Reyes, Jeff English - 10 Draft
Reyes, Jeff English - 10 Draft
English
Quarter 2 – Module 2:
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1
First Edition, 2019
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English
Quarter 2 – Module 2:
Introductory Message
For the facilitator:
This module serves as a learning aid that you could use with the learner,
who for some unavoidable circumstances, is not able to interact in the regular
classroom learning activities.
Your task is to ensure that the learner goes through the entire process of
this module. The presentation of each lesson is written in a conversational manner
which allows the learner to interact with the material by him/herself.
Please remind the learners to use separate sheets of paper for their answers
in all activities and avoid unnecessary marks on any pages of the material. The
learner should check his/her answers accurately and honestly using the Key to
Correction found at the back page.
The different parts of this module are presented using the following
headings. Familiarize yourself with these headings so that you would know what to
do in each part.
What I Know
This part includes the pre-assessment. It enables you and the facilitator
figure out the amount of knowledge that you already have regarding the
lessons in this module.
What’s In
This part includes lessons and activities from the previous module that serve
as review and prerequisite to the skills to be developed in this module.
What’s New
This part contains lesson and activities that aim to develop your vocabulary
building skills that is the first target competency.
What It Is
This part contains lessons and activities that aim to develop your reading
and comprehension skills of literary pieces that is the second target
competency.
What’s More
This part contains lessons and activities that aim to develop your grammar
and language skills that is the third target competency.
What I Can Do
This part contains activities where you can apply your learnings into
practical and real-life situations.
Post-Assessment
This part is similar to the pre-test. It determines how much you learn from
the lessons and whether you are able to develop the target competencies of
this module.
Additional Activities
This part provides you additional activities that allow you to explore other
exercises related to the lessons presented in this module.
Answer Key
This part contains the answers or possible answers to all the activities in
this module. This provides you opportunity to correct your own work at your
own pace. If you are able to answer all items correctly, you may proceed
immediately to the next learning activities. However, if you missed most of
the items in an activity, you may need to review the concept notes with the
help of the facilitator.
What I Need to Know
This module was designed and written with you in mind. It is here to help you
express ideas logically and critically in oral and written forms and demonstrate
interest in reading to meet your various needs. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using. The module is divided
into three parts:
Part 1 – Vocabulary
Part 2 – Literature
Part 3 – Grammar
General Directions: Read carefully each item and follow the directions as
indicated. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
13. “And so, all the night-tide, I lie down by the side.”
a. Alliteration c. Onomatopoeia
b. Assonance d. Rhyme
What’s In (Review)
By nature, we are social creatures and it makes sense that relationships are central to
our happiness – the survival and evolution of the human race depend on it!
Our need to feel connected to other people – to love and be loved, and to care and be
cared for – is a fundamental human need.
3.
Vocabulary Development
Task 2
A. Instruction: From the given choices, write the letter of the correct
answer which is closest in meaning to the italicized word. Use a
separate sheet of paper for your answers.
1. I was at last tangled in the web of lies that he had told to everyone.
a. detach c. disengage
b. clear d. aware
3. The suave gentleman was a great favorite of the elegant ladies who
attended parties at the embassy.
a. sophisticated c. uneasy
b. awkward d. rustic
5. The lady soon grew weary of waiting for the man of her dream.
a. fascinated c. amused
b. tired d. thrilled
1. tinder
2. bow
3. Venus
What is It (Literature)
Thoughts to Ponder
Before you start reading, think about this: How would you describe
someone you are passionately in love with?
Here are the poems from Petrarch’s “Canzoniere”. Read and enjoy the
rhyme and rhythm as you discover the message of each poem.
LAURA
Translated by Morris Bishop
Spring
Translate by Morris Bishop
Laura
1. In the poem “Laura”, what lines best describe Laura?
2. What are the common details the speaker remembers about Laura?
3. What does the speaker mean about the line, “She did not walk in any
mortal way”?
Spring
8. Cite some lines in the poem that makes the speaker describe
differently the springtime scene.
9. Who is referred to in the three poems?
10 What does the ending of the poem reveal about the speaker? To the one he is
referring to?
Negating Expressions:
I respect you for that, but…
I have nothing against your point, however…
I know what you are trying to imply, but…
Pardon me, but…
1. Nearly 86,000 overseas Filipino workers have been granted the one-
time ₱10,000 financial assistance with the Abot Kamay Ang Pagtulong
(AKAP) program amid the coronavirus crisis, the Department of Labor
and Employment said Sunday.
Your standpoints will be graded based on this rubric. Consequently, use this
rubric as a guide when explaining your stand and check it again before
submitting.
Instructions: Pretend you are Petrarch with undying love for Laura. In a
separate sheet of paper, write a poem to her. Don’t forget to use sound
devices in your poem.
Your poem will be graded based on this rubric. Consequently, use this rubric as a
guide when writing your poem and check it again before you submit your poem.
poem.
What I Can Do (Application)
My Loved One
Description:
Your activity will be graded based on this rubric. Consequently, use this rubric as a
guide when doing your activity and check it again before submitting.
Criteria 5 4 3 2 1
4. “Tlot-tlot; tlot-tlot! Had they heard it? The horse hoofs ringing clear;
Tlot-tlot, tlot-tlot, in the distance? Were they deaf that they did not
hear?”
a. Alliteration c. Onomatopoeia
b. Assonance d. Repetition
6. “The wild and wooly walrus waits and wonders when we will walk by.”
a. Onomatopoeia c. Alliteration
b. Repetition d. Rhyme Scheme
15. “The wind was a torrent of darkness among the gusty trees.
The moon was a ghostly galleon tossed upon cloudy seas.
The road was a ribbon of moonlight over the purple moor.
And the highwayman came riding-
Riding – riding—
The highwayman came riding, up to the old inn-door.”
a. Onomatopoeia c. Alliteration
b. Repetition d. Rhyme Scheme
1. If the child is in permanent foster care because the parent has lost
rights, can that parent nevertheless protest against the parents who
would adopt that child on the basis of religion or some other ethnic
criterion?
What is It
What I Know What’s In What’s New
Task 3.A
1. C Task 1.A Task 2.A
1. Laura was described as:
2. B
a. She used to let her golden 1. hair
B fly free 1. D
3. A
4. A b. Her eyes were brighter 2.
than Cthe radiant west 2. B
5. B c. She did not walk in any 3. A
mortal way 3. A
6. A d. But with angelic progress; when she spoke 4. C
7. C Unearthly voices sang in unison 5. B
2.
8. D The speaker only remembers her hair, eyes, the way she 6. D
walks and her voice.
9.
3. AThe line “She did not walk in any mortal way” means that Laura 7. Awas dead and the
10. Bpoem was actually intended to describe her ladylove, Laura.8. C
11.
4. AA doe is an adult female of various mammals such as deer, rabbit 9. C or kangaroo.
12.
5. CThe author is speaking of an encounter with a doe, which takes 10. Aplace in a glade,
13. Ban opening in the forest. The doe was described having two antlers of gold.
14.
6. DThe speaker was referring to her ladylove, Laura.
15. A
7. Sa, because the last stanza implies that when the fell in love, the lady was gone.
The line “Already toward noon had climbed the sun” picturing a passing/death of
someone.
8. Lines in the poem:
a. Never were fields so glad, nor skies so fair
b. But to me only heavy sighs return
c. Ladies are gracious now – Where deserts burn
What’s Newd. The beasts still prowl on the ungreening sand.
Task 2.B Laura was referred to in the three poems. The ladylove of Petrarch.
9.
10. With the return of the spring the memories of Petrarch’s beloved Laura awaken
1. Tinder
him but the ending seems so different unlike the springtime wherein you can see
Operational:
the flowersabloom
social media app forofmeeting
and greening new people.
sand, teeming of life, now is left nothing but
Technical: something
only memories that
of her serves tolove
deceased incite or inflame.
– Laura.
2. Bow
Operational: a weapon that is used to propel an arrow and that is made of a strip of
flexible material.
Technical: to incline especially in respect or submission.
3. Venus
Operational: the planet second in order from the sun.
Technical: the Roman goddess of love and beauty; pertaining to something
beautiful.
Task 3.B
b. Rhyme
For the wind to toy and tangle and molest;
Her eyes were brighter than the radiant west.
c. Rhyme Scheme
She used to let her golden hair fly free a
For the wind to toy and tangle and molest; b
Her eyes were brighter than the radiant west. b
(Seldom they shine so now.) I used to see a
3. Sound devices can reinforce or otherwise clarify the image being portrayed in a
specific poem. These are resources used by poets to convey and reinforce the
Assessment
1. A
2. D
3. B
4. C
5. D
6. C
7. D
8. B
9. B
10. C
11. C
12. A
13. A
14. D
15. D
References
Isbister, J. (2001). Capitalism & Justice: Envisioning social and economic fairness.
Bloomfield, CT: Kumarian.
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