it asked: "Where are you going, Dogedog?"

"To the cock-fight at Magsingal," said the man. "Wait and I will go with you,"
said the deer; and he also joined them.

By and by they met a mound of earth that had been raised by the ants, and
they would have passed without noticing it had it not inquired: "Where are you
going, Dogedog?"

"To the cock-fight at Magsingal," said the man once more; and the mound
of earth joined them.

The company then hurried on, and just as they were leaving the forest, they
passed a big tree in which was a monkey. "Where are you going, Dogedog?"
shrieked the monkey. And without waiting for an answer, he scrambled down the
tree and followed them.

As the party walked along they talked together, and the alligator said to
Dogedog: "If any man wants to dive into the water, I can stay under longer than
he."
Then the deer, not to be outdone, said: "If any man wants to run, I can run
faster."

The mound of earth, anxious to show its strength, said: "If any man wants
to wrestle, I can beat him."

And the monkey said: "If any man wants to climb, I can go higher."
They reached Magsingal in good time and the people were ready for the
fight to begin. When Dogedog put his rooster, which had been a cat, into the pit, it
killed the other cock at once, for it used its claws like a cat.

The people brought more roosters and wagered much money, but
Dogedog's cock killed all the others until there was not one left in Magsingal, and
Dogedog won much money. Then they went outside the town and brought all the
cocks they could find, but not one could win over that of Dogedog.

12
 When the cocks were all dead, the people wanted some other sport, so they
brought a man who could stay under water for a long time, and Dogedog made
him compete with the alligator. But after a while the man had to come up first. Then
they brought a swift runner and he raced with the deer, but the man was left far
behind. Next they looked around until they found a very large man who was willing
to contend with the mound of earth, but after a hard struggle the man was thrown.
Finally they brought a man who could climb higher than anyone else, but the
monkey went far above him, and he had to give up.

All these contests had brought much money to Dogedog, and now he had
to buy two horses to carry his sacks of silver. As soon as he reached home, he
bought the house of a very rich man and went to live in it. And he was very happy,
for he did not have to work anymore.

TASK 7
Now that you have read the text, list down the characters that Dogedog met on
his way to the cockfight, and indicate what each animal can do. Use the idea map
below.

Characters that Dogedog met

What it can do What it can do What it can do What it can do

13
 Appraising the unity of plot,
Lesson setting and characterization in a
3 material viewed to achieve the
writer’s purpose

WHAT I NEED TO KNOW

Fairy tales, documentaries, and movies are great ways to spend time with.
Why? Aside from the characters, conflict, and theme, a series of events,
called plot, plays a great role in a story or a movie. Every story must have a plot, and its
plot must work within the story. But a great story is not just a series of connected events
to gain a perfect totality.
After this lesson, you are expected to:
1. Properly sequence a series of events
2.Determine how connected events contribute to the totality of a material viewed

WHAT IS IT

Oftentimes technology offers different interesting plots at our

convenience. It can be found in Wattpad, in a generated Facebook video
clip, in a teleserye, or most preferably, in a film or movie from YouTube or Netflix. The
article below describes the different elements of a film story. Find out how to analyze a
film in preparation for your movie review at the end of the lesson.

How to Analyze a Film

Characteristics
Films are similar to novels or short stories in that they tell a story. They include the
same genres: romantic, historical, detective, thriller, adventure, horror, and science
fiction. However, films may also include sub-groups such as: action, comedy, tragedy,
westerns and war. The methods you use to analyze a film are closely related to those
used to analyze literature; nevertheless, films are multi-medial. They are visual media
made for viewers. Films take command of more of our senses to create special
atmospheres, feelings or to bring out emotions.
Along with the literary elements such as plot, setting, characterization, structure,
and theme, which make up the text or screenplay, there are many different film techniques
used to tell the story or narrative. Attention is paid to sound, music, lighting, camera
angles, and editing. What is important is to focus on how all the elements are used
together in making a good film.
14
 Below is a list of elements and questions to help you when analyzing films.
Film Facts
-Title of film and year produced
-Names of the actors and director
Genre
-What main genre does the film fall under? – romantic, historical, detective, thriller,
adventure, horror, and science fiction.
-What sub-grouping does the film fall under? – action, comedy, tragedy, war and
western.

Setting
Setting is a description of where and when the story takes place.
-Does it take place in the present, the past, or the future?
-What aspects of setting are we made aware of? – Geography, weather
conditions, physical environment, time of day.
-Where are we in the opening scene?

Plot and structure

-What are the most important sequences?
-How is the plot structured? Is it linear, chronological or is it presented through
flashbacks??
-Are there several plots running parallel?
-How is suspense built up?
-Do any events foreshadow what is to come?

Conflict
Conflict or tension is usually the heart of the film and is related to the main characters.
-Is it internal where the character suffers inwardly?
-Is it external caused by the surroundings or environment the main character finds
himself/herself in?

Characterization
Characterization deals with how the characters are described by the way they speak,
their physical appearance, their thoughts and feelings, and interaction – the way they
act towards other characters.
-Are they static characters who do not change?
-Do they develop by the end of the story?
-What qualities stand out?
-Are they stereotypes or are they believable?

Narrator and point of view

The narrator is the person telling the story.
-Is there a narrator in the film? Who?
-Through whose eyes does the story unfold?
-Is the story told in the first person “I” point of view?
-Is the story told through an off-screen narrator?

15
 Imagery
In films imagery are the elements used to create pictures in our minds which may
include symbols with literal or figurative meanings.
-What images are used in the film? e.g. color, objects, etc.
-Can you find any symbols?

Theme
-What are the universal ideas that shine through in the film (In other words, what is
it about, in general?)?

Cinematic Effects
Soundtrack
-What effect does the choice of music have? Does it suit the theme?
-Are any particular sounds accentuated?
Use of the camera
-The four basic shots used in films are:
• a close-up – a very close shot where the camera lens focuses on some
detail or the actor’s face.
• medium shot – a shot where the camera lens picks up some background
or upper half of the actor.
• full shot – a shot where the camera lens has full view of the actor.
• long shot – shot taken at a distance from an object.

-What camera shots can you identify in the film? How are they used?
-A camera angle is how the camera is tilted while filming.
• straight-on angle – The camera is at the same height as the object.
• high angle – The camera is filming from above the object.
• low angle – The camera is looking up at the object.
• oblique angle – The camera is tilted sideways.
-Does the way in which the camera is held say anything about the character?

Lighting
Lighting focuses the audience’s attention on the main character or object in a film. It
also sets the mood or atmosphere.
-What special lighting effects are used during the most important scenes?
-Can you find any examples where a filter has been used in the film?
-What effect did using a filter have on the scene?
-What colors are most dominant?

Editing
Editing is the way in which a film editor together with the director cuts and assembles
the scenes.
-Can you see a pattern to how the scenes are cut?
-How would you describe the pace/tempo of the film?

16
 When analyzing films for school work or projects, you may be asked to use some
or all of the characteristics above. Link those elements together that seem most logical.
Try to think of the film as a whole and how the elements mentioned above work together
to bring out the main message of the film.

Source: https://courses.lumenlearning.com/introliterature/chapter/how-to-analyze-a-film/

WHAT’S MORE
Task 1. Directions: Match the description or definition below with the corresponding
items inside the box.
Rising Action Falling Action Climax Resolution Exposition

1. It is the main point or the turning point of the story.

This is meant to be the moment of highest interest and emotion,
leaving the viewers wondering what is going to happen next.
2. It is the part that tells you who the characters are and
usually what the conflict is. A setting is established. It is during this part
of a story that excitement, tension, or crisis is encountered.
3. Complication arises as the characters take steps to resolve the conflict.
4. Event in the story, when the outcome is decided one way or another.
The result of the actions of the main characters are put forward.
5. The story’s problems are oftentimes solved which may occur with
either a happy or a tragic.

Task 2. Directions: Read and answer the following question:

From Zen Parables: The Thief Who Became a Disciple

Translated by Paul Reps

One evening as Shichiri Kojun was reciting sutras, a thief with a sharp sword entered,
demanding either his money or his life.
Shichiri told him, “Do not disturb me. You may find the money in that drawer.” Then he
resumed his recitation.
A little while, afterward, he stopped and called: “Don’t take it all. I will need some to
pay the taxes with tomorrow.”
The intruder gathered up most of the money and started to leave: Thank a person
when you receive a gift,” Shichiri added. The man thanked him and made off.
A few days afterward, the fellow was caught and confessed, among others, the offense
against Shichiri. When Shchiri was called as a witness he said, “This man is no thief, at least
as far as I’m concerned. I gave him the money and he thanked me for it.”

17
After he had finished his prison term, the man went to Shichiri and became his disciple.

1. Where did the story happen?

____________________________________________________
2. Who are the characters in the story?
____________________________________________________
3. Who faced the challenge?
____________________________________________________
4. What is the conflict in the story?
____________________________________________________
5. What moral lesson did you learn from the story?
______________________________________________________________________________

Task 3. Directions: Character Portrait

Extract actions, dialogues and thoughts of Shichiri Kojun from the text you have
read, then write a description about the character. (5 points per diagram)

Shichiri’s Shichiri’s Shichiri’s

action Dialogue thoughts

Description Description Description

Task 4. Directions: Evaluate the story you have read above.

Read and explain your answer.
1. Do the character’s actions, dialogues and thoughts suited or appropriate with the
character he portrayed? Explain your answer.
________________________________________________________________
2. Are the settings of the story appropriate?
________________________________________________________________
3. Is the plot of the story connected to each other?
________________________________________________________________

4. What is the purpose of the writer in writing the story?

________________________________________________________________

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 5. How is poetic justice (good triumphs over evil) used in the selection?
________________________________________________________________

Task 5. Directions: Read the following story, then accomplish the given graphic
organizer.
The Fox and the Grapes
An Aesop’s fable retold by Rob John

One hot day at the end of summer a fox trotted along the dusty path to a farm,
listening out for other creatures and sniffing the air, as foxes do. It was getting late, and
after a long day the sun looked a little red in the face and had dropped out of sight
behind a bush.
It was the time of day that the fox liked best. The farmer’s work was finished. He
had taken off his muddy boots and gone inside for tea. The fox only showed himself
when the farmer had left his boots outside. Then, if he came running after the fox with
his gun - as farmers do - he would first have to sit on the step, put his boots back on
again, and the fox would have plenty of time to run away.
The fox is certainly very clever, and handsome too, but no one knows this better
than the fox himself. He would look at his reflection for hours admiring his beautiful red
coat with its snow white bib. He would look at his smart black legs, which matched his
sleek black ears. And his sleek black ears matched his shiny black nose, which looked
exactly like a small polished pebble. But best of all, he thought, was his glorious bushy
tail, like a big, soft paintbrush dipped in whitewash.
The farmer locked in the hens at night, and the rabbits and geese, and he shooed
the ducks onto their little island in the middle of the duck pond so that the clever fox
could not get them. He knew the fox hated swimming.
But the fox did not only eat chickens and rabbits and ducks and geese, though
he would put them all on the menu given half a chance. If he couldn’t get into the hen
house, and he couldn’t swim to the duck island, and if the geese made a fuss and rattled
their beaks at him - as geese do - then there was always something else to eat. There
were slugs and grasshoppers and mice and worms and frogs and eggs and big meaty
bones the farmer put out with the rubbish.
And tonight there was fruit! The fox looked up at a huge bunch of juicy grapes
hanging
above his head. He was very thirsty. He could imagine the sweet, delicious juice running
down his chin.
But he couldn’t reach them. He was clever, though, wasn’t he? Everyone said
so, and the fox was used to getting what he wanted – so he would take a run at it, and...
jump!!!
Missed! He jumped again... And again. He leaped and hopped and bounced and

19
 somersaulted.
But the juicy grapes were always just out of reach.
The fox stopped at last, hot and panting. “Haaa well!” he said to himself. “The
grapes don’t look that juicy and I just know they will be as bitter as lemons. Phooey!
Who wants to eat sour grapes!”
And the fox walked slowly along the dusty path back to his den with his nose in
the air and his tail between his legs - as hungry, disappointed foxes do. Sometimes,
when we can’t get what we want, we pretend we never wanted it anyway.

Task 6 Direction: Did you like the plot of the story above? If so, the checklist below
will help you figure out some important features of the plot. If you find the plot of the
story above corresponds with the given statements below, put a check (/).

PLOT CHEKLIST
1. The plot focuses attention on the characters and their roles in the story.
2. It connects the events in an orderly manner.
3. The plot created a desire for the you to go on watching as you
absorb them in the middle of the story.
4. While watching, you wanted to know what happens next.
_ 5. You got emotionally involved, connecting with the story, not allowing
yourself to stop.

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 6. You felt a sense of completion that you have finished the story
and reached an ending.
7. The story was left in your memory and making you want to read it again.
8. After reading a series of events, you understood message or the
moral of the story.

Task 7 Directions: Now that you are familiar with the different characteristics of a film
stories, watch a movie of your choice, then do the following graphic organizers.

ORGANIZER 1

Describe the characters based on the story. Provide dialogues from the movie to
support your answer.

proof

trait trait trait

trait

CHARACTER ATTRIBUTES

proof

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 WHAT I CAN DO

A Story of my Own

Task 8 Direction:

Choose one of the personal challenges you encountered this

pandemic or any other challenges you`ve overcome then, present
the summary of your own story using the graphic organizer below.

https://sites.google.com/site/thingsinourschool/all-about- teaching/graphicorganizerkwlchartandstorymap

22
 Compare and contrast the
contents of the materials viewed
Lesson
with outside sources of
4
information in terms of
accessibility and effectiveness
WHAT I NEED TO KNOW
Film adaptations refers to the transfer of a written work such as a novel, in whole or in
part, to a feature film. Film, also called movie, motion picture or moving picture, It is a
visual art-form used to simulate experiences that communicate ideas, stories,
perceptions, feelings, beauty, or atmosphere through the use of moving images. These
images are generally accompanied by sound, and more rarely, other sensory
stimulations.
As you go through this lesson, you are expected to:
1. Define insight
2. Observe the steps in writing an insight
3. Express insights based on the film viewed

WHAT IS IT

Insight is the capacity to give an accurate, deep, intuitive understanding

of something read, heard, or viewed. Compelling insight statements
should be structured around five key principles, as follows:
1.Setting the context by explaining the background of your insight. A simple observation
of how people behave in a given situation, what they think, what they feel, but most
importantly explain what they are doing and trying to achieve.
2.Communicating the dilemma by showing your understanding of the barriers that
people may have in achieving what they want in life. Dilemmas occur around the territories
of values, behaviors, needs, and desires. Look for strong emotions as they happen, when
someone has a conflict, tension or discomfort. This is where you find those powerful
insights that give you the opportunity to create an emotional bond with consumers.
3.Articulating the why by focusing on the possible reasons why something is happening.
It should be a concise synthesis of the observed behavior, a look at the activity and what
is driving it.

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4.Capturing the motivation by dealing with the frustration that surrounds any given
experience as this would show the core motivating factors.
5. Envisioning the ideal by conveying how one would like the world to look and feel, and
what the ideal experience should be. The key here is not to define a solution but clearly
convey how we would like the world to look and feel, what the ideal experience should
be.
A three-paragraph insight may be illustrated, as follows:
•First Sentence – describe the current situation and the behavior.
“Having pictures around that instantly remind me of special moments and people,
makes me feel good.”
•Second Sentence – describe the dilemma and clearly articulate why this is a
frustration in life.
“But I find that pictures from my digital camera often stay hidden on my devices
because I never have time to print them.”
•Third Sentence – describe the desired end-state, the ideal situation.
“I wish there was a way to enjoy them everyday without having to actively play them on
my TV or computer.”

Source: http://thrivethinking.com/wp-content/uploads/2016/03/5PrinciplesGraphic.jpg

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 WHAT’S MORE

Task 1. Directions: In this lesson, you are going to watch the film adaptation, Life of Pi.
But before that, list down five questions you might have had after reading the film’s title.
Be ready to share with your classmates what you have written.

Life of Pi
Question1.______________________________________________?
Question2.______________________________________________?
Question3.______________________________________________?
Question4.______________________________________________?
Question5.______________________________________________?

Task 2. Look at the picture below. Who are in the picture? Where are they? What is
happening? What do you think happened between them?

Write three sentences expressing your opinion about what you would want to happen
between the two in the picture.

Source: https://www.nytimes.com/2012/11/18/movies/creating-a-tiger-for-life-of-pi.html

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_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Task 3. A. Match the statement with the Apeach emoticons below.

1. Listening to K-pop music really lifts up my spirit and makes me really happy.

2. I find listening to a foreign language without understanding it so frustrating.

3. I wish there were ways for me to enjoy the music and understand it at the same
time.

B. Now answer these questions.

1. What kind of emotion was expressed in the first sentence? In the second sentence? In
the third?

______________________________________________________________________

____________________________________________________________________

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Task 4. Directions: Now that you already know how to express insights, watch the film
adaptation of Yann Martel’s Life of Pi. As you carry on this task, accomplish the graphic
organizer below by writing down your insights before, during, and after watching the film.

FILM VIEWING INSIGHTS

Insight Before Insight During Insight After

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RUBRIC

Source: https://study.com/academy/popular/paragraph-writing-rubrics.html

Task 5. Directions: INSIGHT VS INSIGHT

Now choose at least three most memorable scenes from the film, Life of Pi, and write
your insight about each. Then compare them to real-life situations.
Memorable Scene My Insight Compare It to Real-Life
Situations
1.
2.
3.

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 29
WEEK 1
WHAT’S MORE
Answers may vary.
WHAT I CAN DO
Answers may vary.
WEEK 2
WHAT’S MORE
Answers may vary.
WHAT I CAN DO
Answers may vary.
WEEK 3
TASK 1:
1.climax
2.exposition
3.rising action
4.resolution
5.falling action
TASK 2:
1. temple
2.Shichiri and the thief
3. The thief
4.The thief threatens Shichiri to give all his possessions to him.
5. No matter how bad a person is there’s always a ray of hope that they’d
change.
TASK 3:
Answers may vary.
TASK 4:
Answers may vary.
TASK 5: Title: The Fox and the Grapes
Author: an Aesop’s fable retold by Rob John
This story took place one hot day at the end of summer in a farm.
The fox is a character who adores himself and thinks of himself as clever.
A problem occurred when he was hungry and was trying to reach for the juicy
ANSWER KEY
 30
WEEK 4
TASK 2:
Answers may vary. Suggested answer:
The boy and the tiger are about to fight because of something. Instead of
fighting, I wish the lion just plays with boy while fishing.
TASK 3:
1. B
2. A
3. C
4. Bliss
5. Irritable
Hopeful
TASK 4:
Answers may vary.
TASK 5:
Answers may vary.
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ABS-CBN News (2020, April 26). Philippine’s reports 285 new covid 19 cases.
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ideas.com/teaching-cause-effect-in-english.

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https://www.clipart.email/clipart/teaching-board-clipart-284414.html

Examples of textual aids. (2020). Retrieved from http:brainly.ph/583261

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What are the 21st century skills.(2020). Retrieved from

https://thoughtfullearning.com/FAQ/what-are-21st-century-skills

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Baluyot, Benjie. 2015. Graphic organizer: KWL Chart and Story Map - All about
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